A New Beginning

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

Annual Report 2011 - 2012 b Contents

Overview...... 3 Message from the Chair...... 4 Message from the Executive Director...... 5 Programs...... 7 Graduation 2011...... 10 Student Success Initiative...... 12 Other Programs...... 14 Courses...... 16 Project ...... 17 Recruitment at a Glance - 3 Stages...... 18 Community Outreach, Communications & Consultations ...... 19 Program Delivery Format...... 20 Online and Distance Learning...... 21 Partnership Agreements...... 22 Program Advisory Committees...... 23 Human Resources...... 24 Organizational Structure...... 25 Governance...... 26 Affiliation...... 27 Acknowledgements...... 27 Financial Statements...... 28

Oshki-Pimache-O-Win Education & Training Institutes Annual Report design and layout by: corporategraphics.ca The Story of a New Beginning Long ago, the world was nothing but water. There were only birds and animals that swam. 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 bottom of the water and get a piece of the earth for her. She said she would take the piece of earth and create land on which everyone could live. The loon was the first to try. The loon 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, 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 darker, 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 Education & Training Institute 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.

2 “Hi, my name is Sheri Desmoulin. I am currently a second year student, enrolled in the Social Services Worker – Native Specialization Program. I chose this program to educate myself toward my goals of helping people and my community. Being at OSHKI has allowed me to build on my education and training. Most importantly, it enables me to have close relationships with staff and classmates.”

Overview

Oshki-Pimache-O-Win means “A New Beginning” in the Oji-Cree language. The culturally appropriate education and training programs offered at the Oshki-Pimache-O-Win Education & Training Institute strengthen the identity of our people, our well-being, our communities and our future. Our programs are designed to suit individual, community and organizational learning needs and capacity requirements. We offer choice, accessibility, flexibility, student support services and new opportunities. We are committed to educating and training our people in a meaningful way. Education and training will help us remain strong and vibrant. OSHKI, an independent Education and Training institution was formally established in 2001. We are a registered charitable not-for-profit corporation. OSHKI is one of the six Aboriginal Institutes in Ontario that are part of the Aboriginal Institutes’ Consortium that offer accredited post secondary education programs in partnership with colleges and universities. OSHKI provides a viable third choice for our people in Nishnawbe Aski Nation. Together with the other Aboriginal Institutes in Ontario, OSHKI is an integral part of the post secondary education and training landscape in Ontario.

Mission Statement

To achieve excellence as a leader in the innovative design and delivery of quality post secondary and training programs which meet the holistic educational needs of Nishnawbe Aski Nation and other learners in a safe, inclusive, supportive and culturally enriched learning environment.

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.

3 Message from the Chair

On behalf of the Governing Council, I’m pleased to submit the Oshki- Pimache-O-Win Education & Training Institute Annual Report for the fiscal year ending March 31, 2012. OSHKI provides an alternative to our people in Nishnawbe Aski Nation who desire an education. Sixty-five students have graduated in the past five years from post secondary programs with certificates or diplomas without having to leave their homes and communities for lengths of time. Our innovative, culturally relevant institution is making post secondary education accessible to our people in the communities through our unique program delivery model and community based programs. If the two percent cap on the Post Secondary Student Support Program at Aboriginal Affairs and Northern Development was removed, I am confident more of our people would acquire post secondary credentials. Additionally, in the past five years over three hundred students worked for their grade twelve equivalency on- campus and community based courses. The demand is high. The high school dropout rates continue to hover in the 70% range. Our lands rich in minerals and resources are one of the few frontiers remaining in being eyed by mining companies. We have a Learning 2 Mine project, funded by Human Resources Skills Development Canada, to prepare our youth for jobs in the mining industry using several approaches. Our target is one hundred youth. With more investments to OSHKI, we would be able to provide more education and training programs to create a greater and skilled labour force that is needed in our communities and territory. In closing, I am thankful for the political support provided by the Nishnawbe Aski Nation Executive Council and Chiefs on an ongoing basis. I thank my colleagues, the Governing Council members, our Executive Director, management, staff, faculty and students for their commitment to providing new beginnings for our people through education and training.

