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The Assembly of First Nations is organizing a Special Chiefs Assembly on The First Ministers Meeting for October 31-November 2, 2005 in Regina, Saskatchewan. Click here for more information about this gathering.

The meeting will give chiefs a chance to provide the AFN with direction on issues important to them. For Keewaytinook Okimakanak and partner First Nations, ensuring that telehealth services and broadband connections receive adequate funding support is a priority.

Press Release from http://www.newswire.ca/en/releases/archive/October2005/17/c2015.html

Deep concern at the First Nations Education Council

WENDAKE, Oct. 17 /CNW Telbec/ - Media sources are reporting that Prime Minister Martin is to announce, on November 25, 2005, that his government intends spending at least a billion dollars on improving the quality of life of Aboriginal peoples.

Part of this spending is supposed to be earmarked for education, especially for training elementary school teachers on reserves and keeping them in place.

While we recognize that this investment in education is indeed of the utmost urgency, the FNEC authorities are deeply concerned that these sums of money should be used to modify teaching programs to bring them in line with provincial norms, with the full collaboration of provincial authorities.

We feel it is important to reiterate that the federal government itself is currently responsible for developing First Nations education policy. Rather than finally allowing First Nations themselves to develop those policies that directly concern them, the federal government seems to have decided to transfer this responsibility to the provinces. For the FNEC, this is a serious infringement of the inherent right of First Nations to exercise full control over their education.

According to those media sources quoted above, Tanis Fiss, the spokesperson for the Canadian Taxpayers' Association, has stated: "Money isn't the issue. On a per-pupil basis, the federal government is spending more on native education than provinces are spending on public education..."

Statements like this are based on a purely superficial analysis of the situation and do not take into account the communities' political and sociological contexts. The structures that support First Nations school systems are completely different from provincial structures.

According to Mr Ghislain Picard, Regional Chief of the Assembly of First Nations of Quebec and Labrador, if an agreement were indeed to take place and be confirmed between the Canadian and the Quebec governments, resulting in a federal-provincial transfer of funding intended for First Nations, this would be tantamount to an unloading operation by the federal government in favour of the provincial governments. It would, therefore, leave the door wide open for provincial mismanagement in Aboriginal matters.

According to Ms. Lise Bastien, FNEC director, such an operation would mean that all funds earmarked for First Nations institutions and communities' educational services would be swallowed up in the provincial educational apparatus, with absolutely no guarantee of a fair redistribution for First Nations communities' services and schools.

In addition, Ms. Bastien stated that more than thirty years after Indian Control Over Education, First Nations had every right to denounce the fact that the conditions set out have yet to be achieved and First Nations are still not able to develop their own education systems. Such a transfer would represent yet another obstacle to First Nations organizations and communities in developing and setting up their own systems. It would also demonstrate a profound disregard and total lack of recognition for all the work carried out by First Nations in education.

Ms. Bastien and Mr. Picard report that First Nations communities and their representative organizations are absolutely determined to oppose federal-provincial transfers in First Nations education, inasmuch as we are not involved in the whole procedure on which this approach is based.

The AFNQL and the FNEC agree that changes need to be made to the current system, imposed by the federal government. It is undoubtedly the case, however, that the whole system needs to be completely overhauled and this must be done by First Nations themselves, in accordance with their fundamental rights.

For further information: Alain Garon, Information and Communications Officer, Secretariat of the Assembly of the First Nations of Quebec and Labrador, (418) 842-5020; Barbara Gravel, Education Counsellor, First Nations Education Council, (418) 842-7672

Keewaytinook Okimakanak telehealth information video series describing the work of the Community Telehealth Coordinators. Produced by Cal Kenny, K-Net's Multi-media Producer as part of the KO Telehealth information package being prepared for a Canada Health Infoway initiative.

Part 1.  Overview of the community-based Keewaytinook Okimakanak Telehealth initiative View here Length:2:47 Part 2.   Introducing and Supporting Telehealth in First Nations View here Length:3:22 Part 3. Sample Consult Session View here Length:4:47 Part 4. The Roles and Responsibilities of the First Natin CTCs View here Length:2:11 Part 5.     Public Health Education View here Length:2:54 Part 6.     Conclusion  View here Length:1:46

Click here for the telehealth web page with these videos

Fort Severn First Nation Chief Roy Gray was at the NAN office in Thunder Bay Tuesday October 11, 2005 assisting community member's fundraising efforts to have her mother’s hydro reconnected.

