A New Beginning

Our Identity | Our well-being | Our communities | Our future

Annual Report 2009 - 2010

The Story of a New Beginning Long ago, the world was nothing but water. There were only birds and animals. One day, a woman fell from the sky and landed on a giant turtle. The woman had to stay on the turtle because she had nowhere else to go. She asked the animals if they could dive down to the depths of the water and get a piece of the earth for her. The woman said she would take the piece of earth and create land on which everyone could live. The loon made the first attempt and was under the water for a long time. When the loon returned to the surface, he had nothing. Next, the beaver tried, but he also returned with nothing. Then the muskrat wanted to try. All the animals laughed at him because of his small size. They thought that he too would fail. But the woman said he could try. The muskrat dove straight down into the water. He stayed under the water for a long time, longer than the rest of the animals. As he dove deeper, the water became dark. He did not know which way was up. Above the water, the other animals waited. Finally, the muskrat slowly surfaced, barely alive. In his little paw he held some earth. The woman took the earth from his paw and placed it on the turtle’s back. This is how the land was created.

Our Logo The Oshki-Pimache-O-Win Logo symbolizes the beginning of a new life for those who pursue an education to improve their lives. Our logo was designed by Alvin R. S. Fiddler of Sioux Lookout, and is based on a story he heard as a child. The tree represents the beauty and life that the land has given. The turtle represents the potential of an individual to take something simple like a little clump of dirt and turn it into something wonderful. Contents

Message from the Chairperson...... 2 Message from the Executive Director...... 3 Overview...... 4 Partnership Agreements...... 5 Programs...... 7 Post Secondary Programs 2009-2010...... 7 Continuing Education Programs...... 10 Program Advisory Committees...... 12 Program Delivery Format...... 12 Online Education / Distance Education...... 13 Student Success Initiative...... 14 Professional Development...... 15 Projects...... 16 Projects to be Implemented In 2010-2011...... 16 Recruitment at a Glance - 3 stages...... 17 Communications and Consultations...... 18 Human Resources...... 20 Organizational Structure...... 21 Governance...... 22 Affiliations Of The Institute...... 23 Financial Statements...... 24 Acknowledgements...... 26

Oshki-Pimache-O-Win Education & Training Institutes Annual Report design and layout by: corporategraphics.ca 1 Message from the Chairperson

Boo Shoo! Wacheeyeh! On behalf of the Governing Council, I respectfully submit the Oshki-Pimache-O-Win Education & Training Institute Annual Report for the fiscal year ending March 31, 2010. As we mark the 100th anniversary of Treaty 5, we at Oshki-Pimache-O- Win are also celebrating many outstanding milestones we have achieved in providing programs and services to our students and building capacity for our communities throughout Nishnawbe Aski Nation and region. We continue to grow by leaps and bounds – over the past six years we have attained six-fold growth in post secondary programs and thirteen- fold growth in student numbers. We taught 80 students over the past year and expect to increase our student numbers to over 100 this upcoming year as we continue to offer an ever increasing number of programs. We also graduated about 40 students this past year and expect to graduate ever increasing numbers of students in the years to come. As well, we continue to develop and introduce new programs in partnership with Northern Ontario’s post secondary institutions – , of Academic and Community Development at , Northern Ontario School of Medicine, and Wabnode Institute at . This year we are again following through on our annual commitment to meet with our Chiefs at NAN’s Keewaywin Conference. As we celebrate the 100th anniversary of Treaty 5, we want to emphasize our commitment to building a stronger foundation for the future through the Chiefs’ vision of appropriate and accessible post secondary education and training for our people, a future which holds tremendous potential for stronger communities, individuals and leaders. While we work at achieving continued success, building sustainable funding for our culturally relevant and meaningful post secondary education and training model remains our major goal. OSHKI is committed to providing increased services to our 49 NAN communities through our distinctive First Nations approach of passing on skills, traditions, knowledge and values to our students, which requires extraordinary funding due to their location across the northern two-thirds of Ontario, with 34 communities accessible only by air. On behalf of the Governing Council, I thank all Council members, our Executive Director, and all staff, instructors and students for their outstanding achievements over the past year. We also thank Nishnawbe Aski Nation for their political support and look forward to achieving additional milestones in the future.