Regards, Ken Neegan

4 Message from the Executive Director

This past year has been exciting at the Oshki-Pimache-O-Win Education & Training Institute. The one of a kind Chemical Addictions Worker Program was offered for the first time with funding from the Aboriginal Health Human Resources Initiative. Twenty frontline workers took the program to enable them to provide services addressing chemical addictions including prescription drug abuse that is rampant in the communities. Securing sustainable funding for our successful culturally relevant post secondary education and training model remains our major goal. In May, as part the Aboriginal Institutes Consortium, we agreed to work towards creating a publicly assisted Aboriginal College in Ontario as a means of accessing more funding. Keys issues like organizational structure, governance, financing among other issues will be examined. The OSHKI team provides a nurturing and supportive learning environment for our students to flourish and succeed. This was truly evident in our graduating ceremony in October. We are proud of the inaugural graduating class of the Social Services Worker – Native Specialization program. Six of the seven students graduated with honours. Moreover, one of the seven students, Doreen Pichette, was the recipient of Governing Council medal this year. For the optimal use of our resources, a Strategic Planning Session was held in November 2011. A strategic plan that identifies our priorities was developed. In February 2012 our campus expanded. OSHKI now occupies the entire third floor at 106 Centennial Square. We will be able to accommodate more programs in the coming year. Our graduates are achieving new beginnings through education and training. Some of our post secondary graduates have received promotions and salary increases. Those students who obtained their grade twelve equivalency have secured jobs that require grade twelve, or been accepted in other programs at OSHKI and the colleges. I am grateful for the direction and support provided by the Governing Council. I also want to thank the Chiefs and Executive Council of Nishnawbe Aski Nation for the political support that is given to us. Finally, my thanks goes to the wonderful OSHKI team who make things happen and possible!

Regards, Rosie S. Mosquito

5 Programs Aboriginal Financial and Economic Planning

Chemical Addictions Worker

Native Early Childhood Education

Personal Support Worker

Pre-Health Sciences

Social Service Worker – Native Specialization

Basic Radiological Technician

Academic Upgrading (GED Preparation)

6 Programs

The programs offered at OSHKI are in response to the learning needs of individuals, communities and organizations in Nishnawbe Aski Nation. We usually receive requests for specific programs at career fairs, during community visits with education authorities and committees, Chiefs and Councils, and potential students. We have made enhancements to the programs in collaboration with our partners. A semester has been added to some programs that include access level courses in communications, mathematics and sciences to strengthen our students’ literacy and numeracy skills in order for them to meet the rigorous academic requirements of the programs they are enrolled in. This benefits our students most of whom have been accepted as mature students with limited, if any, high school education. The field placement hours have also been increased in some programs which give our students an opportunity to apply the knowledge and skills learned in lectures. The curriculum in each program embeds the social, cultural and political issues of . The Program Coordinators ensure any program concerns and student needs are met on a timely basis. Faculty team meetings identify any gaps in program content and delivery and address student learning needs.

Native Early Childhood Education (NECE) In Partnership with Wabnode Centre for Aboriginal Services, This diploma program is offered in five semesters. The curriculum is culturally relevant and specific to First Nations communities. The new program map designed to address student needs and promote retention was introduced in September 2011. The changes included a general education course for each semester as well as increased field placement hours in and Community Placement hours in the communities where the students reside. OSHKI successfully prepared 20 course manuals for Cambrian College. Due to the new mapping schedule incorporated by Cambrian College to ensure retention and meet the needs of our students, 8 new manuals are needed for field seminar and field placement. OSHKI faculty have completed 5 of the 8 manuals. The target is to complete all 8 manuals by November 2012. Community placement hours have also been added to the student’s field placement hours. This will give the students an opportunity to do placements in their own communities and have a variety of experiences working with children of all ages. Our success as a post secondary institute is reflected in the confidence our partner has in our ability to develop curriculum, course manuals and outlines for use at OSHKI and throughout the NECE program. • NECE 2009 Cohort 7 graduates in October 2011 • NECE 2010 Cohort have completed the final semester in April 2012. 11 students will be graduating June 2012 • NECE 2011 Cohorts 10 students have successfully completed second semester in April 2012 This program is being offered again in September 2013. Recruitment for the 5th cohort is in progress.

