Six First Nation schools across Quebec are featured in a new "SchoolNet Success Stories" publication being distributed by the First Nations Education Council (FNEC). Click here to read this 19 page report (PDF, 870Kb)
Everyone is invited to download and share this publication with others. The stories show how these schools are working with FNEC and Industry Canada's First Nations SchoolNet program to deliver effective education programs and services using ICTs in the First Nations across Quebec.
The FNEC is Industry Canada's First Nation SchoolNet's Quebec Regional Management Organization.They are located in Wendake First Nation, near Quebec City.
Similar stories exist in the five other Regional Management Organizations (RMO) serving all the First Nation schools across Canada. Visit the RMO web sites for the latest information about how First Nation schools and their communities are getting connected to broadband services and applications. Click on the regions listed below to visit the RMO web site and learn about this important work that is happening in the First Nation schools.
Changing Course: Improving Aboriginal Access to Post-Secondary Education in Canada - a paper describing what the Canada Millennium Scholarship Foundation is doing to address this issue. Click here for the full paper (PDF - 8 pages)
The Canada Millennium Scholarship Foundation is a private, independent organization created by an act of Parliament in 1998. The Foundation works to improve access to post-secondary education for Canadians from all backgrounds; it encourages a high level of achievement and engagement in Canadian society; and it brings people and organizations together to understand barriers and improve access to post-secondary education in Canada. Each year, the Foundation distributes $340 million in bursaries and scholarships to students across Canada.
The Research Program
The Millennium Research Program furthers the work of the Foundation by undertaking research and pilot projects aimed at understanding and reducing barriers to post-secondary education. It ensures that policymaking and public discussion about opportunities in higher education in Canada can be informed by the best available evidence.
Some findings from this paper ...
First Nations people do not feel welcome on university and college campuses. Only 20% agreed that jobs in First Nations communities do not require post-secondary education.
Among First Nations youth not planning to go on to college or university, financial barriers are most frequently cited as holding them back: 59% say they have to work to support their family while 40% say they do not have enough money.
When asked about why they are not planning on attending post-secondary education, only 27% say it is because they do not want to leave their communities; 25% because their grades are not good enough; 20% because they do not think they need post-secondary education; and 18% because they simply do not like school.
When those youth who are planning to go to post-secondary education are asked if anything might change their plans, 48% say it would be a lack of money, 43% say they may need to work to support their family and 42% say it would be because their grades are not good enough.
Three pilot projects that the foundation is sponsoring to develop strategies to address these issues include:
A second paper ... Embracing Differences: Post-Secondary Education among Aboriginal Students, Students with Children and Students with Disabilities, prepared By: David Holmes in Ottawa for the The Canada Millennium Scholarship Foundation is also available on-line (Click here to see this 93 page PDF document).
This report presents an overview of the state of Canadian post-secondary education for Aboriginal Peoples, people with disabilities and students with children. The report analyzes results from two 2002 surveys — the Canadian Undergraduate Student Survey and the Canadian College Student Survey — and places these data in social and historical context.
Education Day will be Friday, November 25th, 2005 during the Canadian Aboriginal Festival at the SkyDome in Toronto. Click here for more information about this event.
Canada is a richly diverse country. Embracing our diversity and learning about the cultures that make up our great country helps us to appreciate and understand others.
Education Day is designed to give students a positive Aboriginal Experience and to instill in them a desire to learn more about Canada's first peoples.
Many Teachers have returned year after year as they value how important this experience is for their students. The Ontario Teachers' Federation recognizes the educational value that this outing holds for students.
"Understanding different cultures and their values are an important part of antiracist education. The Education Day offers an invaluable experience for students as they learn in an informal and interactive environment."
The Ontario Teachers' Federation, the Elementary Teacher's Federation of Ontario, Indian and Northern Affairs, the Historica Foundation and the Bank of Montreal all support and sponsor Education Day as they see the project as an instrumental and invaluable experience for students.
