Media.Knet.Ca

On December 1, 2006 the Aboriginal Business Canada and First Nations SchoolNet programs of Industry Canada, along with the responsibilities associated with the National Aboriginal Economic Development Board, will be transferred to Indian and Northern Affairs Canada.  The employees involved in the existing programming will report to the Department of Indian and Northern Affairs starting on that date.

This move is intended to ensure that Aboriginal peoples can seize economic opportunities to improve well being in their communities and contribute to the national economy.

The government is bringing together the Aboriginal economic development and educational functions carried out at Industry Canada and Indian and Northern Affairs Canada.  As a result, a new Aboriginal Economic Development Sector will be created at INAC.  As an interim measure the new sector will be lead by James Lahey, Associate Deputy Minister assisted by Brent DiBartolo who will lead the transition.

First Nations SchoolNet will become part of the Education Branch at INAC directed by Juliet Balfour.  SchoolNet is an important tool for strengthening First Nations education.

The Government believes that this consolidation will create opportunities to build on, and strengthen existing programs, and to use federal resources more strategically.  The measure also reinforces the Government's commitment to Aboriginal economic development and job creation.

Hello, everyone in NAN country. 

We are having an excellent visit in Yellowknife, N.W.T.  The people, scenary, food are wonderful. We experienced many benefits to being in this part of the country. 

The Dene and regional First Nations groups are very proud of their language, culture, arts and crafts, lifestyle and have been more than willing to share their culture with us. 

The Blueprint for the Future Conference, hosted by the National Aboriginal Achievement Foundation was amazing featuring Tamara Podemski, and many other First Nations role models. 

The life lessons that were gained through this career fair will hopefully be life impacting with the benefits pouring right back into the NAN communities. 

It has been our privledge to take ten NAN youth to Canada's far north as part of an investment in their lives.  We fly back home tomorrow a.m. and are looking forward to being back in our territory.

Meegwetch for reading! 

Check out www.naaf.ca to see future Blueprint for the Future Conferences, perhaps you will consider going with a group from your community.

Desta, Rosalie and Brian

PS: Click here to check out the other KNEWS story about this trip

The Sioux Lookout District Principals and Education Directors' Trianing is happening next week - November 28 to Dec. 1 at the KC Hall.

Training Workshop Agenda

Monday, Nov. 27 (Sunset Inn)

• Travel Day
• Registration
• ‘Meet & Greet’ - All participants are invited to enjoy bannock and music at the Sunset Inn (Sunset Room)

Tuesday, Nov. 28 (K.C. Hall)

• 8:30 a.m. - Opening Prayer; Welcome, Introductions 
• A1 Key-note: John Hodgson - Brock University
• A2 Developing Cross-cultural Understandings - Sioux Lookout Anti-Racism Committee
• A3 Building Academic Skills through the Cultural Program - Kwayaciiwin staff

6 p.m. Feast - K.C. Hall

8 p.m. Square Dance

Wednesday, Nov. 29

• B1 Choosing the Good Path: What do we wish for our children and communities? - Steve Manlow, Learning Sources
• B2 School Improvement Planning: It Matters! - Bev Freedman

Thursday, Nov. 30

• C1 The Pathway to Learning - Kwayaciiwin staff
• C2 Building Community Relations - The Key to a Better School - Sean Monteith, Principal, Beaver Brae S.S., Kenora

Friday, Dec. 1

• D1 Education Directors' Training Program - Confederation College
• D2 NAN Initiatives - Dobi-Dawn Frenette, NAN
• D3 Education Jurisdiction - Jim Teskey, NANEC
• D4 District Education Issues

November 24 update -  From Desa ... Today was awesome!  We went to the Legislative Building in NWT, consensus style model.  Then did a cultural exchange with the Dene High School-totally awesome!  We went out for artic char, whitefish, buffalo.

The PFFNHS Coop club is staying at the Yellowknife Inn at 867-873-2601

November 23 update - The Pelican Falls First Nations High School Co-op Club has arrived safely in NWT, Yellowknife. They are visiting local Aboriginal Youth, seeing the Northern Lights, etc. 

The participants come from the following communities: 

• Deer Lake,
• Sandy Lake,
• Keewaywin,
• Koochiching,
• Big Trout,
• North Spirit,
• Pikangikum,
• Long Dog Lake,
• Wapekeka and
• Thunder Bay. 