Additional Notes concerning the realities of living in Ontario's most northern community ...

 Grocery List:

1. Eggs per dozen - $  4.05
2. Loaf of bread   - $  4.59
3. Fresh milk - 4 l @ $14.95
4. Sugar - 2kg @ $ 7.95
5. Tide Laundry - 3.2kg @ $23.59
6. Enfalac - 235ml @ $ 3.75
7. Diapers - 30 @ $ 24.95
                      52's @ $ 43.59
8. Pop - 1 can @ $   1.75
9. Rice - 1.4kg @ $ 11.98
10.   Gasoline is $ 1.60 when shipped by barge or winter road
        Gasoline is $ 2.75 when flown by air.

Due to the harsh environment with winter conditions reaching up to -50 degrees plus wind chills, the cost of harvesting wood is expensive as people have to go anywhere up to 25 miles.  The costs of one cord of wood is $ 330.00 and on average a house will burn 1 - 2.5 cords of woods per month depending on size and for people to pay for electrical bills which cannot be covered as shelter components have been used up is not possible. On average, monthly bills for hydro are $ 100 to $ 200.00 / month.

These are the problems that we have, another example is that people on CMHC homes have to pay rent of $ 385.00 /month for 3 bedroom unit and $ 425.00 for a four bedroom unit $ 485.00 for 5 bedroom unit. On top of this is the cost of heating fuel which on average is $ 300 per month of furnace fuel plus the cost of electricity is $ 150.00 as all C.M.H.C. units use furnaces for heat. The total shelter costs exceeds the maximum shelter allowed.

People have to contribute from there regular benefits should they not want to fall behind with there bills which puts them below the Social Safety Net.

Because of these issues, Fort Severn cannot implement programs such as  housing rental program or even to charge user fees for water and sewage services.

The maximum shelter allowances are:

Benefit Unit Size:       Max Shelter Allowance
1                                  325.00
2.                                 527.00
3.                                 571.00
4.                                 621.00
5.                                 669.00
6. Or More                  694.00  

People depend on hunting and traditional activities to supplement the incomes and they need to freeze what they harvest.

********************************************************
The prices used are based on last years costs of wood and heat and this year with the increasing cost of gasoline and fuel oils, the costs will go up significantly.
*********************************************************

From NAN News Releases web site

FOR IMMEDIATE RELEASE

NAN COMMUNITY MEMBERS FUNDRAISE TO HEAT HOMES

THUNDER BAY, ON Wednesday October 12, 2005:

Fort Severn First Nation Chief Roy Gray was in Thunder Bay yesterday assisting one community member’s fundraising efforts to have her mother’s hydro reconnected.

“We’ve had 15 homes disconnected in the last month and as Chief, I’m supporting community efforts to find ways to settle these accounts and have the heat turned back on,” said Chief Gray during his visit to Thunder Bay where he sold crafts on behalf of the Fort Severn family at the Nishnawbe Aski Nation office.

Chief Gray is selling moccasins, mandelas, and other crafts to help raise funds to settle one family’s $8,000 hydro bill that has accumulated over approximately three years.

“The cost of living is so extremely high that far north,” said Gray of his community that rests on the coast of Hudson’s Bay at Ontario’s Northern tip. “The average hydro bill for Fort Severn is between $100 and $400 a month.”

The community fundraising comes one week after the federal government announced a $2 billion program to help with heating costs for “the most vulnerable in society”.

Chief Gray participated in discussions with Hydro One Remote this past summer in hopes to negotiate a payment deal for the many families who are now living without heat.

“Our people depend on their freezers to preserve caribou meat and other foods harvested on our traditional territory,” said Gray. “Being without power is a little ironic, considering much of the hydro power generated in Ontario is on the traditional territories of Northern First Nation communities.”

Nishnawbe Aski Nation’s Victoria Avenue office in Thunder Bay will sell the remaining crafts on behalf of the Fort Severn community members.