Education day is dedicated to teaching students about Canada's Aboriginal peoples. Students will learn about many aspects of First Nations, the Inuit and Metis in an intimate hands-on experience. Students will visit at least six teaching stations on a rotating basis around the SkyDome. A total of 40 stations will be mounted to accommodate all students.
Numbers will be restricted in 2005 and will be based on a first come, first serve basis. All fees must be paid to ensure your class is registered for this important educational experience.
For more information please contact Catherine Cornelius at: (519) 751-0040
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
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 (firstname.lastname@example.org).
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 :
PO Box 654
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,
An Analysis of Indigenous Institutes of Higher Learning:
Foundations, Frameworks, Funding and Management Support
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.
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.
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 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.
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
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.
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:
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
Fax: (613) 241-5808
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
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)
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
What funding is available (and shortfalls) from all sources
Distance education and e-learning
Recommend funding allocation methods
Examine existing ISSP allocations and document recommendations on allocations
Program approval requirements
Course approval requirements
Collaboration with other First Nation and mainstream institutions
Planning and research capacity (including community human resource planning)
Curriculum development a priority
Communication with stakeholders
Clarity of terms and conditions for the program
Training/professional development for program management
Reference document for the quality assurance measures, AIC (Ontario)
The Chiefs of Ontario Education, Health and Social departments co-hosted a one day Early Learning and Child Care (ELCC) Dialogue session on September 26, 2005 in Toronto,Ontario. Approximately 80 individuals took part from across the Ontario region. Participation included First Nations professionals from the Health, Social, Education and AHRDA fields; government representatives from Indian and Northern Affairs Canada (INAC), Human Resources Skills Development Canada (HRSDC) and Health Canada (HC). The purpose of the dialogue sessions was to bring together First Nation people to discuss and provide recommendations on the design of and transition to, an ELCC program for children in First Nations and Inuit communities.
First Nations child daycare and child welfare services in Ontario (along with general welfare and homemakers’ services) are provided primarily under a federal/provincial cost-sharing arrangement known as the 1965 Indian Welfare Agreement.
The Ontario First Nations Chiefs had mandated a Regional Advisory Committee (RAC) to guide implementation of AHS when it became available to First Nations communities in 1998. Following the federal announcement of a First Nations/Aboriginal ECD Strategy in 2002, the Ontario leadership broadened the RAC mandate to reflect the wider ECD agenda including AHS and all federal/provincial initiatives targeting age 0 to 6. The RAC is made up of representatives from Health Canada, Indian and Northern Affairs Canada, Human Resources and Skills Development Canada, Ontario Ministry of Health and Long Term Care Aboriginal Health Office and the Chiefs of Ontario Health, Social and Education Coordination Units.
In FY 2002-03 the RAC conducted a regional mapping/environmental scan to lay the groundwork for an ECD Strategy that would reflect the needs of Ontario First Nations. It revealed that although the bulk of current ECD funding to Ontario First Nations is spent on licensed daycares and Brighter Futures projects, less than half of Ontario First Nations communities have daycare services. There are no ready sources of capital funding, and as noted, most Brighter Futures funding in Ontario First Nations goes to support programs for other age groups beyond 0 to 6.
Ontario First Nations leadership mandated the asset mapping process by resolution of the Chiefs-in-Assembly. The process was co-led and supported by Health Canada on behalf of the federal government departments. Asset mapping supported Ontario First Nations in defining ECD for themselves, examining current ECD activity and developing ECD Plans and additional activities building on existing community strengths. From July to November, 2004 a total of 102 First Nations across Ontario participated in the community-based asset mapping sessions In January 2005 representatives from an additional 16 Ontario First Nations engaged in asset mapping group sessions to support their ECD community planning, bringing the total number of participating communities to 118 (out of 134 First Nations in Ontario).