The weather is a balmy -30 degrees and there is a tremendous amount of snow.  We are heading to the NWT Museum and off to a job shadow experience at the APTN Affiliate this afternoon.

Desa (Co-op Teacher)

An impressive online multi-media presentation called "The Four Directions Teachings", found at http://www.fourdirectionsteachings.com, provides a rich resource for everyone to learn more about Aboriginal people, their understanding of their place on this earth and their relationship to all things.

From the Introduction ...

Four Directions Teachings celebrates Indigenous oral traditions by honoring the process of listening with intent as each elder or traditional teacher shares a teaching from their perspective on the richness and value of cultural traditions from their nation.

In honor of the timelessness of Indigenous oral traditions, audio narration is provided throughout the site, complimented by beautifully animated visuals. In addition, the site provides free curriculum packages for grades 1 to 12 to further explore the vast richness of knowledge and cultural philosophy that is introduced within each teaching. The curriculum is provided in downloadable PDF and can also be read online through the Teacher’s Resources link.

The elders and traditional teachers who have shared a teaching on this site were approached through a National Advisory Committee of Indigenous people concerned with the protection and promotion of Indigenous knowledge. This committee was formed directly for the purposes of this website to ensure a community based approach that was respectful and accountable.

Four DirectionsTeachings.com was made possible through the Canadian Culture Online Program of the Department of Canadian Heritage.

Be sure to check out http://www.fourdirectionsteachings.com/resources.html

From http://www.anishinabek.ca/uoi/

Anishinabek school system to open in 2008 - Jewish educator urges language 'militancy'

SAULT STE. MARIE, ON--(Oct. 5, 2006) - Anishinabek Nation member communities from across Ontario are in the final stages of establishing an education system which they have helped design and which is expected to begin operating under their jurisdiction in September, 2008.

Political leaders and educators from across Anishinabek Territory participated in this week's three-day symposium called "Anishinaabe Kinomaadswin Nongo - Anishinaabe Pane", which translates to "Anishinaabe Education Today - Forever Anishinaabe."

In endorsing the Anishinabek model, keynote speaker Dr. Seymour Epstein said both Anishinabek and Jewish educators need to be "militant" about their languages to help preserve their cultures.

The director of Greater Toronto's Board of Jewish Education highlighted commonalities between the two peoples and discussed Jewish community strategies for retaining and developing language and culture.

"We have a great deal in common," said Dr. Epstein. "We are two ancient, aboriginal peoples for whom it is imperative to find ways to develop and maintain our cultures. We know we have to be militant about our languages and find ways to communicate with each other in the same way that we communicate with the masters of our universe and those that we consider to be governors of our society generally."

Anishinabek Nation Grand Council Chief John Beaucage opened the symposium by reminding community leaders that the establishment of a unique education system was a key component of the nation-building process.

"We are not building from scratch, we are building on the foundation of the knowledge of our Elders, our language and our traditions. In our schools, Anishinaabemowin will be the primary language and English will be the secondary language," the Grand Council Chief said.

First Nations jurisdiction over education and the establishment of the Anishinabek Education System have been under negotiation with Canada for over a decade, and a vote on a final agreement by the 42 Anishinabek member communities is expected to take place as early as September 2007. The Anishinabek Education System is expected to be fully operational when school opens in September 2008.

The proposed system will promote Anishinaabe language and culture and develop its own standards and curriculum. The system will be parallel to, but separate from the provincial education system, while still providing for the smooth transfer of students from on-reserve schools to schools operated by Ontario's Ministry of Education.

Anishinabek First Nations have been administering education programs and services on-reserve since 1972, but legislative authority and policy have remained with Indian and Northern Affairs Canada.

This week's symposium included discussions on topics including the governance structure and financial accountability of the proposed Anishinabek Education System. The event was hosted by the Union of Ontario Indians' Restoration of Jurisdiction Project and its Education Working Group.

The Anishinabek Nation incorporated the Union of Ontario Indians (UOI) as its secretariat in 1949. The UOI is a political advocate for 42 member First Nations across Ontario. The Union of Ontario Indians is the oldest political organization in Ontario and can trace its roots back to the Confederacy of Three Fires, which existed long before European contact.