Partner OSHKI / Cambrian College Credential Awarded Ontario College Diploma

Campus OSHKI Campus Program Length 5 Semesters

7 Social Services Worker – Native Specialization (SSW-NS) In Partnership with The SSW-NS program is open to anyone interested in learning about the social services profession. The objectives of the program are to teach, as a future social workers, to empower the individual and/or community to define their own struggles and locate their own solutions within their worldview. Whether a recent high school graduate or someone who has been out of school for a while, students thrive in our unique learning environment. Students join a community that is collaborative and uniquely supportive, facilitating greater student success! • SSW-NS 2010 Cohort – 6 of 7 students, completed the program requirements and graduated with honours, in October 2011. • SSW-NS 2011 Cohort – Semester 3 began in May with 9 students; 6 continuing students and 3 “stop & start” students rejoined the program. The consecutive delivery of the SSW-NS program is proving beneficial, allowing the opportunity for students, whom have had to leave the program, for any reason, the opportunity to return and continue their studies.

Partner OSHKI / Sault College Credential Awarded Ontario College Diploma

Campus OSHKI Campus Program Length 5 Semesters

Personal Support Worker In partnership with The Personal Support Worker Program was offered for the first time this year. This program provides students with the knowledge and skills to meet the Ministry of Health Guidelines, Long Term Care Division. Personal Support Workers assist persons with the tasks of daily living such as; home management, personal care, family responsibilities, social and recreational activities; these areas are covered during class time. Field placements give the students an opportunity to apply the knowledge learned in class and gain experience while working with clients. This two semester certificate program was reconfigured to include a third semester to to strengthen the academic skills of the students in literacy, numeracy and sciences. • PSW 2011 Cohort - Five of ten students are expected to graduate in June 2012. This program will be offered again in January 2013. Recruitment for a second cohort is in progress.

Partner OSHKI / Confederation College Credential Awarded Ontario College Certificate

Campus OSHKI Campus Program Length 3 Semesters

8 My Experience while completing my NECE course at Oshki has been great. Having finished my first year, I have so much more confidence about graduating this course. The Staff here at Oshki are very supportive they go over and beyond to assist in your studies. They understand where we come from and how busy our lives are just as Parents/ Students. Oshki can help you open the doors to a better and brighter future for you and your family. I made that step, so can you! Roseanne Legarde, Long Lake First Nation

Pre-Health Sciences (PHS) In partnership with Confederation College The third cohort of this Certificate program is in progress. This program provides instruction in biology, chemistry, math, communications and human biology and prepares the graduates for entry into other health programs like Practical Nursing, Dental Assistant, Paramedics and Lab Technology. A bridging semester is merged with the two semester program to strengthen the academic skills of the students in literacy, numeracy and sciences. The students earn credits in each semester. The changes lightened the course load in each semester and increased the students’ ability to successfully complete the rigorous course requirements. The course materials and resources for the program have been improved. Laboratory equipment was acquired. New experiment outlines and course manuals were prepared to maintain high-quality education and increase student learning. • PHS 2009 Cohort had 2 graduates in June 2010: One graduate entered the Native Nursing Entry Program at in September 2011; the other pursued further upgrading required for entry into a medical radiological technology program. • PHS 2010 Cohort: Six of the nine students completed the first and second semesters. • PHS 2011 Cohort: Five of ten students completed the first and second semesters. The fourth cohort of this program is being offered in September 2012. This will be the second time this program will run concurrently with first and third semester students enrolled at the same time.

