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