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The following two press releases highlight the challenges facing First Nation post-secondary students and their institutions. The First Nations Technical Institute (FNTI) works with K-Net to access their broadband connections ...

Aboriginal Students Spiked in Game of Federal-Provincial Volleyball

By Karihwakeron Tim Thompson
President and CAO, First Nations Technical Institute (FNTI)

OTTAWA, June 28 - "The education of Indians consists not merely of training the mind but of a weaning of the habits and feelings of their ancestors and the acquirements of the language, arts and customs of civilized life." Egerton Ryerson, 1847

Egerton Ryerson is celebrated as the father of the public school system in Canada. Few Canadians know that as a consequence of a report on Aboriginal education he tabled to the government of the day Mr. Ryerson is also the father of the residential school system which has left a legacy of inter-generational social and cultural disruption among the many nations of Indigenous peoples across Canada.

"I want to get rid of the Indian problem. I do not think as a matter of fact, that the country ought to continuously protect a class of people who are able to stand alone... That has been the whole purpose of Indian education and advancement since the earliest times... Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian Department...". Duncan Campbell Scott, Deputy Superintendent General of Indian Affairs, 1920

The residential school system was the primary weapon to implement a federal policy designed to destroy the cultural identities of Aboriginal peoples. Despite the fact that academic education was far from a priority of these institutions, the federal government of the day did consider the possibility that "civilized" Aboriginal people might be able to experience higher education. Under the Indian Act, an individual would be required to give up their identity and all rights as an Aboriginal person in exchange for the right to get a post-secondary education. This law did not change until 1951 - for many of us, this is our parents generation. Is it any wonder that there are significant gaps in education attainment between Aboriginal peoples and Canadians?

First Nations Technical Institute (FNTI) is an Aboriginal controlled post-secondary institute which was created in 1985 to provide access to post-secondary programs for Aboriginal people. We are succeeding.

FNTI offers a variety of degree, diploma and certificate programs in partnership with provincially recognized colleges and universities. The Institute has gained international recognition for work in Prior Learning Assessment and Recognition (PLAR) and adult education initiatives. Our annual conference is attended by delegates from around the world. This has led to our involvement in working with Indigenous nations, state governments, and industry in countries such as South Africa, Ecuador and Chile. Ironically, our international engagements are bringing us significant recognition. Yet here in Ontario, Canada, we exist as the unwanted relative that neither jurisdiction wants to acknowledge.

The federal government has constitutional responsibility for "Indians" and acknowledges its responsibility for education on reserve. However, the federal government has attempted to limit its legal responsibility to Grade 12 and takes the position that post-secondary is a provincial responsibility. I don't think they've ever told this to the government of Ontario so I fear I may be releasing secret information. In Ontario, Aboriginal controlled institutions are not considered as colleges or universities but are instead treated as "Indians" which, of course, are a federal responsibility. FNTI is tired of being in the middle of an endless jurisdictional volleyball game.

Because we exist on the periphery of the post-secondary education system, we must engage in partnership agreements with mainstream colleges and universities in order to "accredit" our programs. Although we have valued partnerships, forced paternalism can be difficult to stomach. I'll let out another secret but please don't tell Ontario - many of our partners are never actually seen because they simply leave us alone to develop and deliver post-secondary education initiatives without their involvement.

Each year, we await an annual allocation from both governments. The federal allocation is based not on any educational outcomes, but on historical amounts. Despite growing from seven post-secondary programs last year to eleven this year with approximately 400 students, federal funding which we use to support core operations has declined by 50% since 2004. FNTI received a letter this year which advised that there are no guarantees to maintain our funding levels next year and to be prepared for additional cuts. I guess we have to go back to South America once again to feel good about ourselves.

Last week we were informed that in the upcoming school year the government of Ontario values an Aboriginal student attending FNTI at $1677, approximately 20% of the value of a student attending a college or university in this province. This is expected to cover all costs associated with the delivery of a post-secondary program while also acknowledges that we must pay some of our partners for accreditation arrangements. I'll be frank - we cannot deliver a Mohawk Language Immersion program for $11,000 a year, but we'll somehow find a way. I'm pretty certain French and English language programs in other colleges and universities are compensated at a somewhat higher rate. This is where the jurisdictional volleyball game becomes a game of chicken. Each government assumes that by placing the future of 400 Aboriginal post-secondary students at risk, the other government will step in and ensure operations continue uninterrupted. But what if neither government decides to step up?

The Premier of Ontario would like to be known as the education Premier and established some impressive credentials early in his term in office. His government even created a post-secondary access and opportunities strategy for Aboriginal peoples and historically disadvantaged people. However, there is no way to accept inaction on the outstanding matter of equity for FNTI and Aboriginal controlled institutions in Ontario. It would be a tragedy if FNTI was forced to eliminate initiatives because of a failure of leadership in Ontario. I hope the Premier will take corrective measures immediately to ensure that this does not happen.

Why place the onus on the Premier and not the federal government? Well, it seems logical given that we do deliver provincially recognized education programs within Ontario. When one considers that the federal funding formula for First Nations elementary and secondary schools has not changed since 1987, and a recent post-secondary education report by the Minister of Indian Affairs to the Parliamentary Standing Committee on Aboriginal Peoples failed to even make reference to Aboriginal institutions, one can guess that change on the federal side is likely going to take a long, long time.

So, Premier McGuinty, will the legacy of your initial term in office be one of groundbreaking leadership in achieving equity for FNTI and Aboriginal institutions? Or will you simply allow the status quo to prevail where the Institute and its students are placed at risk? I think you have shown your good heart in education and I trust you will act quickly to address the inequities. With fairness and equity, I have no doubt that significant accomplishments will be made in Aboriginal education in Ontario.

Karihwakeron Tim Thompson
President and CAO
First Nations Technical Institute (FNTI)
3 Old York Road,
Tyendinaga Mohawk Territory, Ontario. K0K 1X0
(613) 396-2122 ext. 133

For further information: Karihwakeron Tim Thompson, President and CAO, First Nations Technical Institute (FNTI), (613) 396-2122 ext. 133

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FNTI press release ....

FNTI Demands Fairness, Equity and Justice In PSE Funding

TYENDINAGA, ON, June 28 - "The Government of Ontario values an Aboriginal post-secondary student at FNTI at one-fifth of a student attending other colleges and universities. We cannot wait another 22 years to address this inequity," stated Karihwakeron Tim Thompson, President and CAO of FNTI (First Nations Technical Institute).

FNTI is an Aboriginal controlled post-secondary institution which came into existence in 1985 as a result of an innovative partnership between the FNTI Board of Directors, and the federal and provincial governments. FNTI has graduated over 2000 people from its certificate, diploma and degree programs and boasts a 90% graduation rate. It offers unique programs which reflect Indigenous knowledge, responding to Aboriginal socio-economic needs, and developing community human resource capacity to enhance self-government and self-determination. FNTI is making significant contributions to reduce the post-secondary education attainment gap which exists between Aboriginal peoples and the Canadian population.

The federal government believes support for Aboriginal institutions is a matter for the provinces and has said so as recently as June 2007 in a report tabled with a Parliamentary Committee. Ontario offers a program which provides support for program development and delivery in Aboriginal institutions, however, at funding levels of $1677 per student this is approximately 20% of per student allocations to support colleges and universities in Ontario.

"FNTI faces an annual struggle to survive, due to the fact that both levels of government engage in short-term programs and half-measures. FNTI is a success story yet we find ourselves being tossed around in an annual game of jurisdictional volleyball which constantly threatens our very existence," said William J. Brant, Chair of the FNTI Board of Directors.

"The lack of urgent action by both governments is inexcusable," FNTI President Thompson added. "I had hoped the age of institutional assimilation had passed. It is time for Ontario to demonstrate leadership and make room for FNTI in a truly inclusive post-secondary system. I call upon the Minister of Training, Colleges and Universities to work with FNTI to remove the system barriers which undermine our operations.

We are seeking fairness, equity, and justice. Surely these are values with which Ontario agrees."

For further information: Karihwakeron Tim Thompson, FNTI President and CAO, Tyendinaga Mohawk Territory, (613) 396-2122 ext. 133