Partner OSHKI / Confederation College Credential Awarded Ontario College Certificate

Campus OSHKI Campus Program Length 3 Semesters

Aboriginal Financial and Economic Planning In partnership with of Community and Academic Development at Confederation College This exciting diploma program has been renewed and includes new courses that will expand the competence of First Nation professionals who are working in all areas of finance and management. Courses developed by the Aboriginal Financial Officers Association are included in the curriculum that will lead the graduates to the Certified Aboriginal Manager designation. The graduates will also have the expertise to advise on financial administration, capital projects, financial planning and marketing. Twelve students started the program in September 2011. • AFEP 2011 Cohort – Six of twelve students are in the second semester.

Partner OSHKI / Confederation College Credential Awarded Ontario College Diploma

Campus OSHKI Campus Program Length 4 Semesters

9 Graduation 2011

On October 14th our fourth graduation ceremony was held at the Da Vinci Centre. The Master of Ceremonies was Roseanne Archibald, Taykwa Tagamou First Nation, and the Keynote speaker was S. Brenda Small, Dean, Negahneewin College of Academic & Community Development. These two successful Cree women provided strong role models for the graduating classes. Grand Chief Stan Beardy spoke eloquently about the power of education in bringing about positive changes, informed the graduates they are now role models and encouraged them to share their success with their communities.

Class of 2011 Native Early Childhood Education Virginia Courchene Christa Hunter Caroline Kakepetum April Kelly Suzanne McComb Michelle Morriseau-Moses Tammy Michano Bonnie Sachaney Sylvia Wesley

Social Services Worker- Native Specialization Program Lana Echum Darlene Maki Ellen Moskotaywenene Doreen Pichette Jack Soloman Bella Wigwas Irene Yesno-Kermack

General Education Development Cory Day Alana Mishenene Patti-Anne Morriseau Cherry Moskotaywenene

Governing Council Medal for Outstanding Academic Achievement

OSHKI awarded the second Governing Council medal for outstanding academic achievement to Doreen Pichette from Cochrane, Ontario. Doreen’s 4.0 average was achieved in the midst of working full time while taking the SSW-NS program.

10 Six of the seven students in the inaugural class of the Social Service - Native Specialization Program graduated with distinctions of honour, signified by the yellow sashes. One graduate is missing.

11 Student Success Initiative

OSHKI is a student centred institute. We recognize providing a range of student support services to our students is key to their educational success. We provide our students with opportunities to develop competencies in self- management, relationships with others and processes that build toward their academic success. The Student Liaison Officer provides academic and personal counseling and referral services. The Student Success Initiative was established to support our students to achieve academic success. Student Orientation An intensive three day orientation for new students, designed for student success and retention, is held at the beginning of each new academic year or new program intake. Culturally appropriate learning strategies and workshops on personal development (e.g. study skills, time management, stress management) are provided. Individual time with the Program Coordinators and Student Liaison Officer is scheduled. Recreational activities are organized to promote team building among the students and to facilitate the creation of their own study support networks. The e-Learning Coordinator provides an introduction and instruction on the use of the distance education technology and e-learning platforms.

12 Elder-on-Campus Program The Elder-on-Campus program is an integral student support service. Elder Brenda Mason shares cultural teachings with the students, faculty and staff in the classrooms or in our sacred room. The sacred room is used by our students, faculty and staff for traditional teachings, support, reflection and sharing. The active inclusion of elders is an OSHKI best practice.

13 Other Programs

Chemical Addictions Worker In partnership with Nicola Valley Institute of Technology, Merrit, British Columbia This one of a kind certificate program, developed by First Nations for First Nations, started with the first of ten courses that make up the one year program taking place on-campus on April 2011. Community based workers, primarily Alcohol and Drug Abuse workers from the surrounding communities and as far as Thunder Bay, traveled to the Reverend Tommy Beardy Memorial Family Treatment Centre in Muskrat Dam every six weeks to complete courses two to nine. The last course will be delivered on-campus again. Graduates of the Chemical Addiction Worker Program will be able to provide services addressing chemical addictions including prescription drug abuse that is rampant in the communities, as well as: • Understand how systemic forces influence individuals, families and community dynamics that both promote and impair self-determination, community relations, and relations with other Canadians through provincial and federal authorities relating to Addictions; • Describe, analyze and critique knowledge, as well as skills and approaches for Chemical Addiction Workers and their practice; • Articulate personal and professional ethical conduct consistent with Aboriginal values, beliefs and professional Chemical Addiction Worker code of ethics. Eleven students are expected to graduate in June 2012.

