Submissions Area
There are six key themes for discussion on which the National Panel is seeking your views and feedback. These are summarized in the Discussion Themes section of this website. Additional information and context is provided below.
Participants can choose to have their submission posted to this website as a matter of public record. Submissions will be reviewed and published on this page, in our Submissions Viewing Area (below).
We invite you to explore any or all of the following themes for discussion:
Theme 1 – The form of legislation that would help make quality education more accessible to First Nation students and their families – this includes whether you would like to see national, provincial or self-governing agreements giving each First Nation the authority to make their own legislation.
Theme 2 – Requirements that should be in First Nation legislation to achieve effective management and delivery – how should this model look like in terms of governance and accountability?
Theme 3 – The most important features to include in First Nation education legislation so that First Nation students would have access to quality education – features may include roles /responsibilities of partners, education financing, curriculum development and delivery, student and school evaluation, staff hiring, and regulation of the school environment.
Theme 4 – Specific features of legislation that could best address the unique needs of First Nation students – this refers to items such as preserving the language and culture of First Nation students and how to maintain First Nation control.
Theme 5 – Tools other than legislation that would help to ensure that First Nation students have access to quality education – what else besides legislation is needed? This may include financial and partnership arrangements or school / student focussed programming.
Theme 6 – As a parent, extended family member or caregiver, teacher, student or community member, areas that would make the most significant difference in the success of First Nation education – areas of focus may include standards for literacy, numeracy and attendance, focus on language and culture, standards for teachers, more parental involvement, etc.
Please note that off-topic submissions or submissions that do not respect the full submission guidelines, will not be posted, nor included in our analysis. Off-topic discussion submissions include those that are not directly related to the stated discussion themes, focus and/or questions.
Written submissions should not exceed 10 pages in length (roughly 5,000 words) and can be made in a text-only format, or as a document upload (e.g., PDF, Word, RTF or WordPerfect formats). Please carefully review our complete submission guidelines and our terms of use to ensure your submission meets our requirements and site usage policies.
Make Your Submission
Make your submission using either of the following forms:
Submissions Viewing Area
Submissions will be reviewed and posted in our submission viewing area (below).
Recommendations for Change Through Legislation, Education Funding and Collaboration and Partnerships
The Canadian School Boards Association counts as its members provincial school boards associations that represent just over 250 school boards serving more than three million elementary and secondary school students across Canada. The CSBA advocates educational success for each and every student and promotes the value of locally elected school boards. We appreciate the opportunity to make this submission to the National Panel on First Nation Elementary and Secondary Education. We consider tha Read More...
Mother tongue medium education essential
According to a huge body of international research mother-tongue medium (MTM) education is the single most effective means of improving school completion rates for Indigenous Peoples. In producing or maintaining child speakers it also has enormous potential for maintaining and/or revitalizing Indigenous cultures. As well, Canada's refusal to guarantee First Nations peoples the right to MTM education has continued the assault on First Nations languages and cultures that began in the residential Read More...
First Nations language education: The rights of our youth to reclaim their culture and identity
The areas that would make the most significant difference in the success of First Nation education are language, arts and culture education. In order to achieve this success, education must create competency and not just awareness in First Nations languages and cultures. This can be done through total immersion, or language-only education, with integrated cultural education including a significant incorporation of arts. With respect to the specific type of legislation, existing legislation provi Read More...
First Nation Public Libraries Need Dedicated Federal Funding
The Federation of Ontario Public Libraries strongly recommends that the National Panel on First Nation Elementary and Secondary Education call for additional federal funding dedicated exclusively to support the establishment and ongoing operation of First Nation public libraries on reserve. First Nation public libraries are woefully funded. Unlike off reserve public libraries, they cannot tap into a municipal tax base for funding. The federal government does not provide direct funding for Read More...
Cultural Equity and Reggio Emilia
As a teacher candidate at the UofM, we have been discussing equity vs. equality in regards to the sociology of education in Canada. For me, my experience as a student in band operated schools, I did not feel like our culture, in terms of values, history, or nature smarts was given the equity it deserves. I understand that some communities have a strong Christian presence, but that does not mean that our history, culture and legends should be silenced within schools...schools need to be more than Read More...
Education of Indigenous Children in Canadian Foster Care Systems
A child that enters the BC child protection system at any point in their life is not likely to graduate from high school. All levels of Indigenous and non Indigenous governments must all do more to ensure that this unique group of children have the tools, resources and supports to achieve academic and traditional Indigenous educational success on par with their peers that have never entered Canadian child protection systems. This Indigenist study is the first to enter the contested space tha Read More...
First Nation Education - ONECA
ONECA represents the administrative service arm of First Nation Education by supporting First Nation education counsellors whose role is to support First Nation students’ success and achievement through academic preparedness and personal motivation (self-esteem) and to advocate for student services through a culturally supportive school environment. ONECA believes that the present system requires immediate across-the- board transformation to address the growing educational gap affecting First Read More...
Theme 1 – Legislation that would make education more accessible, Theme 2 – Legislative requirements for effective management and delivery, Theme 3 – Legislative features for access to quality education, Theme 4 – Specific legislative features to address unique needs, Theme 5 – Tools other than legislation for access to quality education, Theme 6 – Areas that would make the most significant difference, Theme 7 - Other
Recognizing Education Jurisdiction
In response to the National Panel’s consideration of potential legislation for First Nations education, it is critical to respect the jurisdiction legislation that already exists in the BC context. 68 First Nations are actively pursuing the implementation of that legislation, of which 14 are full Negotiating First Nations (NFNs). New federal legislation is therefore not needed in BC for First Nations education, as legislation is already in place. In order to move ahead with implementing e Read More...
