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Manitoba First Nations Education Systems Development- Partnership Transition Initiative

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Manitoba First Nations Education Systems Development- Partnership Transition Initiative MANITOBA FIRST NATIONS EDUCATION SYSTEMS DEVELOPMENT- PARTNERSHIP TRANSITION INITIATIVE PRESENTATION TO: ASSEMBLY OF FIRST NATIONS NATIONAL EDUCATION DIRECTOR’S FORUM FEBRUARY 24, 2016 PRESENTATION OUTLINE 1. Background and Context 2. Manitoba First Nations Education Resource Centre/Mandate Change 3. Manitoba Education Priorities 4. Background – Systems/A Systematic Approach 5. Governance Model 6. Partnership Transition Initiative 7. Engagement Process 8. Next Steps THE CONTEXT – MANITOBA FIRST NATIONS EDUCATION • 148,455 registered First Nation members in Manitoba. A total of 88,076 members (59.3 per cent) lived on reserves (2014) • Manitoba has 63 First Nations, including six of the 20 largest bands in Canada. • Twenty-three First Nations are not accessible by an all-weather road. • There are five First Nations linguistic groups in Manitoba: Cree, Ojibway, Dakota, Ojibway-Cree (Island Lake dialect) and Dene. • 56 First Nations Band-Operated Schools from 45 Manitoba First Nations (majority Ojibway and Cree). • Approximately 16,000 children attend band-operated schools, an additional 5500 FN students attend provincial schools. • There are 21 high schools on reserve in Manitoba, only 13 have full high schools up to grade 12. THE CONTEXT – MFNERC Manitoba First Nations Education Resource Centre was established in 1998 Focus: Coordinated First Nation educational capacity development Governed by the Assembly of Manitoba Chiefs, Executive Council of Chiefs and Chiefs-in-Assembly. Authority over education remains with the individual First Nation Chief and Council. Vision Statement - Support First Nations to develop and implement a comprehensive holistic educational system inclusive of First Nations languages, world views, values, beliefs and traditions with exemplary academic standards, under First Nations jurisdiction To help First Nations improve education for all learners to achieve: mino-pimatisiwin (Cree, Ojibway, Ojibway-Cree)Honso aynai (Dene) Tokadakiya wichoni washte (Dakota)” MFNERC - SERVICES 1. School Planning 2. Governance and Leadership 3. First Nations Languages and Cultures 4. Student Learning Assessments 5. Integrated Programs: Land-based Education and Science 6. Training Initiatives 7. Special Education 8. Best Practices in Curriculum, Instruction, Programming and Material Resources 9. Early Childhood (Early Years) 10. Interdisciplinary Training Initiatives 11. Research and Development 12. Performance Measurement and Database Management 13. Wapaskwa Virtual Collegiate/Information and Technology 14. Publications and Communications Manitoba First Nations Education Priorities 1. Funding for Language and Cultural programming/Language Immersion 2. Land-Based Education 3. Curricular resources in Literacy/numeracy/core subjects/student resources textbooks/technology 4. Special Education 5. High Schools/Programming 6. Comparable Salary Scales 7. Increased funding for postsecondary 8. Facilities/Infrastructure and Capital (Need for new schools) 9. Early Childhood Education Background - Systems . The need for a system, there have been pockets of aggregation, Southeast, Tribal Councils. 2006 – 2009 MFNERC Board of Directors requested the work first through the Research and Development Unit and then a working group consisting of senior educators from MFNERC, AMC, and former and current education directors who had extensive experience and knowledge on the evolution of First Nations education in Manitoba. Background - Systems . A Systematic Approach to First Nations Education; Concept Paper was presented and approved by the Education Directors, Executive Council of Chiefs and the Chiefs-in- Assembly with a resolution on June 20, 2012: To offer enhanced second level services (school division-type services) while continuing to work on developing an enhanced education system(s) for First Nations…….. (AMC 24th AGM Resolution #JUN-12.06, Swan Lake First Nation, June 19-21, 2012). Background – Guiding Principles The Systems Working Group have used and continue to use Guiding Principles developed by Education Directors as a foundational constitution. The guiding principles focus on: Student Centered Systems -The Education Systems that are developed must be student- centered and focus on student success and well- being resulting in completion of school, employability and responsible citizenship Background – Guiding Principles The First Nations Education System models must be based on historical perspectives, existing First Nations research, and best practices in education in Manitoba. The models must build on past developments, successes and encompass continuity and revitalization of First Nations languages, culture