Fort Severn is one of 49 First Nations part of Nishnawbe Aski Nation. It is the most northern community in Ontario.

For more information please contact:

Jenna Young
Communications Officer
Nishnawbe Aski Nation
(807) 625 4952
(807) 628 3953 mobile

Applications to Open for Beardy Hockey Fund

Parents Stan and Nellie Beardy, along with members of the Daniel Beardy Memorial Hockey Fund Selection Committee, announced an open call for applications for the annual award and scholarship fund at a news conference Friday October 14, 2005.

From NAN's NEWS RELEASE 

SELECTION COMMITTEE CALLS FOR APPLICATIONS TO BEARDY HOCKEY FUND

THUNDER BAY, ON Friday October 14, 2005:  Parents Stan and Nellie Beardy along with members of the Daniel Beardy Memorial Hockey Fund Selection Committee announced an open call for applications for the annual award and scholarship fund today at a news conference at Fort William First Nation Community Centre.

“The intent behind the memorial hockey fund is to build confidence and instill the idea in youth that with determination and the proper support their goals are unlimited,” said father Stan Beardy who is also the Grand Chief of Nishnawbe Aski Nation – a political organization representing 49 First Nation communities across Ontario.  “Not only will the fund promote the success of young hockey stars, but it will celebrate Daniel’s life and the positive values he stood for.”

The hockey fund was established March 2005 to promote the success of Aboriginal and non-Aboriginal hockey stars, while celebrating the life of Daniel Beardy who passed away August 2004. 

Aboriginal and non-Aboriginal hockey players between the ranks of ‘AA’ and Junior or active players in remote communities are eligible to apply for the various awards and scholarships distributed annually by the fund.  All applicants must be residents of Ontario and full-time students.  The Daniel Beardy Memorial Hockey Fund Selection Committee will choose applicants who best demonstrate commitment to hockey practice and game requirements, community involvement.  Selection will also be based on the applicant’s ability to act as a role model to other youth on and off the ice.

The deadline for applications is 5:00 p.m. November 4, 2005.

Some of the major sponsors of the Daniel Beardy Memorial Hockey Fund include Muskrat Dam First Nation, Northern First Nations Hockey Tournament, Wasaya Airways LP, Shaw Family Bakeshop, Independent First Nations Alliance, and Nishnawbe Aski Development Fund.

Daniel Beardy played goalie for Fort William First Nation North Stars – a local Junior ‘A’ Hockey team that won the 2003-2004 Superior International Junior Hockey League Championship.  Beardy, who had been playing hockey since he was five years of age, was voted the top goaltender of the league for the same season.  He had a “goals against” average of 2.06 in the regular season which ranked him second among all goalies in the Canadian Junior ‘A’ Hockey League.  He lost only one game in the 21 he played. 

***

For more information please contact

Jenna Young,
Nishnawbe Aski Nation Communications Officer
(807) 625 4952 or (807) 628 3953.

Today, Nishnawbe Aski Nation lost a friend and warrior with the passing of Les Meekis.

Les Meekis was a friend to everyone he met. He was a good man who loved to joke and laugh with everyone, strangers and friends alike. He could tell a good story, sharing his experience and knowledge with others in such a way that captured everyone's attention. He would always stop whatever he was doing to listen to what others were saying.

He was the kind of man a friend or stranger could count on in a pinch. He had character and a sense of humour even when it was difficult to exhibit either.

He was a community member who never forgot his roots and never forgot who he was serving. He believed in all the people across the north, never doubting the strength and wisdom of the elders and their relationship to the land. He choose to work for his people and to be the kind of leader and worker that others respected. He knew how to get things done and why they needed to get done.

Brian Beaton put it best when he described him, “as a good friend to all.” Les passed away this morning after a long battle with cancer.

Les achieved much during his time with Keewaytinook Okimakanak. He began working with KO as the Outreach Worker when he was offered that challenge and the opportunity to work for the people he loved. When the Smart First Nations demonstration project began he willingly accepted the challenge to take on the Community Manager position to serve the KO communities in this new venture. As the Community Manager, Les was responsible for planning, establishing, coordinating and evaluating support services for the local community programs and services being developed and delivered as part of the Kuh-ke-nah project. Under this project he worked with community leaders and administration to recruit and support local community K-Net employees. Les also worked with other K-Net staff coordinating the planning and overseeing of identified training programs for First Nation e-Centre Managers, Computer Technicians and the Multi-media Producers. He provided training and support and most importantly positive encouragement for all.

