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Relevant Research Issue 30 Source: The Circle on Philanthropy and Aboriginal Peoples in Canada (CPAPC) partnered with United Way of Winnipeg to commission AMR Planning and Consulting (AMR) to produce this research paper. Summary: The concept for a research and discussion paper emerged from discussions between participants of the “All My Relations” gathering that took place in Winnipeg in 2008. Recognizing that there is still a lack of knowledge on new opportunities and ways of thinking related to Aboriginal-focused philanthropy, particularly in Canada, it was felt that the time was right to look more closely at some of the issues. The Circle on Philanthropy and Aboriginal Peoples in Canada partnered with United Way of Winnipeg to commission AMR Planning and Consulting to produce a research paper on Aboriginal Philanthropy in Canada. Our goal was to produce a research-based discussion paper that would provide an overview of data, stories, perceptions, grant-making models and new opportunities and ways of thinking related to Aboriginal-focused philanthropy. This paper is intended as a means to share information and enhance our collective knowledge on Indigenous philanthropy in Canada. Additionally, it provides context for strengthening relationships between foundations and Canada’s First Peoples. According to this research, the time is ripe to develop Aboriginal philanthropy in Canada – to foster the involvement of philanthropic organizations in Aboriginal communities and to develop Aboriginal support for and involvement in philanthropic organizations. Both these goals require learning and change for both parties – Aboriginal Peoples and philanthropic organizations. This report sets out the opportunities and challenges for Aboriginal philanthropy in Canada and makes recommendations for how it might be done well. The community of Moose Deer Point provides a case study and a number of lessons for the future. Our Indigenous communities are not charity cases, nor is philanthropy a new concept, though the word itself may not be familiar. Philanthropy, in the sense of caring for our fellow human beings, is a deeply held principle of Aboriginal peoples. We have always shared with each other, within our communities and between communities. The traditional ways of philanthropic giving may not work for Aboriginal communities for a host of reasons that are outlined in this report. We are not looking for a one-way relationship, from a wealthy benefactor to a deserving cause. We are looking for a collaborative, multilateral relationship where all parties are committed to learning and growing. In return, we offer a deep engagement in growing, thriving communities that goes far beyond a grant application or a project report. At the same time, every social indicator tells us that Aboriginal communities are deeply in need of development. Not only that, we are in need of collaboration and innovation, of new ways of doing things. We invite the philanthropic foundations of Canada to embark on an exciting journey with us and help us build our communities, from the basic infrastructure of roads, clean water and housing to the essentials of a thriving community – economic, social and cultural development.
Issue 29 Source: Inuit Tapiriit Kanatami (ITK) Summary: This paper examines the issues surrounding Inuit Early Childhood Education (ECE), specifically:
The paper cites a number of international trends in early childhood education and care, which could provide policy considerations for Inuit in ECEC programming. A number of the national and international trends in ECEC programming can be seen in their early form of application across a range of success stories in the four Inuit regions. The paper looks in detail at: 1) language nests in Nunatsiavut, 2) trained staff, 3) provincial/regional funding arrangements in Nunavik, 4) Nunavik nutrition program, 5) school readiness programming in Clyde River, 6) culturally grounded services in Ulukhaktok, Northwest Territories, and 7) the Ottawa Inuit Children’s Centre. The paper also examines persistent gaps in programming including fragmented and inadequate funding mechanisms, which has hindered the development of childcare in some regions. Low salaries and poor educational standards for Early Childhood Educators has also impacted quality, particularly where there are no regulations to establish minimum training requirements for early childhood educators. The paper examines two other important gaps relating to parental involvement in program design and cultural/linguistic accessibility. The document concludes with a set of policy considerations that fall into six main areas:
Issue 28 Source: The National Panel on First Nation Elementary and Secondary Education for Students on Reserve Summary: The National Panel on First Nation Elementary and Secondary Education for Students on Reserve was established by the Minister of Aboriginal Affairs and Northern Development Canada and the National Chief of the Assembly of First Nations to engage First Nations and Canadians in an exploration of First Nation education and to make recommendations for change and improvement. The Panel met with hundreds of people including students, parents, Elders, First Nation educators and leaders, representatives of provincial education systems and the private sector. They conducted 8 regional roundtable meetings and a national roundtable meeting, visited over 30 First Nation communities and 25 First Nation schools. Multiple submissions were received from interested parties through a website and directly during visits and meetings. This report is intended as a road map or pathway forward for improving education outcomes for First Nation elementary and secondary students who live on reserve. It also provides recommendations for improving governance and clarifying accountability for First Nation education.
