NADF press release ...
Project Beyshick Accepting 2007 Applicants
Project Beyshick is a youth mentoring program focused on career mentoring and entrepreneurship among First Nation youth.
Based on an application process, participants are trained by professors from leading Canadian business schools and matched with Toronto-based business executives for hands on job-shadowing experience.
2007 marks the third year of the program which has received national news coverage and recognition from Lieutenant Governor of Ontario the Hon. James K. Bartleman and the Government of Ontario.
NAN First Nation entrepreneurs, community leaders, and students aged 21-35 are urged to apply by emailing, faxing, or mailing the APPLICATION FORM to Ron Marano by Friday June 1, 2007.
For more information please contact:
Youth Business Development Officer
Nishnawbe Aski Development Fund
106 Centennial Square, 2nd Floor
Thunder Bay, ON P7E 1H3
(807) 623 5397
(800) 465 6821
Communications and Media firstname.lastname@example.org. 4/19/2007
The only journal of its kind in Canada, the Journal of Aboriginal Economic Development provides a view of economic development from a uniquely Aboriginal perspective. Published jointly by CANDO and Captus Press, the Journal is peer reviewed by a distinguished academic editorial board to ensure high quality Aboriginal content. The Journal covers the following areas:
Call for Papers: Issues 6.1 and 6.2
Published jointly by the Council for the Advancement of Native Development Officers (CANDO) and Captus Press, the Journal of Aboriginal Economic Development (JAED) features academic articles, examples from economic practitioners, and book reviews. Published twice yearly, the Journal is a unique resource for anyone interested in Aboriginal community economic development.
This call is for the next two issues (6.1 and 6.2). Issue 6.1 of JAED will be published in September 2007 in preparation for the CANDO14th Annual National Conference & AGM (Kamloops, British Columbia). Issue 6.2 will be published early in 2008.
Papers should relate to one of the following areas:
We invite papers and case studies from academics and practitioners that address these issues. Academic papers will be subject to the usual double-blind peer-review process.
Please note that we are not just looking for academic papers; we are also looking for interviews, case studies, and other practitioner views and perspectives. Submissions from practitioners will be reviewed by the co-editors.
We believe such submissions will be particularly valuable, and it is our objective to publish as many as possible, if not in this issue then in subsequent issues of the JAED and/or in CANDO N-Side News. We want to know what people are doing, what is working, what is not working, and why.
Academic and Practitioner papers (double spaced, 12 point font, and 1 inch margins) should not exceed 25 pages in length, including appendices. Length can vary – 1 to 25 pages. The preferred format style is APA.
The deadline for receipt of submissions for Issue 6.1 is May 1, 2007.
Submissions may be forwarded to:
Warren Weir - Editor
c/o Svitlana Konoval
Council for the Advancement of Native Development Officers
9635 - 45th Avenue
Edmonton, AB T6E 5Z8
Fax: (780) 429-7487
Submissions by e-mail are welcomed, in fact preferred. Send the paper as an attachment to the e-mail address above. If your paper does not make the cut for this issue, or needs extra work, it will be considered for publication in Issue 6.2. The deadline for receipt of submissions for Issue 6.2 is November 1, 2007. Should you require further information please contact Svitlana Konoval, CANDO Executive & Administrative Services Coordinator at 1-800-463-9300 or email@example.com.
Download The Call for Papers (32kb PDF) at http://www.edo.ca/pages/download/6_911
Interested applicants should email Brian Hawker at firstname.lastname@example.org and leave a mailing address and home telephone number.
For immediate help, call Brian on his cell phone at 807 - 737 - 0734. Leave a message if you don't reach him and he will call you back.
North Spirit Lake School News -from the principal
Children and community come together to build a better education and community for the children.
The children and community members have been immersed in model of education that is more a kin to their well being than current educational models
Land based education is key to regaining and retaining all of our traditional values ... our hopes and dreams are connected to the land.