As KO's Outreach Worker, Les worked with Keewaytinook Okimakanak First Nations to identify local employment and training opportunities. This position provided Les with an in-depth knowledge and strong working relationship with community members and the First Nation leadership. From 1994 to 1999, Les worked as Nishnawbe Aski Nation's Far North Fire Management Training Co-ordinator, in partnership with Ontario Ministry of Natural Resources. Les graduated in 1992 as a Forestry Technician from The Sault College of Applied Arts and Technology.

Les will be missed by all who knew him. He will be remembered as a role model for fighting to protect Nishnawbe Aski, the land and the resources. He was a true and honourable warrior who fought the good fight all his life!

Our thoughts and prayers are with his family during this difficult time.

Click here for a short video about some of Les' finer moments of sharing, teaching and laughing - thanks to George Ferreira for putting this together.

The family of Murphy Quill is asking that if anyone knows of his whereabouts that they contact his family through the Deer Lake band office. Or have Murphy contact his family.

Murphy is 44 years old and from Deer Lake.  He has not been since July.  He was in Winnipeg the last time the family heard any news about his whereabouts.  Perry & Cecillia Quill traveled to Wpg to go look for him. They searched the shelters, Portage (just in case anyone seen him) and other place without any success.  They will be leaving again today to travel to Shammatawa.  There were rumors saying that he was living there with his girlfriend so they will go check if he's there. 

Crossing my fingers!!!

The following e-mail was received today from Steve and Shelley Jacko and is being circulated across Ontario by First Nation organizations ... Click here for a copy of the Word version of the petition 

Just in ... EVERYONE can sign the ON-LINE petition set up by Steve Jacko ... Click on the Public Concern regarding the safety of our children while at school Petition to Public Awareness was created by and written by Steve Jacko (steve.jacko@gmail.com). 

A CALL TO ACTION- OCTOBER 11, 2005

The attached petition is being brought forward by Steve Jacko who has asked the regional coroner for an inquest into the tragic choking death of his and Shelley’s beloved son, Jordan.  The Regional Coroner in Thunder Bay has refused an inquest and Steve and Shelley are launching an appeal that they hope to have this process initiated and completed to assure other parents of children’s safety in the public school system.  

Steve and Shelley want to prevent further incidents of this from occurring by ensuring all supervision staff, teachers, and support staff at schools are mandated to have First Aid and CPR training; that lunch time supervision and emergency response is reviewed and that all other issues of question that arose from this incident are answered to the satisfaction of the general public accessing services from the public education system.  You can help by printing out the attached petition and having your family, neighbours friends, co-workers sign it in support of the Jacko family, in support of the safety and security of all children attending school in the Ontario Public System. 

WE HAVE 10 DAYS TO COLLECT AS MANY SIGNATURES AS WE CAN.

A WALK OF SOLIDARITY, UNITY AND MEMORY OF THIS FINE YOUNG MAN WILL TAKE PLACE SATURDAY OCTOBER 22, 2005.  THE ROUTE WILL BE FROM THE KING GEORGE SCHOOL TO THE KENORA CEMETERY.  IT IS HOPED THROUGH YOUR SUPPORT OF THE PETITION AN INQUEST WILL FOLLOW AND NO FAMILY WILL NEED TO GO THROUGH A LOSS SUCH AS THIS ONE. 