Issue 27 Source: C. D. Howe Institute – John D. Richards, Author Summary: Quebec Aboriginal poverty is as severe as elsewhere in Canada. And in terms of education, Quebec Aboriginal outcomes are somewhat worse than comparable Canadian Aboriginal results, themselves a very low benchmark. This Commentary examines the relationship between these troubling benchmarks – education levels and employment earnings – for Quebec Aboriginals, comparing outcomes within the province’s various Aboriginal identity groups and with the rest of Canada. While lively debates take place about how best to improve Aboriginal education, there is little disagreement on its priority as a goal. Holding constant the level of education, the employment rate is remarkably similar for the Aboriginal and non-Aboriginal population. The similarity holds in both Quebec and the rest of Canada. Aboriginal educational results do not provide grounds for optimism – either in Quebec or in the rest of Canada. The overall Quebec Aboriginal dropout rate in the age 20-to-24 cohort is 43 percent, 28 points higher than for non-Aboriginals in Quebec, and three points higher than the Aboriginal dropout rate in the rest of Canada. Among the six provinces with more than 100,000 Aboriginals, Quebec ranks third in terms of incomplete high school: lower than Manitoba and Saskatchewan but higher than Alberta, Ontario and British Columbia. Within Quebec, median Aboriginal 2005 earnings were two-thirds that for non-Aboriginals; median Inuit were below three-fifths. In contrast to the scarring policies of the past, the goal of education reform is not to eliminate Aboriginal cultures. On the other hand, primary/secondary education is about more than cultural transmission – its goal is to impart core competencies in reading, writing, mathematics and science, necessary knowledge if Aboriginal students are to enjoy a realistic choice as adults between participation in Canada’s urban industrial society or a rural, more collective style of life. The study makes six broad recommendations to improve educational outcomes with that goal in mind. This Commentary begins with a description of the distribution of the Quebec Aboriginal population, in terms of Aboriginal identity groups, and area of residence (on- or off-reserve, rural or urban). It also summarizes census information on income and earnings. The second part uses data from the latest census, in 2006, to benchmark Quebec Aboriginal education outcomes and compares them to outcomes among non- Aboriginals in the province. This benchmarking looks at intergenerational trends among cohorts aged 25 and older and outcomes among young Aboriginals aged 20-24. The Commentary’s final part discusses policy implications of these findings.
Issue 26 Source: Larry Prochner, Principal Researcher Summary: This article presents an outline history of the development of formal early childhood education programs for Aboriginal children in Canada with reference to experience in Australia and New Zealand. A review of selected developments in the colonial era that influenced the provision of early childhood education (ECE) is followed by a discussion of cross-national themes and current issues in the post-colonial period. While there is a growing literature on the history of formal early childhood education programs for European children, comparatively less attention has been paid to the history of programs for indigenous children. At the same time, the number and variety of early childhood programs in each of the three countries has increased over the past 20 years. The aim of the article is to identify common and unique experiences in indigenous ECE in each country and, it is hoped, to raise questions worthy of further study. The article ends with a selective review of more recent initiatives.
Issue 25 Source: Fraser Report: Peter Cowley, Stephen T. Easton, Michael Thomas Summary: Data available from the provincial ministry of education provide measures on at least two dimensions of academic performance that can be used to evaluate the success of students and schools: the likelihood that students will annually progress from grade-to-grade until they receive their secondary school diploma, and the level of achievement on uniform province-wide examinations at several grade levels. The delayed advancement rate measures the likelihood that students will make education a priority and complete their secondary program in a timely manner. Examination results are a measure of the extent to which students have acquired the skills and knowledge embodied in the curriculum.
Issue 24 Source: Linda Kaser and Judy Halbert Summary: The vision of the schools in the BC network of schools is every learner crossing the stage with dignity, purpose and options. The Aboriginal Enhancement Schools Network (AESN) represents one effort to make the goals of individual district enhancement agreements come alive in classrooms through inquiry, teamwork and creating relationships of respect. The work in AESN schools reflects a small part of the work that is taking place across schools and communities in BC to strengthen the learning experiences of Aboriginal learners. This article describes the way in which AESN schools are ‘walking together’ to realize the vision of a better future for the learners they serve.
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Issue 22 Summary:
Methodology: The methods utilized to gather the data for this research paper include the following:
Recommendations are proposed based on the data gathered in this research.
Issue 21 This report details the findings of a qualitative study designed to understand the processes of disengagement from school, and of early school leaving, from the point of view of 193young people in Ontario who have themselves left school or are at risk of doing do. It also provides data on the process from the perspectives of groups of parents/guardians of early leavers, and of Ontario educators. This data fills a gap in the research and policy literature on the process as told from these unique perspectives. Understanding this process is intended to provide the Ministry of Education with multiple junctures in which to intervene.