Click here for MEDIA RELEASE BACKGROUNDER (PDF file) 

CONTACT INFORMATION

Mary Laronde, ROJ Communications Coordinator, Union of Ontario Indians
Primary Phone: 705-471-1032
Secondary Phone: 705-497-9127 ext. 2266

The Treaty #3 education team is hosting a letter writing campaign to voice concerns about INAC cuts to Special Education funding for students attending provincial schools.

Go to their web site at http://www.treaty3.ca/education-crisis/ to sign the postcard that will be sent online to Roger Valley's office.

From the web site ...

ISSUE

INAC has made severe cuts to the moderate to high cost special education funding for students attending provincial schools in order to cover a $3.2 million deficit in their budget. These cuts are effective immediately and will impact students in the 2006-07 school year.

First Nations submitted applications to INAC in June for the profound and moderate special needs students. These applications were reviewed by INAC in a process which did not involve the First Nations.

IMPACT

Most First Nations have suffered 30-75% cuts. In the Treaty #3 territory, these cuts amount to $1.3 million dollars. This results in the loss of support services for many students attending provincial schools. First Nations have not received enough funding to provide the one-on-one support to students which INAC has determined do not meet the criteria for high cost support, even though these students do meet the criteria of the Ministry of Education.

INAC will not disclose which students are to receive support and which are not. First Nations were simply given an allocation and told to work with it.

Students with moderate to severe issues will be impacted the most. This means that there will be a higher ratio of students to Education Assistants, no Education Assistants for students who are not considered a priority, and possibly no Education Assistants for students who may pose a threat to themselves or others.

If these supports are not in place for students who may pose a threat, the principals of the schools can prevent those students from entering the school, based on the Ontario Safe Schools Act.

What you can do ...

Voice your concern for our children by emailing the postcard to Roger Valley by filling out the form on the Treaty #3 web site, or click the postcard graphic (on the web site) to download a printable version you can sign and mail or fax.

If you choose to download the postcard, Roger Valley's Mailing address and fax number is listed below.

Roger Valley, MP
101 Duke Street
Dryden, Ontario P8N1G4
Fax: 1-807-223-8655

Considering the historical, social and economic impacts of having young people leave their homes and communities to attend high school, it is unfortunate that local community-based high school programs are funded at such a lower rate.

From CTV.ca online at http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20060827/residential_school_060827/20060827/

Modern residential school uses native culture as a lure - Aug. 27 2006 - Canadian Press

WINNIPEG -- High school principal Don Revel is busy these days gearing up for the start of another academic year, and for the roller-coaster of challenges, struggles and excitement his students will ride in the first few weeks.

All of the 170 students who will attend Southeast Collegiate next month are preparing to leave their First Nations reserves across Manitoba for the boarding school and a chance at a high school education most can't get at home because there are no schools near their reserves.

While aboriginal students from across Canada often must travel to go to an off-reserve public school that offers classes beyond Grade 8 or 9, Southeast Collegiate offers a uniquely aboriginal experience because it is owned and operated by the Southeast Tribal Council.

Revel says the school's attention to native culture, history, language, and counselling -- as well as academics -- is keeping students from dropping out while preparing many for college or university.

At a time when native residential schools are in the headlines for past physical and sexual abuse and a proposed federal compensation agreement, Revel says Southeast Collegiate symbolizes a new, positive era in aboriginal education.

"We are a modern-day residential school, and our philosophy has always been 'doing it right,"' Revel says from behind his desk hidden under mountains of papers and files.

"I don't think there's any doubt the old residential school system was an attempt to assimilate First Nations people to white culture.

"Here, it's very much more of an honouring of culture and understanding how our students can develop the skill sets to either function within First Nations culture at home, or in society as multicultural as it is in Winnipeg."

Enrolment at the school has been expanding rapidly since its doors opened 11 years ago.

When Revel joined the staff seven years ago, the school had about 80 students and a retention rate that hovered around 50 per cent.

Now, the school turns away between 50 and 75 students a year.

Revel believes Southeast has succeeded where public schools have failed because staff directly address some of the main reasons why students return to their reserves without graduating.

"We provide a home," says Revel.

"We tell staff when they are hired they're going to be parents to kids who are 200 to 700 miles away from home and who are going to suffer loneliness and need somebody to identify with."

Pauingassi First Nation, a fly-in community about 300 kilometres northeast of Winnipeg, will send its entire Grade 10 class of nine students to Southeast Collegiate.