In Memory of our son Jordan Jacko - April 5, 1996 - April 29, 2005 - Our hearts are heavy with sorrow from the sudden tragic loss of a young man.  As a family, saying goodbye to a son as beautiful as Jordan is the most difficult thing. You were mature and funny, selfless and such a pure, pure heart. You had a bright shining smile that made others smile along with you.  As parents, we love you. We are so proud of the strength you showed right up until the tragic end. Your brother and sister love you as much as the moon, the stars and the sun in the sky.  God must need a special Angel to call you to his Heaven.  Jordan is survived by grandparents, Arthur J. Jacko, wife Anne Gabow (predeceased), Veronica Manitowabi, grandparents Debbie Fisk, husband Raymond Turner (predeceased). As well as many aunts, uncles, and cousins. He will be sadly missed by many, but will never be forgotten.  We love you forever, Jordan

Love Mom ( Shelley) , Dad( Steve) , Justin and Hannah Jacko

For more info call Steve or Shelley Jacko ( 807) 468 –4017  cell 466-7183
Mail completed petitions to :
Steve Jacko
PO Box  654
Kenora, On
P9N 3X6

Click here for a copy of the Word version of the original letter

Community  Based Conflict Resolution training will be taking place in Sioux Lookout. We are hoping that workers from different First Nation organizations will take this opportunity to take part. Please pass on this information to any other organizations that you think may benefit. If you have any questions, please feel free to contact us here at the Sioux Lookout Anti Racism Office at 737-1501 or by e-mail to wfox@bellnet.ca

Click here for a PDF copy of the registration form.

Click here to see the ad that will is appearing in 2 issues of the Sioux Bulletin and one issue of Wawatay.  Please forward this email on to your colleagues and friends. Please note that the course is free.

Click here for a copy of the poster.

Please stay tuned for materials related to the Youth Restorative Justice Program Mediation Skills Development Course and the Workshop on Dealing with Conflict in the Workplace.

Have a great day!.

Don DeGenova
REsolve Project Manager
Sioux Lookout Anti-Racism Committee
Sioux Lookout  807-737-7492
Ottawa 819-595-8572
Cell 613-298-0551

From the AFN web site http://www.afn.ca/article.asp?id=1748  - the AFN Education Sector has an RFP (Request for Proposals) Framework from the Joint AFN-INAC Post Secondary Education Review Working Group (PSE WG)

Review of the Indian Studies Support Program Component of the PSE Program,

Including

An Analysis of Indigenous Institutes of Higher Learning:

Foundations, Frameworks, Funding and Management Support

General Background

Upon direction from the Chiefs Committee on Education (CCOE) and the National Indian Education Council (NIEC), the AFN Education Sector in collaboration with Indian and Northern Affairs Canada (INAC) established a Joint Working Group to review INAC’s Post-Secondary Education program and to develop a renewed policy framework and management regime for the program.

The Post-Secondary Education (PSE) program has two parts:  the Post-Secondary Student Support Program (PSSSP), including University and College Entrance Preparation (UCEP) and the Indian Studies Support Program (ISSP). The PSSSP and UCEP fund eligible students attending recognized institutions for tuition, books and supplies, travel, & living allowances for a set period of time.  For the ISSP, up to 12% of the PSE budget may be used to support programming designed to enhance First Nation and Inuit PSE achievement.  This includes funding for existing Aboriginal institutes of higher learning. 

The mandate of the Joint PSE Working Group is to use and share technical expertise and knowledge of members working with First Nation educational institutes, as well as in areas related to student support (including support during transitional programs), on the entire spectrum of issues covered by the PSE Program including, but not limited t funding, institutional support, and policy.   INAC will utilize the information to write the business case for Ministerial approval of a new PSE Program and management regime with meaningful consultation of First Nations through AFN.

The joint PSE Working Group work plan contains six key elements within each of the student and institutional support work plans.  The institutional support work plan also contains a seventh element, that of recognition of courses, programs and institutions (similar to accreditation).

These elements will form the basis of the review:

1)                  Goals and Objectives
2)                  Roles and Responsibilities
3)                  Current and Future Capacity to Meet Needs (First Nations’ priorities)
4)                  Data Collection and Monitoring
5)                  Program Resources
6)                  Program Management
7)                  Recognition of programs and institutions (ISSP)

A detailed list of specific issues with respect to each element is attached as Annex A.

Specific Background

Education has long been acknowledged as the primary vehicle for developing, strengthening and sustaining strong and healthy cultures. The Indigenous population in Canada is expected to grow from 1.1 million in 1996 to over 1.6 million by 2010, and the Indigenous youth population is the fastest growing demographic in Canada.