This type of education foster critcal thinking and creativity though patterns, thereby exercising the most important organ in the body, the brain.
For our students, it re-connects everyone back to our values of caring, kindness, love, bravery, courage.
For the Teachers and Teacher's Assistants, it gives them a chance to see children exercise strengths and then more importantly capitialize on these strengths through the integration of the regular school program.
Chief Sally Bunting/Kakegamic states "that our schools are for our children and they must be given the opportunity to succeed on their terms". This learning and teaching model reaches our community and students with great success.
This type of educational model cannot operate without the community from all levels, from day care children to our elders. Therefore all of the commnity is involved in the process as demostrated in the past few weeks.
Every Friday is planned to close out with community based activities set on the land. Planning is essential and the school and community has to resource the activities. Many of the resources to make the program fluid come existing Welfare, Health or Recreation program, thereby creating community success.
As an example, recently the children and parents set nets through the ice and collected the fish. This activity was resourced by the Health program, it integrated the Language and values into the day's activities and then everyone had a big community feast.
Extensions of this is making community crafts at the school on Wednesday evening, where all the community comes to make crafts such a key chains, more importantly the community comes to the school to share and talk about thier stories.
The new principal, Mr. Conrad Bobiwash is one part of the process, as a helper and leader. He comes from Blind River, Ontario near Sault Ste Marie. He has initiated and led child based and community based programming across North America.
This process is very close to our way of learning and is very natural, thereby fostering individual change and excellence in education.More importantly, this model teaches all our children and community about the value of education.
Ontario Press release ...
McGuinty Government Boosts Investment In Aboriginal Education - New Investment Will Benefit First Nation, Métis and Inuit Students
SAULT STE MARIE, ON, April 5 - The McGuinty government is supporting First Nation, Métis and Inuit students with a new grant that makes more than $5 million available for school boards in Northern Ontario, Minister Responsible for Aboriginal Affairs David Ramsay announced today.
"This is part of our government's ongoing commitment to work with Aboriginal organizations and communities to build a better future for First Nation, Métis and Inuit children and youth," said Ramsay. "The funding will provide enhanced, ongoing support for Aboriginal students."
As part of the 2007-08 education investment, a new grant - the $10.5 million First Nations, Métis and Inuit Education Supplement - has been introduced that will provide increased funding for school boards to offer Native Language and Native Studies courses, and support programs that assist Aboriginal students. The new supplement is in addition to $12.7 million invested in 2007 to support the implementation of the First Nation, Métis and Inuit Education Policy Framework.
"We have been increasing our investment in education over the past four years and we're seeing the results - class sizes are smaller, student achievement is on the rise and more students are graduating," said Wynne. "This new funding will help us create a school environment that encourages Aboriginal student engagement and achievement."
These investments are part of the Ontario government's Aboriginal Education Strategy to improve achievement for First Nation, Métis and Inuit students. The strategy was announced in January 2007 with an initial $6 million investment and the launch of the First Nation, Métis and Inuit Education Policy Framework, which will set the foundation for improving achievement among Aboriginal students in provincially funded schools.
The next step in the strategy will be a First Nation, Métis and Inuit Education Conference in November that will bring together educators to discuss putting the framework into practice in schools and boards. The conference will introduce new resources for teachers, and provide practical tools and strategies for educators that will help them support Aboriginal students in Ontario's publicly funded schools and increase awareness about Aboriginal histories, cultures and perspectives among all students.
"Ontario is committed to improving support for First Nation, Métis, and Inuit students in the publicly funded education system," said Ramsay. "We will continue to work with our partners to improve opportunities for First Nation, Métis and Inuit students."
SUPPORTING ABORIGINAL STUDENT SUCCESS
The Ontario government is dedicated to excellence in publicly funded education for all students and recognizes the need to develop specific strategies to meet the needs of Ontario's First Nation, Métis and Inuit students in provincially funded schools.