Regards, Joseph Gagnon

2 Message from the Executive Director

As we celebrate the 100th anniversary of Treaty 5, Oshki-Pimache-O-Win looks forward to educating future generations of Nishnawbe Aski Nation citizens for new beginnings that include a greater range of opportunities in their communities, across the region and country. Over the past six years we have experienced tremendous growth, with a six-fold increase in post secondary programs through partnerships with Northern Ontario’s post secondary institutions, a thirteen-fold increase in student numbers and an outstanding increase in post secondary graduates. We are committed to providing our people with the knowledge and qualifications required to improve their own communities as well as compete in the competitive job market outside their communities. We need more financial resources and investments to continue increasing our programs, student numbers and graduates. Over the past year we have raised awareness of our successful programs and services. In April 2009, the Minister of Aboriginal Affairs came to OSHKI; the President of Cambrian College and the Chair of Wabnode Institute were also very impressed with our programs and services during a two-day visit this past January. In September 2009, we introduced the new Social Services Worker – Native Specialization program in partnership with Sault College. In order to continue addressing the growing needs of our community members, we need to provide more programs and services. We want to ensure a higher quality of life for our people as well as access to well paying jobs. Student retention and success is important to us. This coming year we will introduce the Elders on Campus program as part of our Student Success Initiative which offers a range of student services that include one-on- one tutorial support, peer support and orientation services at the beginning of each program. These support services have enabled our students to achieve success and graduate in increasing numbers, from three graduates in 2006 to about 40 in June 2009, including over 30 post secondary graduates. We continue to provide community members with academic upgrading through a community-based General Education Development program to help address the 70 percent high school dropout rate. We are looking to offer more four and five semester college programs in the coming years for greater student success. This past June, we celebrated our graduates with a graduation ceremony and look forward to more celebrations over the next century. One of our graduates said: I love what I am learning; I want to keep going, keep continuing to learn. In closing, I thank the Governing Council for their continuing support and guidance. As well, I deeply appreciate the NAN Executive Council and NAN Chiefs’ commitment to provide the political support we require on an ongoing basis.

Regards, Rosie S. Mosquito

3 Overview

Oshki-Pimache-O-Win means “A New Beginning” in the Oji-Cree language. Education and Training can provide new beginnings and a better life for everyone. The Oshki-Pimache-O-Win Education & Training Institute strengthens our identity, well-being, communities and our future through culturally appropriate post secondary education and training programs. Our programs are designed to suit individual and community needs. We offer choice, accessibility, flexibility, student support services and new opportunities. Educating our people in a meaningful way is important to us. Education and training will help us remain strong and vibrant. OSHKI, an independent post secondary institution was formally established in 2001. We are a registered charitable not-for-profit corporation. OSHKI is one of the Aboriginal Institutes in Ontario that offer accredited post secondary education programs and training and complements the colleges and universities in Ontario. OSHKI provides a third choice for our people in Nishnawbe Aski Nation who would not otherwise pursue post secondary education elsewhere.

Mission Statement

To be the leader in providing excellence in post secondary education by meeting the educational and cultural needs of the members and communities of Nishnawbe-Aski Nation through a holistic approach to life long learning.

Mandate

1. To develop, design and deliver post secondary educational programs and services to meet the educational and cultural needs of the members and communities of Nishnawbe-Aski Nation and other learners. 2. To enhance, organize and coordinate the delivery of post secondary education and training programs and services, which promote and support Nishnawbe Aski Nation culture, traditions, teachings, beliefs, language, values and life-styles. 3. To establish protocols and partnerships with existing post secondary educational institutions and Nishnawbe-Aski Nation communities at the local level, as well as in the regional, national and international arenas.

4 I truly believe that the course I’ve taken has affected my whole being; I was able to see myself grow. I also respect my people and Mother Earth with more understanding of their importance in all. Dorothy Cheesequay (Aboriginal Community Service Worker 2010)

Partnership Agreements

Oshki-Pimache-O-Win together with our NAN community leaders, meet on a regular basis to identify the educational needs within their communities. Program selections are based on community needs, learning objectives, individual course outcomes and cultural content. Potential post secondary programs are identified and partnership possibilities researched and reviewed by the Program Director. Partnership Agreements formalize the relationship between OSHKI and the post secondary institutions whose programs we deliver. Individual Program Agreements outline the roles and responsibilities of each partner during the delivery of the selected program. The Partnership Agreements ensure that OSHKI’s granting of diplomas and certificates is recognized by the Ministry of Training, Colleges & Universities. Articulation agreements further ensure that our graduates will be guaranteed transfer credits, providing an open pathway to further education. Partnership agreements are renewed every five years.