Issue 20 Source: Statistics Canada Focus: Teachers Summary: Aboriginal languages are central to many First Nations people’s identity. The 2006 Census recorded more than 60 different Aboriginal languages spoken by First Nations people in Canada, grouped into distinct language families (Algonquian, Athapascan, Siouan, Salish, Tsimshian, Wakashan, Iroquoian, Haida, Kutenai and Tlingit). Some Algonquian languages, such as Cree and Ojibway, are considered to have better long-term viability than other languages spoken by First Nations people because of their relatively larger base of speakers. However, even these more viable languages have experienced a decline in their use as the primary home language over the past two decades. According to the 1996 Royal Commission on Aboriginal Peoples, the passing down of Aboriginal languages across the generations was disrupted by residential schools in Canada, where the use of Aboriginal languages was prohibited. The Royal Commission also noted that the revitalization of Aboriginal languages in Canada is a key component for building both healthy individuals and healthy communities. Given the state of Canada’s Aboriginal languages, information about Aboriginal language knowledge and the factors that are associated with language development and retention among today’s First Nations children is relevant and important for those working to preserve, revitalize and promote Aboriginal languages.
Issue 19 Based on a detailed study of Aboriginal student performance in B.C. provincial schools, the authors assess the relative importance of socioeconomic differences between Aboriginal and non-Aboriginal families and of in-school dynamics. While both these factors matter, the authors also find that some school districts stand out. Schools in these districts have achieved Aboriginal student outcomes much better than forecast, based on socioeconomic conditions and expected in-school dynamics. What are these districts doing right? In sum, they emphasize Aboriginal education success as a long-term priority, involve Aboriginal leaders and the broader community, use objective data on Aboriginal student performance in design of policy and follow through on policy implementation.
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Issue 17 This document clearly articulates the need for supporting post-secondary education and
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Issue 14 Source: Statistics Canada Leanne C. Findlay and Dafna E. Kohen. Summary: Previous research has shown that child care has an impact on children's social and developmental outcomes. However, little is known about child care for First Nations, Métis and Inuit children.
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Issue 12 Source: Canadian Centre for Policy Alternatives: (growinggap.ca) Authors: Dan Wilson and David MacDonald Summary: This study examines data from Canada’s last three censuses — 1996, 2001 and 2006 — to measure the income gap between Aboriginal peoples and the rest of Canadians. The study concludes that not only has the legacy of colonialism left Aboriginal peoples disproportionately ranked among the poorest of Canadians, this study reveals disturbing levels of income inequality persist as well. While income disparity between Aboriginal peoples and the rest of Canadians narrowed slightly between 1996 and 2006, at this rate it would take 63 years for the gap to be erased.
Issue 11 Summary: The Centre is a non-partisan, social justice, progressive Aboriginal think tank on the social, economic, and environmental public policy and research concerns of Aboriginal people in British Columbia and in Canada. Although over 50% of all Aboriginal people now live in urban areas, there is a lack of research and policy analysis on issues important to the growing urban Aboriginal population. The Centre tackles this gap by providing collaborative solutions between existing Aboriginal and non-Aboriginal groups, bringing people together beyond politics to promote progressive research, policy alternatives, and hope.
Issue 10 Summary of Findings: http://nces.ed.gov/nationsreportcard/nies/media/press_release.pdf Source: Sponsored by the Office of Indian Education and conducted by the National Center for Education Statistics of the U.S. Department of Education. Summary: NIES is designed to assist policymakers and educators in making informed decisions as they work to improve the educational experiences of all American Indian and Alaska Native students. The results from NIES have already been used in congressional testimony and serve as a benchmark for measuring the effectiveness of existing programs. The addition of data from NIES 2009 will strengthen the study and enhance its impact on decisions affecting the education of American Indian and Alaska Native students. The study was conducted in two parts, which focused on the academic achievement and educational experiences of fourth and eighth grade students across the country. The national sample included students from both public and non-public schools that have both large and small American Indian/Alaska Native (AI/AN).
Issue 9 Source: University of Saskatchewan
Issue 8 Source: True North - March 2010 [The MacDonald Laurier Institute for Public Policy]
Issue 7 Source: Council of Ministers of Education, Canada (CMEC) Summary: Aboriginal education is a central priority for the Council of Ministers of Education, Canada (CMEC). The CMEC Summit on Aboriginal Education created an excellent opportunity for dialogue with the leaders of national and regional Aboriginal organizations.
Issue 6 Focus:The health, socio-economic and other conditions of Aboriginal children in Canada. Summary: Based on an extensive review of the literature, in this study, Jessica Ball demonstrates that many Aboriginal children live in poverty and face unacceptably high health and development challenges. Their situation is compounded by other factors, including the impact on parenting abilities and of time spent in Aboriginal residential schools. Drawing on research from other countries, Ball reviews the benefits of early childhood programs. In this regard, she focuses on the Aboriginal Head Start programs, which the Canadian federal government began to fund in the mid-1990s. Ball reports some encouraging preliminary findings about the impacts of these programs and recommends that they be expanded to enable access for a minimum of 25 percent of Aboriginal children. She presents several further policy recommendations for measures intended to enhance the life chances of Aboriginal children while protecting their cultural heritage.
Issue 5 Source: Produced by the Centre for Canadian Studies at Mount Allison University in cooperation with Canadian Heritage Canadian Studies Programme. Several graphs, maps or illustrations are included and the publication is available in both French and English.
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