The community has long struggled with solvent and alcohol abuse, with one in five of the 450 residents considered a chronic solvent addict.

Social worker Eric Kennedy says the students are counting the days until they leave home, while their parents are relieved they'll know where they are and who is caring for them.

Last year in Manitoba, 1,249 students left their reserves for high school -- with 740 of those coming Winnipeg, says a spokesman for the Department of Indian and Northern Affairs.

Those who don't go to a boarding school are part of the department's private home-placement program. The students choose the public school they want to attend and find their own accommodation, which is covered by the department.

But after seeing many children drop out within weeks when left on their own to find a school in Winnipeg, Kennedy says he hopes the Grade 10 class heading to Southeast will become an example for the younger kids still at home, proving there is a way to continue their education away from solvents.

Kennedy says the emphasis on native culture is the key to keeping the kids in class.

"When I walk through the doors it brings back that I'm proud of who I am, being native, and I think that's what's so unique," says Kennedy.

"They're going to be interested in finding out about their heritage."

The school is considered a provincially funded private school, although Revel says he doesn't have any students that meet the criteria for provincial funding.

Instead, the federal Department of Indian and Northern Affairs pays $11,000 per student annually for tuition, as well as $13,000 in room, board and trips to and from the students' home reserves.

Revel says that while Southeast Collegiate couldn't be more different than the once-mandatory residential schools some of the students' parents and grandparents attended, their sometimes painful memories are hard to erase.

"Some families are very apprehensive and some don't want to be supportive of the system, because even though it's run by a First Nations organization, there's still a belief they're trying to change their youth to a white culture," he says.

For others, it's the chance for their kids to live and learn in an environment far better than what they have at home that allows them to embrace the school.

"Housing becomes a serious issue for a lot of people," says Chief Terry Nelson of the Roseau River First Nation, about 75 kilometres south of Winnipeg.

"So if somebody wants to concentrate on their education and really get through it, they could choose a residential system where they don't have to live with five or six siblings in a crowded house."

A message from Jean Crowder, MP for Nanaimo-Cowichan, NDP Critic for Aboriginal Affairs encouraging everyone to share their thoughts about HRSDC's online consultations concerning Post-secondary Education in Canada.

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I wanted to make sure you were aware of consultations the federal government is conducting right now on post-secondary education. They want to gather Canadians' opinions on the objectives, roles and accountability for post-secondary education and training. The deadline for submissions is September 8, 2006.

You can view the website at http://www3.hrsdc.gc.ca/ . The main themes of the consultation are:

1. Objectives for post-secondary education (PSE) and training

• What objectives should Canada aspire to for PSE and training?
• Which objectives would you rank among the top three priorities for action?

2. Clarifying roles and responsibilities in PSE and training

• Given what you have identified as objectives, what would be the most important roles for the Government of Canada to play?
• Where would clarifying roles and responsibilities amongst governments be most helpful? Do you have advice on how these roles could best be defined?

3. Developing a framework for ensuring measurable results and accountability

• What results would be most useful to measure in terms of PSE and training?
• How could governments report on progress so that they are held accountable?

People can also submit their views by mail or fax.

This is part of the federal government's review of the fiscal imbalance. I believe it is important for the federal government to hear the perspective of First Nations, Métis and Inuit people on both the fiscal imbalance and post-secondary education and training. I ask that you forward this information to anyone you know who might be interested in making a submission. Details about the fiscal imbalance consultations can be found at http://www.fin.gc.ca/activty/consult/fiscbal_e.html .

Please note, this is a separate consultation from the Study on Education that the Standing Committee on Aboriginal Affairs will be conducting when the House returns on September 18th.

Yours truly,

Jean Crowder, MP
Nanaimo-Cowichan
NDP Critic for Aboriginal Affairs

Bachelor of Education (B.Ed.) Program

The application deadline for this new community-based program has been extended to September 30th. 

If you a Grade 12 graduate and interested in becoming a teacher or working with youth in your community, email Brian Hawker ( bhawker@nnec.on.ca ) or call him toll free at 1-877-636-0667, ext. 25. 

You must include your mailing address and telephone number in your email or voice mail message.

This program will be accredited by the Ontario College of Teachers and is sponsored by a Northern Nishnawbe Education Council and Brock University.