Objectives of Partnership Agreements: • Improve and increase opportunities for post secondary education. • Promote the retention and success of learners. • Respond to the employment and training needs of the communities of Nishnawbe Aski Nation. • Collaborate in the development and delivery of courses, programs and projects. • Share beneficial resources and information. • Contribute to the advancement of self-governance, sustainable economic development and self-sufficiency in Nishnawbe Aski Nation communities.

Current Partnership Agreements: • Sault College, Sault Ste Marie - This Partnership Agreement was signed in April 2010! • Wabnode Centre for Aboriginal Services at Cambrian College, Sudbury. • Negahneewin College of Academic & Community Development at Confederation College, . • Lakehead University, Thunder Bay. • A Memorandum of Understanding with the Northern Ontario School of Medicine has been in place since February 2008. • Established a Memorandum of Understanding with PT Hospitality - Liaison College in October 2009.

5 Programs

Native Early Childhood Education

Aboriginal Financial & Economic Planning

Aboriginal Community Service Worker

Indigenous Wellness and Addiction Prevention

Pre-Health Bridging/Pre-Health Sciences

Social Service Worker – Native Specialization

First Nation Business Administration

Basic Radiological Technician

Academic Upgrading (GED Preparation)

6 Programs

Oshki-Pimache-O-Win Education & Training Institute has established itself as a viable post secondary option for Nishnawbe Aski Nation and other learners. Our programs continue to expand, and our student body has doubled since last year. Coordinators for each program department have been hired to assist with the growing number of students and faculty. Program Advisory Committees have been convened to advise coordinators how best to meet the educational needs of NAN communities. The faculty brings a wide range of expertise, cultural awareness and experience to the programs. OSHKI is committed to building a learning community that embraces holistic solutions for economic development in the Nishnawbe Aski Nation. The curriculum embeds social, cultural, economic, scientific and political issues relevant to First Nation governance and community development. OSHKI also reaches out to the First Nations’ members who reside outside their communities.

Post Secondary Programs 2009-2010

Native Early Childhood Education In this five semester diploma program, students learn the skills necessary to organize and maintain a safe, stimulating learning environment that nurtures the total development of the young child. OSHKI is continuing to build learning resources for our students and faculty; our partner, Wabnode Institute of Cambrian College, will develop student manuals for all first semester courses. Fourteen students from the first cohort will graduate in June 2010. A second cohort of sixteen students began their first semester in September 2009. Eight students returned for second semester. We expect a robust enrolment in our third cohort in September 2010.

Partner OSHKI / Cambrian College Credential Awarded Ontario College Diploma

Campus OSHKI Campus Program Length 5 Semesters

Pre-Health Sciences Bridging The one semester Bridging Program was developed in partnership with Negahneewin College of Academic and Community Development as an access-level program for OSHKI students. It provides the students with a foundation in math, science and communications for the rigorous one-year Pre-Health Sciences Certificate Program. The first intake had ten students in January 2009. Six students successfully completed the semester in May 2009. Pre-Health Sciences Certificate The Pre-Health Sciences (PHS) program provides instruction in biology, chemistry, math, communications and human biology and prepares successful graduates for entry into a variety of health related programs including Practical Nursing, Dental Assisting, Paramedic, Lab Technology and the Native Nursing Entry Program. This new OSHKI program, delivered in partnership with Confederation College, had its first intake of six students

7 in August, 2009. Two students successfully completed all first semester courses; five students continued in the second semester of the program. Two students are expected to graduate from our first offering of this program. Building on our experience from the first intake of PHS Bridging/PHS Program the courses for 2010-2011 will be redistributed to lighten the course load in each semester. This change will allow students to earn credits toward their Pre-Health Certificate in all three semesters and increase their ability to successfully complete the requirements for graduation.

Partner OSHKI / Confederation College Credential Awarded Ontario College Certificate

Campus OSHKI Campus Program Length 3 Semesters

Social Services Worker – Native Specialization This unique two-year, five semester Social Services Worker – Native Specialization diploma program is one of a few in that uses social work knowledge and skills with individuals, families and communities to develop culturally based solutions. This program has an added focus on the historical oppression and current realities of Aboriginal peoples. The students acquire the necessary skills and knowledge of the profession while respecting and understanding Aboriginal world views and approaches. The graduates will be eligible to register with the Ontario College of Social Workers and Social Services Workers. The initial program offering, in September 2009, had 10 students registered. Nine students successfully completed the first semester and started the second semester in January 2010. This program started as a four semester program, but has been reconfigured to include a fifth semester to facilitate greater student success and graduation. This program is actively recruiting a new cohort for September 2010.