As a consequence of population growth, Indigenous peoples have the potential to assist Canada in addressing projected labour shortages while improving their quality of life and their experiences in life long learning. However, this potential can be realized only if Indigenous peoples have increased participation in the labour market, and a strengthened skill and knowledge base.

The Indigenous population in Canada has, in the past decades, become more educated, more entrepreneurial, and more employable than in previous generations. Yet the education gap between Indigenous peoples and the non-Indigenous population in Canada remains large and continues to grow.

Many young Indigenous adults have inadequate levels of education. It has been recently found that forty-one percent of Aboriginal people 25-34 years old have not completed high school, compared with eighteen percent of Canadians of the same age. In 1972, the National Indian Brotherhood’s (now the Assembly of First Nations) policy paper entitled, Indian Control of Indian Education, laid out the principles of local control and parental responsibility as the basis for First Nations jurisdiction over education. The document called for the recognition of the inherent and treaty rights of First Nations to control their own education.

Purpose of Proposed Research

The purpose of the proposed research is to examine the current scope and capacity of ISSP; analyse the benefits and positive impacts that Indigenous Institutes of Higher Learning (IIHLs) have for Indigenous learners and Indigenous communities; and, based on First Nations recommendations, propose a new policy and management framework and rationale for supporting courses, programs and institutions that increase educational opportunities for First Nation and Inuit students.

Approach

The work should address the factors of First Nations need, culture, demographics, geography, funding, accountability, and management of the institutional support component of the PSE Program, and provide the basis for the development of a new policy framework and management regime. 

The work should be grounded in, but not limited to, a literature review based on the attached bibliography which will include and further build on existing recommendations in the area of Indigenous institutes of higher learning.

Indigenous Institutes of Higher Learning

Indigenous Institutes of Higher Learning (IIHLs) in Canada have grown significantly over the past thirty years.  They provide opportunities for Indigenous peoples to exercise greater control over the education of their peoples and establish a framework to improve educational outcomes.  IIHLs also address the unique learning needs of Indigenous peoples—including learning styles and culturally appropriate curriculum requirements—using unique educational models that utilize culturally-specific curriculum, pedagogy and learning environments.  Many IIHLs report retention rates of 80-90% or greater. The impact of IIHLs on Indigenous human resource development is highly significant, yet little research has been done to quantify this view on a broad scale.  This lack of information on IIHLs hinders their ability to gain resources and recognition.

IIHLs could play an increased role in addressing Canada's need for a skilled and knowledgeable labour force. Currently, they offer Indigenous peoples an alternative to mainstream education by addressing their unique learning needs (including learning styles, community and cultural sensitivities, and pedagogical requirements). As well, they use educational models that use culturally-specific curriculum, pedagogy, and learning environments.

IIHLs are also autonomous and Indigenous-controlled—thereby offering learning programs that are inclusive of the cultures, values and learning styles of Indigenous peoples. They do this by celebrating diverse Indigenous cultures and languages, by recognizing Indigenous histories and communities, and by focusing on student academic success through an understanding of the economic, geographic, social and emotional needs of individuals. IIHLs are also involved at every level of education, including the training of early childhood educators, developing curriculum for elementary school, offering alternative secondary and training programs, in addition to post secondary diplomas, degrees, advanced degrees and certificates.  IIHLs are an integral aspect of the development of integrated, effective, Indigenous lifelong learning systems for individuals, organizations, communities and nationally.

The need for greater awareness and understanding of the benefits that IIHLs offer Indigenous learners is paramount. Examining the successes achieved by IIHLs will not only highlight the economic and social impacts that these learning institutes have on Indigenous people's human resource development, but will also shed light on the issues and challenges affecting the capacity development of these Institutes. There are opportunities for communities, governments, businesses, and other learning institutes to learn from IIHL best practices and to replicate them across Canada. There are currently approximately 47 IIHLs across Canada, each offering a distinctive learning experience to thousands of Indigenous learners

Stakeholders

Stakeholders of the proposed research should include: learners; IIHLs; First Nation education councillors, students, communities, governments and organizations; federal and provincial governments; private sector employers; universities and colleges offering post secondary Indigenous programs, and, education-related associations.