and traditions. Background – Guiding Principles Any governance and program models that are developed for First Nations Education systems must have the locus of power/authority/jurisdiction remaining with First Nations governments at the local level. Meaningful Elder involvement including the governance level must be an essential component of all aspects of the system. The Education System models must reflect equitable and fair access and distribution of resources and services to all First Nations communities, regardless of geographical location and community size. BACKGROUND – A SYSTEMATIC APPROACH Focus: • A Governance Model that builds on historical and current institutional development with proven success; • Successful First Nations-based developmental processes; • Identification and delegation by First Nations of first, second and third level services, programs and governance roles and responsibilities to various levels of the systems • Capacity Building for effective implementation of Systems; and • A Transition Initiative that will support a systematic phased-in approach with First Nations who opt-into implementation of the PTI and systems development over a five-year timeline. • An evolving document – for development of systems, informed by historical research, joint development with Education Directors and feedback from AMC BACKGROUND – A SYSTEMATIC APPROACH • To ensure that Manitoba First Nations have: • Legislative Authority over education • Governance and Management/FN’s Best Practices/Cultures, Languages, Traditions • Adequate Funding • Relevant Education Programming and Measurement of Success . BACKGROUND – A SYSTEMATIC APPROACH BACKGROUND – A SYSTEMS MODEL PARTNERSHIP TRANSITION INITIATIVE • Part of the Systems work – A systematic approach • Concept of partnership and transition • Precipitating Events, funding, Bill C-33, crisis • Pilot Project • Federal government agenda ENGAGEMENT PROCESS It is imperative that the Partnership Transition Initiative (PTI) Team provide ongoing updates and on current and future activities of the Partnership Transition Initiative to all stakeholders: . the PTI First Nations . the MFNERC Board of Directors . the Manitoba First Nation Education Directors . the MFNERC staff ROSEAU RIVER ANISHINABE FIRST NATION PILOT PROJECT . In May 2011, a Winnipeg Free Press article on RRAFN/Ginew School’s low quality of education . Chief Terry Nelson threatened closure of school due to low quality of education stemming from lack of education funding. Follow-up discussions with AANDC and RRAFN, MFNERC was brought in to look at ways in addressing and resolving the issue, rather than school closure. Proposal submission results in AANDC approval of RRAFN/MFNERC Partnership Agreement as a 3 year pilot project INITIAL CONSULTATION . During late 2013 and early 2014, at the request of First Nations Chiefs and Councils, MFNERC went out to various First Nations to provide an overview of the School Division concept, now referred to as the Partnership Transition Initiative (PTI). Over 20 First Nations requested a presentation resulting in 10 potential partners to start the proposed aggregate. PTI CONCEPT . MFNERC serving 48 First Nations with approximately 16,000 children . Work of developing an aggregate supported by educators, political leadership and First Nations (Process is First Nation-based and First Nation- driven). FIRST NATION’S WANT…. Manitoba’s First Nations have stated what they want: . Uniform regional standards; . Children to succeed in both First Nations and mainstream society; . First Nations to have ownership of education; . High expectations of staff and system to maintain accountable, quality, effective and efficient local control of education. MFNERC’S APPROACH . We respect: . Treaty Right to Education of each First Nation and how they choose to implement it; . To choose their option . First Nations indicate agreement to partner by Band Council Resolutions . To ensure that First Nation schools continue to improve systematically, it is necessary to establish processes for the aggregate to develop and operationalize. STRUCTURAL READINESS MFNERC is prepared to move forward with the aggregate concept because: . Structures are in Place (human resources, finance, technology, assessment and service delivery); . Many Education Studies/Research Completed and Analyzed; . Strategic Plans developed; . Established Partnerships. PARTNER COMMUNITIES . Bloodvein First Nation . Brokenhead Ojibway Nation . Dakota Plains Wahpeton . Fox Lake Cree Nation . Lake Manitoba First Nation 2160 . Lake St. Martin Students . Pinaymootang First Nation . Roseau River Anishinabe Nation . Sagkeeng First Nation . York Factory Cree Nation ON-GOING CONSULTATION The ten (10) First Nations will be provided ongoing consultation on the MFNERC PTI strategy, which includes: . foundational, operational (program and finance)
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