Aboriginal Education Strategy
In January 2007, the McGuinty government launched Ontario's new Aboriginal Education Strategy. The strategy will help support learning and achievement for Aboriginal students. In addition, it will help raise awareness about First Nation, Métis and Inuit peoples' cultures, histories and perspectives in schools.
The new strategy is in line with the commitments made in Ontario's New Approach to Aboriginal Affairs, released in spring 2005, which envisions prosperous and healthy Aboriginal communities that will create a better future for Aboriginal children and youth.
Part of this new approach included a commitment to working together with Aboriginal organizations and communities to improve achievement among Aboriginal children and youth.
Investments in Aboriginal Education
The Ontario government's education investment for 2007-8 included the new First Nations, Métis and Inuit Education Supplement. This new $10.5 million grant will:
The new supplement is in addition to $12.7 million invested in 2007 to support the implementation of the First Nation, Métis and Inuit Education Policy Framework. This funding is part of the government's education investment of $18.3 billion in 2007-08 - an increase of $781 million over last year. Since 2002-03, funding has increased by $3.5 billion - a 24 per cent increase, or the equivalent of an increase of over $2,000 per student.
The Ontario government has also provided:
First Nation, Métis and Inuit Education Policy Framework
The First Nation, Métis and Inuit Education Policy Framework will be the foundation for delivering quality education to all First Nation, Métis and Inuit students in Ontario.
The framework includes strategies for schools and school boards that will boost Aboriginal student achievement and close the gap between Aboriginal and non-Aboriginal students.
Through regional consultations with school boards and school authorities, Aboriginal communities and organizations, and other education stakeholders, nearly 500 people provided feedback on the framework.
High school programs translated on website
In addition, information about new programs in Ontario's high schools is now available online in five Aboriginal languages - Algonquin, Ojibwe, Oji-Cree, Mohawk and Swampy Cree. The website (www.ontario.ca/6ways) is also available in English, French and 24 other languages.
For further information: Michelle Despault, Minister's Office, Ministry of Education, (416) 212-3747; Patricia MacNeil, Communications Branch, (416) 325-2676; Anne-Marie Flanagan, Minister's Office, Ontario Secretariat for Aboriginal Affairs, (416) 327-0654; Public Inquiries: (416) 325-2929 or 1-800-387-5514; TTY: 1-800-263-2892
The Keewaytinook Okimakanak Research Institute (KORI) and the Faculty of Education of Lakehead University are hosting a series of on-line workshops on First Nations Digital Education.
The first workshop with take place on April 20th at 3:30 Central Standard Time.
The workshop is entitled Community-based Aboriginal Education and is facilitated by Ethel Gardener, the director of the Department of Aboriginal Education at the Lakehead University Faculty of Education.
The series is open to professionals, community champions and anyone interested in the opportunities and challenges associated with First Nations Digital Education. If your school would like to be a host video conference site for this workshop series, email email@example.com or 1-877-737-5638 ext 1261. You can also participate on streaming video using the chat feature...
For more information, join the Digital Education with Remote Aboriginal Communities (DERAC) discussion forum website at http://meeting.knet.ca/moodle/course/view.php?id=20 (you need to sign up for an account to join this forum).
The following LU Press release indicates their new Honours Bachelor of Education in Aboriginal Education but the team at NNEC working with Brock U. is starting a similar program in the fall of 2007 in Sioux Lookout.
Lakehead University: New Program in Aboriginal Education Focuses on Aboriginal Learner; Program First in Ontario
THUNDER BAY, ONTARIO--(April 2, 2007) - Lakehead University's Faculty of Education has established a four-year Honours Bachelor of Education in Aboriginal Education to start in January 2008. The proposal was overwhelmingly approved by Lakehead University's Senate on March 23, 2007.
The HBEd (Aboriginal Education) will be the first 4-year honours degree program offered by an Ontario university and the first to focus on critical foundations in Aboriginal education and Aboriginal pedagogy. The program prepares people of Aboriginal ancestry to become teachers with particular expertise to meet the needs of Aboriginal learners.