Research Goals

The research project should be national in scope while honouring regional and community differences.  The project processes and results should be credible and should incorporate Indigenous education perspectives and student needs.  Researchers should, at a minimum, ensure the involvement of First Nation researchers while at the same time striving for multi-sectoral perspectives.

The goals of the research are to

• examine current scope and capacity of ISSP, identifying gaps between what is available and what is needed;
• review scope of authority for funding First Nations University of Canada to determine applicability and/or non-applicability of the model to other IIHLs;
• report on the background, outcomes and demand for IIHLs;
• identify the unique qualities of IIHLs and identify how this contributes to student success; identify how to establish and document success of students;
• identify the issues and challenges facing IIHLs, including any gaps that hinder the effectiveness of IIHLs;
• identify the various roles that IIHLs could fulfill in the larger picture of Indigenous self-determination and human resource development, including community roles, health, and capacity;
• document the benefits of a system of publicly recognized and adequately funded IIHLs;
• identify appropriate approaches to and levels of funding for IIHLs.

Research Tools, Products

A broad range of research tools should be identified in the proposal along with examples of how and where they would be utilized throughout the research project.  Products should be multiple and tailored to appeal to specific audiences (e.g., reports, Internet links, case studies, etc.) and be inclusive of gender and cultural concepts/language within the design, methodology, research itself, and final product.

The contract will directly follow and address the work plan provided by the Working Group for the specific purpose of this research area (please see Annex A) and address all Research Goals identified above.

Project Time Line and Budget

The anticipated time line for this work is approximately 3 months. A draft report must be completed by January 2, 2006 with a final draft completed incorporating comments by the working group by January 18, 2006.

Proposal

Proposals should include a project schedule with benchmark deliverables and a corresponding budget not to exceed $165,000.  

Proposals must include, but are not limited to, the following:

• Cover letter with contractor’s background information such as work experience and evidence of ability to complete the report
• Work plan including research and data gathering methodologies incorporating all aspects covered in this RFP
• Time frame for each element of work plan
• Budget break down for each element
• Names, background and CVs of the First Nation and all other resource persons which will participate

Deadline

Please submit, by fax or mail no later than (2 weeks after date of posting), 2005  at 5pm to the attention of:

Assembly of First Nations, CEO Office
473 Albert Street
Ottawa, ON
K1R 5B4
Fax: (613) 241-5808
rjock@afn.ca

ANNEX A

GOALS AND OBJECTIVES

History of the program to provide context

History of First Nations University of Canada

Identify existing stated goals of current authorities

Should the program be separated from the student support program

Gap analysis

Scope entails how different recipients have used the program funding, program results and how the program could be tailored to best meet the contemporary needs of First Nations and Inuit communities.

ROLES AND RESPONSIBILITIES

Existing roles and responsibilities

Linkages with other programs, including AHRDS protocols

Provincial requirements for licensing, credentialing, etc.

Provincial systems, review for policies, and key issues around education

Current and Future Capacity to Meet Needs

(First Nations’ Priorities)

Student support needs

Factors that influence student success

Current institutional capacity

Needed institutional requirements to meet student needs

Occupation/labour market demands of First Nations

DATA COLLECTION AND MONITORING

Performance indicators, based on program objectives

Quality assurance indicators

Reporting requirements, based on performance indicators

Tracking systems (e.g., including dropouts/stopouts)

PROGRAM RESOURCES

Key Existing First Nations PSE Institutes – funding history

How First Nations have funded their institutes

Existing program funding levels

Funding of mainstream institutes through ISSP

Models for institutional funding, province by province, for mainstream institutes

Research funding

What funding is available (and shortfalls) from all sources

Distance education and e-learning

PROGRAM MANAGEMENT

Recommend funding allocation methods

Examine existing ISSP allocations and document recommendations on allocations

Program approval requirements

Course approval requirements

Articulation agreements

Collaboration with other First Nation and mainstream institutions

Planning and research capacity (including community human resource planning)

Curriculum development a priority

Communication with stakeholders

Communications strategy

Clarity of terms and conditions for the program

Training/professional development for program management

RECOGNITION

See bibliography

Reference document for the quality assurance measures, AIC (Ontario)