Partner OSHKI / Sault College Credential Awarded Ontario College Diploma

Campus OSHKI Campus Program Length 5 Semesters

Indigenous Wellness and Addiction Prevention Indigenous Wellness & Addiction Prevention, a two-year, four semester program, provides education and training in the development of programs for community wellness. An understanding of inter-generational impacts of historical oppression and colonialism on the family and community allows graduates to develop comprehensive and culturally sensitive strategies for addressing addictions and related issues and to face the challenge of providing long-term strategies for healing and balance. Five students graduated from the Indigenous Wellness & Addiction Prevention program in June 2009. This program is under renewal and will be re-offered in 2012.

8 Aboriginal Community Services Worker The two-year, four semester Aboriginal Community Services Worker diploma program provides a culturally relevant education in the area of community health and social services. Graduates will be prepared to develop and implement community based health and social service programs, to respond proactively to community needs, and to engage in the development of long term strategies for achieving community wellness. Eight students will successfully complete the program and graduate in June 2010. This program is under renewal and may be re-offered in the future.

Aboriginal Financial & Economic Planning In this four-semester diploma program, students learn the skills necessary for sound financial management and sustainable Aboriginal communities. Eight students graduated in June 2009. This program is undergoing renewal and has a tentative start date of January 2011 for a second cohort.

First Nation Business Administration This two-semester certificate program is designed to help new managers work effectively with material, financial and human resources. It provides a basis for entry-level employment or personal and professional growth for job advancement. Eight students will complete this program and graduate in June 2010. The next offering of this program is tentatively scheduled for September 2012.

9 Continuing Education Programs

Basic Radiological Technicians Program This Program provides First Nations people residing in their community with the skills to take basic x-ray images when ordered by a physician or nurse practitioner. The service eliminates the need for patients to travel to major centers for routine x-ray procedures. To enter the program students must be recommended by their band and employed in the nursing station. The program is delivered in 4 phases over a period of 1 to 2 years. There is no annual intake; students start in the program when the need arises. The first 3 phases take place in the nursing station, while the final phase is conducted on-campus in Thunder Bay with all the students together. Competence is assessed throughout the program. After graduation, refresher programs are provided to the technicians at regular intervals. During 2009, students from the following communities were enrolled in the program: Bearskin Lake, Kitchenuhmaykoosib Inninuwug, Fort Severn, Pikangikum, Sachigo Lake and Wunnumin Lake. Graduation for nine students will take place in June 2010.

Partner OSHKI Credential Awarded Training Certificate

Campus Community Based Program Length 4 Phases (minimum 14 months)

10 I am currently employed with the Long Lake # 58 FN’s Aboriginal Head Start. The NECE program has helped to build my confidence and ability to teach the toddler program and, most importantly, to fill the lead teacher position. Corine Poulin (Native Early Childhood Education, 2010)

General Education Development (GED)/Academic Upgrading This program prepares students to write and pass their grade twelve equivalency test by improving their academic knowledge and skills in Mathematics, English and Science. Graduates are able to enter or re-enter the workforce, continue into post secondary education, or pursue apprenticeship in any of the trades. Some students have continued their studies in post secondary education programs at OSHKI and Confederation College. The long-term goal is to provide academic upgrading in each Nishnawbe Aski Nation community to enable students to achieve their grade twelve equivalencies and to decrease the twenty-eight year education gap between First Nations and mainstream Canadians. This course continues to be in huge demand. This year two courses were held on campus in Thunder Bay. Two community based sessions were delivered in Kasabonika and Aroland First Nations. Each course met the minimum enrolment requirement of twenty students totaling approximately 80 students in the entire year. Celebrations with refreshments and certificates of completion are provided at the end of each course. The Ontario Special Bursary Plan provides financial aid to students on fixed or low income for the education and training costs. The eligibility requirements are: • Ontario residency; • Low family income; • Completion of Grade 10 or mature student status (defined as a minimum of 19 years of age and away from school for one year). Lack of assistance through OSAP; • Enrolment in post secondary academic upgrading courses, full or part-time; • Enrolment in a course that leads to a certificate, diploma or degree.