Our Dreams Matter Too
Inspired by First Nations youth education advocate Shannen Koostachin who fought her whole life for "safe and comfy schools and equitable education" before tragically passing away at age 15, First Nations children and youth wrote letters to the United Nations Committee on the Rights of the Child (UNCRC) explaining how inequities in First Nations schools and education are impacting their lives and futures. The report available in Cree, English and French is a collection of these letters convened Read More...
My Thoughts , Feelings and Possible Actions
Our Teaching has changed drastically over a short period of time. From a system that was based on experimental informal learning that was integrated with life to a system of achievement. My name is Cindy Ginnish ( Cynthia ) I am from the Miknaw Territory of Eel Ground First Nation in New Brunswick . I believe it very important as a educator within the Atlantic First Nations Territory to have my thoughts, feelings and actions voiced on our educational system. My family of origin is very succ Read More...
School improvements and more opportunities to see life 'beyond the reserve'
• The school is so short of EAs that unqualified EAs are assisting high-needs students. Some EAs are performing multiple jobs. There is such high unemployment on the reserve and yet no qualified EAs. • No tech person is available on a regular basis. • Dropping out of school begins in Grade 7. We need a way to address the "three As" - attitude, attendance and academics. One way to do this might be to provide more opportunities for the students who are 'at the age of drop Read More...
Indigenous Adult and Higher Learning Association and First Nations Education Steering Committee Post-Secondary Sub-Committee
Despite the significant efforts being undertaken, a large gap continues to exist between First Nations and non-First Nations post-secondary participation rates – an important challenge that must be addressed. First Nations and Indigenous-controlled higher learning institutes in BC fully understand that limited academic preparation is a key reason for this problem, as it is most often Indigenous institutes that struggle to assist students who leave high school without graduating or graduate wit Read More...
Theme 1 – Legislation that would make education more accessible, Theme 2 – Legislative requirements for effective management and delivery, Theme 3 – Legislative features for access to quality education, Theme 4 – Specific legislative features to address unique needs, Theme 5 – Tools other than legislation for access to quality education, Theme 6 – Areas that would make the most significant difference, Theme 7 - Other
Living the Story of Reconciliation: Values, Community and Diversity in Indigenous Education
Education is a central chapter in the unfolding story of reconciliation between Indigenous and non-Indigenous peoples in Canada. Through research and dialogue with Indigenous leaders and educators, the Christian Reformed Centre for Public Dialogue has recognized links between the just aspiration of Indigenous control of Indigenous education and our appreciation for the significance of community, values and diversity in education. Education, in our community is considered to be a holistic int Read More...
Barriers and Strategies for Improving Aboriginal K-12 Outcomes
This report identifies barriers and strategies for improving Aboriginal k-12 outcomes, and is based on a review of Canadian literature as well as selected provincial government programs and policies. Barriers The k-12 challenges confronting Aboriginal people include factors directly linked to the delivery of education, as well as factors external to the learning environment. Factors linked to the delivery of k-12 education include: differing learning styles and patterns of interaction exh Read More...
Theme 2 – Legislative requirements for effective management and delivery, Theme 3 – Legislative features for access to quality education, Theme 4 – Specific legislative features to address unique needs, Theme 5 – Tools other than legislation for access to quality education, Theme 6 – Areas that would make the most significant difference
UBC Okanagan Aboriginal Access Studies
This program provides an opportunity for Aboriginal students who are unable to meet the prerequisite requirements for university study to begin university study, develop the skills necessary for success and earn admission to degree programs. Read More...
Systemic or
Unless a systemic or big picture analysis and consideration of the themes of this initiative are completed, the desired outcomes (all of which may not be covered)—the best educational and career possibilities for First Nations young people—risk being a rehash of current schooling practices. What is evident about current schooling models is that they tend to follow a similar formula which does not entice deep learning, motivate to excellence, achieve full potential, struggles with relevance, Read More...
Theme 1 – Legislation that would make education more accessible, Theme 2 – Legislative requirements for effective management and delivery, Theme 3 – Legislative features for access to quality education, Theme 4 – Specific legislative features to address unique needs, Theme 5 – Tools other than legislation for access to quality education, Theme 6 – Areas that would make the most significant difference, Theme 7 - Other
Passages Program: Learning as Living
Passages Program: Learning as Living Blane Després, PhD Faculty of Education The University of British Columbia High School Objectives 1. To offer an alternative, experiential-based learning program that enables students to pursue interdisciplinary topics. 2. To enhance opportunities for research. 3. To showcase an innovative alternative learning approach that encompasses interdisciplinarity and rites of passage, and that provides a comprehensive approach to school-to-work or highe Read More...
ACDE Accord on Indigenous Education
The Association of Canadian Deans of Education (ACDE) created the Accord on Indigneous Education to promote a vision in which Indigenous identities, cultures, languages, values, ways of knowing, and knowl¬edge systems will flourish in all Canadian learning settings. ACDE recognizes that new ways of engagement are required in order to address the particular needs of Indigenous learners and to contribute to the well-being of Indigenous peoples and their communities. ACDE acknowledges that it has Read More...