"This is a giant step forward for teacher education, especially Aboriginal teacher education in Ontario," says Dr. Julia O'Sullivan, Dean, Lakehead University Faculty of Education. "Graduates of this program will be highly qualified to teach primary and junior children using culturally relevant approaches and resources, and will have special expertise in early literacy and early numeracy education."
"For the past two years, we have worked in consultation with Aboriginal communities to design a program which will reflect the needs of these communities," says Dr. Ethel Gardner, Chair of Aboriginal Education at Lakehead University. "Aboriginal communities want their children to find academic success in education that is culturally relevant to them and responds to their learning needs. Several new courses have been created for the HBEd (Aboriginal Education) which address the issues brought up through our consultation process."
"This program provides graduates who will be well-rounded individuals who can teach in a context that is culturally relevant to Aboriginal students," says Goyce Kakegamic, recently retired Deputy Grand Chief of the Nishnawbe Aski Nation. "This program ensures that there will be First Nation teachers available for our schools, and this will help with the success of First Nations students. We are delighted with this development and thank all those who have put much effort and support into this initiative."
Students who graduate from this program will have an understanding of culturally appropriate education grounded in Aboriginal philosophies. The graduates will have a thorough understanding of the needs of Aboriginal learners at the primary/junior level, and will utilize knowledge of Native language and culture in lessons and unit-planning.
Members of the Media: Dr. O'Sullivan and Dr. Gardner are available for interview by calling Eleanor Abaya at 807-343-8372. Goyce Kakegamic is available by calling 807-627-8070.
Lakehead University's main campus is located in Thunder Bay, Ontario, on the shores of Lake Superior. With a campus in Orillia, Ontario, Lakehead is a comprehensive university with a worldwide reputation for innovative programs and research. Lakehead has over 7,600 students and 2,200 faculty and staff, and is home to the west campus of the Northern Ontario School of Medicine. In 2006 Lakehead University was named Canada's Research University of the Year 2005 in the undergraduate category. For more information on Lakehead University, visit www.lakeheadu.ca.
Eleanor Abaya, Director of Communications
Mobile (807) 472-9110
New NAAF Dates! New NAAF Times!
Stay tuned and don't leave that NAAF Channel!
Painting a Brighter Future through our Education Program
(Toronto, ON) - The National Aboriginal Achievement Foundation is proud to announce the new Annual deadlines of May 1st for Fine Arts and Cultural Projects and June 1st for Health Careers and Post-Secondary Education.
"We are always looking at new ways to offer innovative programming and new initiatives that can best help propel our Aboriginal youth into whatever career field they have chosen." stated NAAF CEO, Roberta Jamieson. "After careful deliberation, the new deadlines of May 1st and June 1st were selected to meet the needs of the students and potential recipients or our scholarship programs."
The Scholarship programs that the Foundation offers:
The Fine Arts Scholarship Program - Fine arts and performing arts studies including visual, performing, media, graphic, and literary arts. Through this program, funding is also provided for the Cultural Projects; this enables Aboriginal organizations, groups, or accredited individual programs to access funds to promote Aboriginal arts, cultures, and languages, particularly those aimed at youth. The objective of the Cultural Projects Program is to assist in providing a hands-on arts or cultural experience to community members, especially youth, and to promote the retention of Aboriginal languages. NAAF supports programs that encourage an appreciation of art, culture and language as a source of personal enrichment.
New Deadline is May 1st
The National Aboriginal Achievement Foundation (NAAF) offers financial assistance to Aboriginal students through our Education Program's bursaries and scholarships. Providing upwards of $2.8 million, annually. NAAF prides itself by investing in the future of First Nation, Métis and Inuit youth, to excel in their educational and career goals. The National Aboriginal Achievement Foundation (NAAF) provides Aboriginal Youth with additional opportunities in the following areas:
Post-secondary Education Bursary Awards Program – study in business, science, law, engineering, technical studies, computer science, education, social work and social sciences. New Deadline June 1st
Aboriginal Health Careers Bursary and Scholarship Program – studies in medicine, nursing, dentistry, physiotherapy, pharmacy, lab research, lab technology, dietetics, nutrition, health, administration, public health policy and other health fields.