11 Program Advisory Program Delivery Format Committees OSHKI’s program delivery format blends on-campus, face-to-face instruction with off-campus, technology-mediated instruction that allows students to live and study In accordance with OSHKI’s in their home communities. OSHKI students learn as part of a group and attend Partnership and Program Service on-campus and virtual classrooms. They use a variety of e-learning platforms – Agreements with our college partners, Moodle, Centra, and Webmail – to communicate, receive instruction and course a Program Advisory Committee exists material, submit assignments and tests and receive academic and personal for each program. Each Tribal Council support from instructors and staff. The post secondary programs delivered at is represented on the committees. OSHKI follow the college semesters of fifteen weeks each and are outlined in The Program Advisory Committee the table below. Duration of programs varies from 2 to 5 semesters. Programs members’ professional experience, lasting more than two semesters follow the same format, minus the orientation, in stature in their communities and strong semesters three, four and five. interest in education are attributes that allow them to provide valuable advice, support and guidance to OSHKI’s staff and faculty. They identify Semester 1 community learning needs and advise Orientation & Transition 3 day workshops (Mandatory) how programs can be adapted to meet them. The committees provide • Study Skills encouragement to staff whose goal is • Time Management to best support students, academically • Self Esteem and personally. They also provide guidance in the delivery of services • Moodle & Centra Training that support Nishnawbe Aski Nation’s • Stress Management culture, traditions, teachings, beliefs, • Interpersonal Communication language, values and lifestyles. There are regular formal meetings, twice a year, and video conference Week 1 - 2 On-campus session launching of initial course load. meetings when needed. To ensure (4 - 6 courses) that students’ needs are met, Week 2 - 8 Distance Delivery & Independent Study each advisory committee has a Week 9 - 10 On-Campus session: student representative. Faculty continuing course load (3 - 5 courses) members attend meetings when launch remaining courses (1 - 2 courses) invited by the Committee. Week 10 - 15 Distance Delivery & Independent Study A community-based approach to program development is an important part of OSHKI’s mission to provide Semester 2 excellent post secondary education Weeks 1 - 2 On-campus session launching of initial course load. through holistic life-long learning. (4 - 6 courses) Weeks 3 - 8 Distance delivery & independent study Weeks 9 - 10 On-Campus session: continuing course load (3 - 5 courses) launch remaining courses (1 - 2 courses) Weeks 10 - 15 Distance delivery & independent study

12 Online Education / Distance Education

OSHKI is committed to graduating students with the know-how to study and learn in their home communities using the Internet to their benefit. OSHKI connects to First Nations learners and supports their first language and visual learning style through the use of our online and distance education delivery systems. At the start of each program, students receive training in the use of our e-learning systems. The on campus training sessions provide for face-to-face, hands-on instruction led by our e-Learning Coordinator.

e-Classes (Centra) Centra is a real-time, virtual classroom environment provided by Contact North. OSHKI uses Centra to deliver live, interactive classes and tutoring sessions over the Internet. Using an Internet connected computer and audio headset, faculty and students can connect as a group or one-to-one to participate in class discussions, use text chat, view presentation slides, interact with drawing tools, share an application, and visit other web sites on the Internet.

Online Learning Moodle is an online learning management system used by OSHKI to facilitate (Moodle) course delivery. Using Moodle, faculty and students can create and access online assignments and activities to support course work. Moodling is a flexible way for students to have 24/7 access to course materials and learning activities, complete quizzes and tests, and submit course assignments.

Webmail Webmail is a web-based e-mail service that facilitates communication between OSHKI faculty, staff and students. With webmail students can view their e-mail, send messages, send and download documents and more.

Audio Conferencing For students who do not have adequate and reliable access to the Internet, audio conferencing is available so that students can participate in their classes via telephone.

Video Conferencing Video conferencing may be provided, as needed, when students in extenuating circumstances are unable to attend on-campus sessions.

13 Student Success Initiative

OSHKI provides personal and academic support to individual students, which has a direct correlation to their success in learning. The level of support varies according to students’ needs, but may include workshops on educational transition, career development and financial planning; advocacy; academic tutoring; individual counselling and/ or referral service. Peer-tutoring allows those who have been successful to share knowledge while gaining hands-on experience instructing others. An on-campus elder also provides students with support. The Student Support Worker works closely with the students, coordinating services and providing direction and motivation. Student Transition Program Each new program begins with an intensive three day orientation for the students. Culturally appropriate workshops on learning strategies and personal development are provided. Individual students have the opportunity to meet their Program Coordinators and the Student Support Worker. Orientation provides training for students on OSHKI’s e-learning platforms and important information about registration and academic expectations. Social activities are important part of promoting strength, awareness and team building. Typical orientation activities: Workshops Activities • Making your Mark in Academics while in College (Student Success) • General Orientation • Time Management Skills – Practicing Good Study • Icebreakers Habits and Managing Your Assignments • Sharing Circles • Building Self Confidence and Excellent Self Esteem • Frosh Kit Distribution • Business and Community Planning (First Nation Business Administration) • E-learning Sessions • Healing through Humor • Recreation Activities • Exploring Contemporary Aboriginal Research Topics • Medicine Walks • Native Arts and Crafts

14 Professional Development

Life Skills Coach Certificate Program Indigenous Health Research Oshki-Pimache-O-Win successfully delivered its first Life Skills Coach Certificate Development Program program in partnership with the YWCA, Toronto. The Life Skills Coach Certificate The Indigenous Health Research program was developed to train professionals from many fields on the Development Program (IHRDP) offers methodology, techniques and philosophy of adult education. Life Skills coaches scholarships and research allowances help clients to develop balanced, self-determined behaviour and problem-solving to support graduate students pursuing skills necessary for successful management of all aspects of life: self, family, master’s, doctoral degrees and community, career and leisure. postdoctoral in the field of Indigenous Life Skills training is based on experiential learning. Trainees “learn by doing” health. IHRDP also supports and throughout the course and present their own workshop at each phase of the promotes Aboriginal health research training program. The participants learn to: through Community-based Research Projects. Applications are reviewed semi- • Design workshops, seminars or learning circles annually, in May and November. • Develop essential skills for using a lesson and/or workshop template IHRDP also provides networking to determine goals and appropriate learning activities opportunities for graduate students • Develop an understanding of experiential learning in an adult environment and community researchers at annual • Build the tools and techniques for developing positive group dynamics summer institutes that focus on various topics related to Aboriginal health • Develop an understanding and recognition of their research. As well, IHRDP has some own facilitation and group leadership style funding for small community-based • Receive a YWCA Life Skills certificate of completion health research projects, larger health This training program is a useful tool for adult educators, professional trainers, research grants, and support for employment and career counselors, teachers, health care professionals, youth proposal or research development. programs, corrections and shelter workers, human resources and social services The Indigenous Health Research Program consultants working with groups. Northern Office is located at Oshki- Pimache-O-Win. The Research Officer, provides outreach and assistance to Indigenous students, communities and organizations. The website at www.ihrdp.ca has details on funding opportunities.

15 Projects

Improving Students’ Pre-Health Sciences Success through Web based Learning OSHKI recognizes that many First Nations students lack education in the sciences in general, and chemistry in particular. Chemistry is one of the most challenging courses in Pre-Health Sciences; the subject matter is very abstract and students cannot actually see most of what they are learning. Introductory level chemistry digital learning objects to support web based learning for First Nations students were developed and integrated into a web based chemistry course site created using OSHKI’s e-learning platform. Using the chemistry on-line learning objects will allow the students to take advantage of their visual learning style to increase their comprehension and retention. This project was a successful collaboration between OSHKI’s Pre-Health Sciences program faculty and students and Confederation College’s Multimedia Production program faculty and students. The learning objects were produced using the College’s multimedia facility and Northern Ontario School of Medicine’s medical laboratory. Funding assistance was provided by the Aboriginal Health Human Resources Initiative. Meno-Ya-Win Health Centre provided advice. The project aims to meet the future First Nation human resource needs in the NAN territory, particularly at the new Meno-Ya-Win health care facility. The new chemistry learning objects and course site will be used in the 2010/2011 academic year to increase the success of First Nations students in achieving the prerequisites for study of the health sciences. There is more information on the project at http://www.oshki.ca/research/phsc.

Projects to be Implemented In 2010-2011

A Project Management Training program is currently being developed. Options include working in partnership with the University of Winnipeg, Aboriginal Financial Officers Association of Canada and Lakehead University. Both the University of Winnipeg and the AFOA have worked with NAN communities in the past and bring a wealth of expertise to the table. Communities throughout the NAN territory are preparing for economic opportunities in resource management. Comprehensive Community Planning, including Project Management training, is critical as communities work to improve their economic base and achieve sustainability. Workshops, community-based and on-campus at OSHKI, will be developed to meet the training needs of NAN members in 2010.