At the 2004 All Ontario Chiefs Conference resolutions 05-29 and 05-32 were passed by the Chiefs in Assembly. Resolution 05-29 (attachment A) states “in recognition of the principle of universal funding, support and approve the implementation of the Early Childhood Funding Allocation Formula for Early Childhood Development/Aboriginal Head Start (ECD/AHS) and Fetal Alcohol Spectrum Disorder (FASD) for First Nation communities in Ontario.” Resolution 05-32 (See attachment B) resolved; that the Ontario First Nation Community Planning – Asset mapping process and the transition process for allocation must be maintained; those Aboriginal Human Resource Development Agreements handling Early Childhood funding shall be part of all meetings on these matters; that First Nation participation must be maintained through the Chiefs of Ontario, regionally and nationally, in the planning and development of the transition plan, which will include assessing the impacts of the single window approach and the design and development of an administration regime in preparation for the transition of the four programs under INAC; and that the four programs must increase program effectiveness, and must not result in a reduction of funding for First Nations.
All of the aforementioned documents have been reviewed in the development of this report.
The Chiefs of Ontario office is requesting First Nations post-secondary students, past and present, to please fill out a questionnaire concerning INAC's Post-Secondary Education Policy.
All completed questionnaires should be returned to Cara Martin (email@example.com) at the Chiefs of Ontario.
The deadline for responses is October 31, 2005.
Click here to download the Questionnaire (PSE review ON workbook 05.doc (153 kb) from the Chiefs of Ontario web site.
To view this Word Document you must have Microsoft Word installed on your computer.
INAC Press Release: 2-02712
CALSTOCK, ONTARIO (September 30, 2005) - The residents of Constance Lake First Nation, today, celebrated the grand opening of their new $13.3 million Holistic Education Centre.
Attending, on behalf of the Honourable Andy Scott, Minister of Indian Affairs and Northern Development and Federal Interlocutor for Métis and Non-Status Indians, Brent St. Denis, Member of Parliament for Algoma-Manitoulin-Kapuskasing, spoke at the opening of the community’s pride in its new education facility.
“The Government of Canada is pleased to be a partner with communities such as Constance Lake in creating a better life for its children,” he said. “As promised in the October 2004 Speech From the Throne, we will continue to ensure - step by step, day by day - that the gaps in life chances between Aboriginals and other Canadians are reduced. This facility, and others like it, will help us reach that goal.”
“Our children are the future of this community,” said Chief Arthur Moore. “By creating a healthy and safe learning environment, it is our hope that these children will become well-educated young adults who will preserve and enhance the well-being of this community and the region.”
Funding for the new education centre was provided through a partnership between Indian and Northern Affairs Canada ($11.9 million) and the First Nation ($1.4 million). The new 4,142m2 education centre provides approximately 400 spaces for Kindergarten to Grade 12 students and teachings in the traditional Cree language.
Designed by Don Courtnage and built by Pennco Construction Ltd of Winnipeg, Manitoba, the school’s teepee style front entrance opens to a circular foyer with a colour scheme of earth tones to emphasize the holistic philosophy of the First Nation, and highlight the importance of the Oji-Cree culture.
The Constance Lake First Nation is located 40 kilometres northwest of Hearst, with a membership of approximately 1,400 and an on-reserve population of 758.
For further information, contact:
Indian and Northern Affairs Ontario Region
Director of Education
Constance Lake First Nation
Please contact De-ba-jeh-mu-jig for more details at http://www.building.debaj.ca/site/home.html
Professional Aboriginal Arts Animator Program
De-ba-jeh-mu-jig Theatre Group is conducting a National Search for the 2006 Intake to the Professional Aboriginal Arts Animator Program. They are seeking storytellers, actors, writers, singers, multi-media artists, arts administrators, directors, designers, technicians and visual artists.
- 50 week residency on Manitoulin Island, Lake Huron, Ontario - learning skills.
- 50 week residency with regional, national and international opportunities - sharing the skills.
- Professional Arts Animator Internship by invitation - Individual Dream Pursuit - making your skills your own (Financial Assistance Available)
For more information, send a letter of interest and how you can be contacted to:
De-ba-jeh-mu-jig Theatre Group
Attn: PAAAP Search
8 Debajehmugig Lane
Wikwemikong Unceded Indian Reserve
Manitoulin Island, Ontario
Acknowledgements: Canadian Heritage, Canada Council for the Arts, FedNor, and the Ontario Arts Council.