New Deadline June 1st
Scholarship and bursary applications can be accessed on the National Aboriginal Achievement Foundation website at www.naaf.ca under the Education Programs link.
For more information regarding The Education Program contact:
Education Analyst: Rachel Hill 1 -800- 329-9780 ext: or firstname.lastname@example.org
The National Aboriginal Achievement Foundation (NAAF) is a nationally registered non-profit organization dedicated to raising funds to deliver programs that provide the tools necessary for Aboriginal youth to realize their potential. NAAF is a financially accountable organization that has been providing invaluable support to Aboriginal Peoples across Canada for over 22 years. The Foundation has grown rapidly over the years due to the demands and needs of Aboriginal youth
CIBC, Air Canada, Alliance Pipelines, APTN, BP Canada Energy Company, Casino Rama, Diavik Diamond Mines, Enbridge, Encana, First Air, Fort McKay, Global Television, IBM, Nexen Inc., Shell Canada Ltd., Suncor Energy Foundation, Syncrude
Government of Canada
Canadian Heritage, Canadian Mortgage and Housing Corporation, Federal Interlocutor for Métis and Non-Status Indians, Health Canada, Human Resources and Social Development Canada, Indian and Northern Affairs Canada, Industry Canada/Aboriginal Business Canada, Canadian Forces, Government of the Northwest Territories, Province of Alberta, City of Edmonton
For further information, please contact:
Billie Jo Tabobondung,
NAAF Communications Coordinator
Canadian Aboriginal Writing Challenge
By The Dominion Istitute, Toronto, ON (Mar 23, 2007)
Are You An Aspiring Young Aboriginal Writer? Canadian Aboriginal Writing Challenge receives submissions from across the country
Media Release ...
March 23, 2007 – Calling all young Aboriginal writers interested in winning cash prizes and receiving national recognition.
The Dominion Institute is pleased to announce the launch of the 2007 Canadian Aboriginal Writing Challenge.
Building on the success of previous years, young Aboriginal writers will submit stories that interpret defining moments in the history of this country and its Aboriginal people. The Institute is expected to receive submissions from across Canada showcasing the talents and creativity of young Aboriginal authors.
The winners of the 2006 Challenge, Sable Sweetgrass from Calgary, Alberta, and Alicia Elliott from Ohsweken, Ontario, were presented with an award and cash prize by Chief Phil Fontaine of the Assembly of First Nations at ceremony in Ottawa. Alicia’s winning essay, entitled Across the Barricade, described the land dispute in Caledonia from the point of view of a Native protestor and Caledonia resident. Sable’s winning essay, entitled Maternal Ties, told the tale of a young woman’s display of a baby cord amulet and elk tooth dress at her graduation ceremony as a way of honouring her family and heritage.
Sponsored by Enbridge Inc. and organized by the Dominion Institute, Canadian Aboriginal Writing Challenge is a national initiative for Aboriginal youth. Winners are selected from two age categories - ages 14-18 and 19-29.
The first place winners in each age category receive a cash prize and a trip to Ottawa. Each story will also be published in The Beaver: Canada’s History Magazine. Students who have a story in the top ten, as selected by an expert Advisory Committee of Aboriginals authors and leaders (see below), receive a cash prize. All winning essays are published online and all participants receive a certificate of recognition for their participation.
The deadline for this year’s contest is June 29, 2007.
Students and educators interested in learning more about the contest should visit www.our-story.ca or call 1-866-701-1867.
The Dominion Institute is a national charitable organization dedicated to promoting Canadian history and civic culture (www.dominion.ca)
For Further Information Contact: