Taking Action for First Nations Post-Secondary Education: Access, Opportunity, and Outcomes
Taking Action for First Nations Post-Secondary Education: Access, Opportunity, and Outcomes - Discussion Paper
From the PREFACE
The First Nations Post-Secondary Education: Access, Opportunity, and Outcomes Panel is composed of ten individuals who are very familiar with the Post-Secondary Education Program. Each member has over 20-30 years experience in post-secondary and higher education. The panel is co-chaired by Dr. Rose-Alma J. McDonald and Dr. Cynthia Wesley-Esquimaux. The Panel includes perspectives from First Nations educators and administrators across Canada including Nova Scotia, Ontario, Alberta, Saskatchewan and British Columbia
This paper is intended to inform and advance a policy dialogue on First Nations postsecondary education by the AFN Chiefs’ Committee on Education, the AFN General Assembly and ultimately the Minister of Indian and Northern Affairs Canada who has committed to review the existing Post-Secondary Student Support Program (PSSSP).
This document clearly articulates the need for supporting post-secondary education and skills training for First Nations youth and adults, not only for them to meet their individual academic aspirations, but also that they may contribute to the capacity and nation building required to facilitate strong First Nations governance.
We have seen numerous successes through the implementation of First Nations control over education despite nearly two decades of fiscal restraint and the challenges resulting from the devastating legacy of the residential school era.
Canada must honour its commitment to endorse the United Nations Declaration on the Rights of Indigenous Peoples and to secure a fiscal framework for sustainable funding for First Nations education. Statutory funding arrangements are required that are based on real costs that address the long term training and institutional support requirements of First Nations.
Investing in First Nations is not only a benefit to First Nations communities; it is a longterm and sustainable stimulus plan for Canada’s economy. We are calling on the federal government to work hand-in-hand with First Nations to ensure equitable funding and support for post-secondary education and lifelong learning.
We are further asking all higher learning institutions in Canada to recognize, support and contribute to improved First Nation education outcomes as partners and contributors to student success.
EXECUTIVE SUMMARY
The following paper highlights the history of Post-Secondary Education program funding in Canada and the long standing resistance by Indian and Northern Affairs Canada (INAC) to provide the resources necessary to ensure that First Nation students can access and complete the higher education they are entitled to as affirmed by the spirit and intent of Treaties signed in exchange for the sharing of our territories and lands.
We have included the AFN Declaration on First Nations Jurisdiction over Education to remind the Government of Canada that First Nations leaders have no doubt about their obligation and responsibility to the well-being and health of their community members. They are fully united in their assertion of the right to provide access to a path of lifelong learning for their young people and adult learners. First Nations have always adhered to a clear vision of an inclusive and holistic education, and will not allow Canada to disregard their obligation to provide adequate resources in fulfillment of their historic and contemporary fiduciary commitments.
Treaties and agreements stemming from the 19th and 20th centuries inform the provision of a formal education, fully competitive in today’s social and economic markets, as an entitlement flowing from political relationships and legislation. First Nations have consistently confirmed their right to control education as clearly stated in the foundational 1972 Indian Control of Indian Education policy statement.
There has been an incredible amount of documentation produced around the issue of First Nations education, and post-secondary education, with as many as 6,000 reports tabled up to 2002 and another several thousand in the past eight years (Mayes, 2007). The First Nations Post-Secondary Education: Access, Opportunity, and Outcomes Panel strongly assert that a strategy is required to facilitate the efforts of First Nations leaders, educators, and program support staff to preserve and protect the PSE Program and ensure that essential dollars are made available to First Nation learners and Indigenous institutions of higher learning.
The seven steps: Accessibility, Accountability, Data Collection and Reporting, Recognizing and Ensuring Student Success, Program Effectiveness, Support for First Nations Institutions and the Leveraging of Other Resources, speak to the key elements of what First Nations have been doing to support PSE students and where they can support each other in their response to the Government of Canada’s plan to reconfigure the PSE program funding and remove it from the control and administration of First Nations.
We know that the Cost of Doing Nothing, and the need to Take Action hinge on providing solid Recommendations and viable Options to our leaders so they can clearly demonstrate that First Nations have not only been successful administrators of the PSE program, they are essential to creating community-based PSE solutions.
RECOMMENDATIONS
The First Nations Post-Secondary Education: Access, Opportunity, and Outcomes Panel respectfully recommends that the PSE program be strengthened and financed at a level that ensures all First Nation students have an opportunity to attend institutions of higher learning of their choice.
In 2009, estimates indicated that First Nations funding requirements were at $642 million, which was more than twice the actual budget ($314 million) allocated for PSE. A more representative number was further estimated for the year to close the 30% gap in university enrolment, thereby, adding $370 million more to the already inadequate 2009 totals.
All First Nation learners are entitled to the resources and opportunities required to nurture lifelong learning and facilitate the acquisition of skills and knowledge in order that they may be outstanding citizens and make long term contributions as a legacy to their families, communities, nations, and the global community.
The Panel encourages thoughtful dialogue and reflection among First Nations and federal representatives and recommends that in order to strengthen and enhance the current PSE program, the following actions are required:
1. That the 2% annual cap on spending increases for the PSE be eliminated immediately, that spending increases be based on actual costs associated with program components and not subject to discretionary caps, and that INAC make adequate funding under the PSE program a priority for every eligible First Nations learner. Such expenses may include, but are not limited to, child care, special needs, and special shelter.
2. That ACTUAL COSTS of attending PSE be allocated and secured as a statutory educational program (with greater aggregation of PSE administrative costs, regional approaches to cost and the recognition that resourcing alliances must be First Nation driven).
3. That adequate and sustainable resources be immediately provided for effective and efficient PSE program delivery through a separate allocation ensuring appropriate separation and support for program administration as distinct from funding for students thereby acknowledging the role of PSE coordinators as a fundamental part of student access, retention and graduation rates.
4. That reciprocal relations with academic institutions be required and promoted as essential to the success of Aboriginal learners
5. That First Nations, federal, provincial and territorial governments and leadership recognize, champion and support Indigenous Institutions of Higher Learning.
6. That a comprehensive funding framework mutually approved by First Nations and the Government of Canada be required to address ALL elements of postsecondary education.
7. That evidence based data collection be required to definitively establish current and ongoing costs of PSE. Cost breakdowns must include, but not be limited to, tuition, books, housing, daycare, clothing, travel, etc. (in order to address the $5,000/$6,000 deficit per student) including indirect costs (such as family care/assistance).
8. That national standards of data collection and reporting be developed that will result in clear supportable outcomes characterized by strong, credible and usable data and further that a central place under First Nations control be required for data storage in order to secure quick and effective access to evidence based statistics by First Nations and INAC.
9. That the PSE program be First Nations driven and administered, thereby reflecting true First Nation jurisdiction and self-governance over education.
10. That attention be directed to the critical need to establish a national human resource data base of PSE graduates and academics.
11. That a statutory mandate be affirmed and implemented requiring Government of Canada federal departments support Indigenous institutions and that they provide annual public reports on their progress toward achieving PSE commitments to First Nation students and institutions.
12. That core funding mechanisms are developed that will sustain post-secondary education fiscal and human resource support that is adequate, long term, and sustainable into the future.
“The bold mandate that we have is to encourage, empower, inspire, and provide assistance so that First Nations, Métis, and Inuit youths can convert their tremendous potential, their aspirations, and their dreams into solid achievement and brighter futures. We make it possible for them to contribute their gifts to their communities, to Canada, and to the world” (Roberta Jamieson, No Higher Priority: Aboriginal Post-Secondary Education in Canada, 2007)
Download discussion entire paper at http://www.afn.ca/cmslib/general/mfnps.pdf