16 Recruitment at a Glance - 3 stages

Stage 1: Pre-Application During recruitment, prospective students chat with us at career fairs, look through the OSHKI calendar, do some research, and decide which career option they wish to pursue at OSHKI. Once they decide, they contact our Student Recruitment Officer to confirm that they meet the minimum admission requirements for their program of choice. If required, arrangements are made for students to write a Mature Student Test. Applicants complete the Oshki-Pimache-O-Win Program Application Form and return it to the Student Recruitment Officer so that a file can be started for them at OSHKI. Stage 2: Application At this stage, candidates complete an Ontario Colleges Application Service (OCAS) Form. The quickest and easiest way to apply is to submit an online application through the OCAS website (www.ontariocolleges.ca), select the appropriate OSHKI program, and pay the non-refundable $95 application fee with a credit card. Alternatively, a paper form with the fee enclosed (certified cheque or money order), can be mailed to OCAS in Guelph, Ontario. The students also obtain official transcripts from the last institution they attended (high school or college) and submit them to OCAS or the OSHKI Recruitment Officer. Stage 3: Funding Sponsorship Once candidates have been accepted by a college into the OSHKI program of their choice, they seek financial sponsorship from their respective agencies. The college sends Letters of Acceptance indicating students have been approved for entry into the program. Students must respond to the offer of admission by confirming with OCAS that they will attend the program. Next, students provide OSHKI with a sponsorship letter from their funding agencies, and then registration into the program is arranged.

17 Communications and Consultations

We inform community members and leaders on what is happening at OSHKI. It is important to hear how we can best address the educational goals. Every year, we visit different communities, attend career fairs and conferences, and meet with educators, leaders and prospective students. Our consultations allow us to make the best use of resources and provide programs and training that meet the needs of NAN communities. Career Fairs: • Regional Career Fair, May 2009 • Matawa First Nations Education, June 2009 • Health Fair at Fort William First Nation, June 2009 • Aboriginal Student Orientation Day, Thunder Bay, September 2009 • Career Festival, November 2009 • Keewaytinook Okimakanak Telemedicine, February 2010 • National Aboriginal Achievement Foundation Blueprint, February 2010 • Career Fair, Moosonee/Moose Factory, February 2010 • 2010 Aboriginal Career Fair, Timmins and Kirkland Lake, March 2010 • Spring Pow Wow, LUNSA at Lakehead University, March 2010

Community Visits: • Brunswick House • Chapleau Cree • Chapleau Ojibway • Constance Lake • Eabametoong • Fort Severn • Ginoogaming • Kingfisher Lake • Kitchenuhmaykoosib Inninuwug • Mattagami • Mishkeegogamang • Missinaabie Cree • Moose Factory • New Post • North Caribou • Onegaming • Sandy Lake • Webequie • Wunnumin Lake

18 It has been a worthwhile journey at OSHKI. I learned to think things through. I have a new insight to myself, my family and others around me. Phyllis McKay (Aboriginal Community Service Worker, 2010)

Conferences: • Ontario Native Education Counseling Association, May 2009 • Chiefs in Ontario Education Conference, June 2009 • Nishnawbe Aski Kee-Way-Win Conference, Chapleau Cree, August 2009 • Aboriginal Health Care Conference, September 2009 • ONWA General Assembly, October 2009 • Matawa Education Conference, February 2010 • Equaywuk Womens Conference, March 2010 Other: • Northern Bands Hockey Tournament, Sioux Lookout, March 2010

Program Calendar The program calendar is one of the primary communication tools at OSHKI. It informs the students on the programs that are being offered and on the admissions process. It is distributed to each community and education authority in Nishnawbe Aski Nation and to affiliated and regional organizations. The calendar is distributed at all public functions that OSHKI attends.

DVD on OSHKI A DVD on OSHKI as an organization and its programs was produced for informational purposes. It was developed as another communication and promotional tool. It will be widely distributed to each NAN community, including the Chief and Council and Education Authorities.

Advertisements To increase awareness of OSHKI and its programs, the tools of advertisement were expanded this year. In addition to the newspaper and magazine advertisements, along with the aforementioned means of communications and consultations, bill boards, television commercials and web advertising have been added.

19 Human Resources

A strong and dynamic team is in place to fulfill OSHKI’s mandate that includes the development and delivery of education and training to the people of NAN and other learners.

Staff members of the Oshki-Pimache-O-Win Education and Training Institute

# POSITION NAME

1 Executive Director Rosie S. Mosquito

2 Program Director Estella Howard

3 Native Early Childhood Education Program Coordinator Lori Parkinson

4 Aboriginal Humanities Coordinator Maryanne Poulin

5 Pre-Health Sciences Faculty Member Rebecca Dickson

6 Radiological Academic Director Janet Scherer

7 E-Learning Coordinator Gordon Kakegamic

8 Community Liaison & Student Recruitment Officer Lorrie Deschamps

9 Student Support Worker Janet Napash

10 Academic Assistant Rachael Anishinabie

11 Finance & Administrative Officer Peggy Wassegijig

12 Human Resources Officer Leland Indian

13 Executive Assistant Ronalda Audley

14 Administrative Assistant Rachel Fiddler

Orientations for new employees as a welcome and awareness of the OSHKI mandate, policies and procedures, organizational structure for reporting purposes, and understanding of staff roles and responsibilities were held. The orientations also serve as refreshers for all staff who are required to attend. Staff Appreciation Days were held several times this year to reinforce the team approach, growth in programs, student body and student successes. These kinds of activities are essential for team building and have been key to the phenomenal growth, results and successes achieved to date.

20 Organizational Structure

Governing Council

Executive Director Rosie S. Mosquito Executive Assistant Ronalda Audley

Program Finance Admin. Director Officer Estella Howard Peggy Wassegijig

NECE AHP Pre-Health E-Learning Human Resources Coordinator Coordinator Sciences Coordinator Officer Lori Parkinson Maryanne Poulin Rebecca Dickson Gordon Kakegamic Leland Indian

Student Recruitment Academic Student Administrative Coordinator Assistant Support Assistant Lorrie Deschamps Rachael Anishinabie Janet Napash Rachel Fiddler

21 Governance

OSHKI is governed by a Governing Council of nine members who are representative of the geographic and linguistic diversity in NAN. The range of experience and expertise they provide for the administration and program department have been instrumental in the growth and successes achieved at OSHKI. The three year terms are staggered for continuity. Meetings were held on a quarterly basis. The NAN Deputy Grand Chief with Education Responsibility is an Ex Officio to the Council.

Governing Council Members of the Oshki-Pimache-O-Win Education and Training Institute

NAME FIRST NATION AFFILIATION

Joseph Gagnon, Chair Aroland First Nation Matawa First Nation Council

Ken Neegan, Vice-Chair Constance Lake Matawa First Nation Council

Russell Kakepetum, Treasurer Sandy Lake Independent First Nation

Chief William Harper Koocheching Windigo First Nation Council

James Brown Wapekeka Shibogama First Nation Council

Louie Waswa, Elder Eabemetoong Matawa First Nation Council

Karolyn Kakegamick, Youth Keewaywin Keewaytinook Okimakanak

Vacant

Vacant

22 My experience at OSHKI has been life-changing. A new beginning, indeed. Rhonda Goodman (Native Early Childhood Education, 2010)

Affiliations Of The Institute

OSHKI holds a membership with the Aboriginal Institutes’ Consortium in Ontario. There are seven Aboriginal post secondary education and training institutes that are Consortium members. The members take turns hosting quarterly meetings.

AIC Member Institutes: • • lo Ha Hi:lo Akwesasne Adult Education • Anishinabek Educational Institute • Kenjgewin Teg Educational Institute • Seven Generations Education Institute • First Nations Technical Institute • Oshki-Pimache-O-Win Education & Training Institute

23 Financial Statements

24 25 Acknowledgements

The Oshki-Pimache-O-Win Education & Training Institute greatly appreciates the financial support provided by the following:

• Indian and Northern Affairs Canada, Indians Studies Support Program

• Ministry of Training, Colleges and Universities (MTCU) • Programming – Multi-year funding • Bursaries • Student Spaces Project

• Health Canada: • Aboriginal Health Human Resources Initiative • Pre-Health Sciences • Web Based Learning

• First Nations Health • Basic Radiological Technician • Student Success Initiative

• Negahneewin College of Academic Studies and Community Development at Confederation College

• Wabnode Institute at Cambrian College

• Sault College

26

www.oshki.ca

106 Centennial Square, 3rd Floor Thunder Bay, ON P7E 1H3 Phone: 807.626.1880 Fax: 807.622.1818 Toll Free: 866.63.OSHKI (67454) [email protected]