14 Basic Radiological Technicians Program Northern Ontario School of Medicine The Basic Radiological Technician Program is a community based program that provides instruction to First Nations people in the remote communities in Nishnawbe Aski Nation on how to take basic x-ray images requested by a physician or nurse practitioner. This service provided at the community level by trained community based workers eliminates the need for members from twenty-eight communities to travel to major centers for routine and non-urgent x-ray procedures. With Elders and Youth requiring escorts, the provision of basic x-rays at the community level realizes significant cost savings in airfare and other related expenses for Health Canada. To enter the program the students have to be employed in the nursing station and recommended by their band. Students start in the program at anytime or as the need arises in each community. The goal is to have two to three graduates who can perform basic x-rays graduates at any time in each community. The program is delivered in 4 phases over a period of 1 to 2 years. In phases one to three, Medical Radiologists travel to each community to provide one-on-one instruction to the student. The final phase is held on-campus with all the students together. After graduation, refresher programs are provided to the technicians at regular intervals or as required. Students enrolled in the program are from Fort Severn, Bearskin Lake, Kasabonika Lake, Mishkeegogamang and Weagamow Lake. Eleven students are expected to graduate in June 2012.

Remote Cook/Medic Skills In partnership with Liaison College – Northern Ontario The Remote Cook/Medic Skills Training, a community based program, was delivered at Eagle’s Earth Centre in Constance Lake First Nation. The school was set up to duplicate a remote work camp to allow students to fully appreciate the nature and challenges of working in remote locations for extended periods of time. This program provides students with firm knowledge of the skills necessary to provide culinary and first aid services in a safe work environment. Twenty-seven students graduated from this program in May 2011.

15 Courses

General Education Development (GED) In partnership with Confederation College This course prepares students to write their grade twelve equivalency tests by improving their academic knowledge and skills in Mathematics, English and Science. With the high school dropout rate in the 70% range in Nishnawbe Aski Nation there is a huge demand for this twelve week course. Three courses were held this year with a minimum of twenty students each time.

Many of the graduates have been 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. 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 education gap between First Nations and mainstream Canadians.

Life Skills Coach Certificate Program In partnership with YWCA, Toronto The Life Skills Coach Certificate program is very much in demand. This program provides training on developing balanced, self-determined behavior and problem solving skills necessary to successfully manage all aspects of life including self, family, community, career and leisure. Trainees “learn by doing” during the week long course and present their own workshop at each phase of the training program. This training was attended by people employed at Tikinagan Child & Family Services, Ka-Na-Chi-Hih Solvent Abuse Treatment Centre and other First Nation organizations. Participants gain the knowledge to: • Design workshops, seminars or learning circles • Use a lesson and/or workshop template for goals and appropriate learning activities • Develop an understanding of experiential learning in an adult environment • Build the tools and techniques for developing positive group dynamics • Understand and recognize their facilitation and group leadership style The YWCA Life Skills Certificate of Completion is issued on completion.

16 Project

Learning 2 Mine (L2M) Learning 2 Mine is a 3-year project designed to prepare NAN youth for life, work and success in the mining industry. The project is organized in 4 phases: • Phase 1 – Stakeholder Engagement. Develop partnerships with communities, educational and cultural institutions, innovation and technology firms, and industry employers. • Phase 2 – Innovation and Development. Develop new approaches, tools and program interventions to help youth make career decisions in the mining industry, enhance their skills and when employed, how to keep their jobs. • Phase 3 – Validation and Delivery. Deliver and evaluate youth outreach and training programs. • Phase 4 – Dissemination. Disseminate the best practices and lessons learned. In Phase 1, a project team was established to lead the innovation and development work. Phase 2 is aimed at developing the products and programs to be delivered in Phase 3 of the project. Three main activities are now underway, these include: 1. Developing a web portal to link youth to the mining industry and each other to help build a generation of empowered young people who will be better prepared for life and work in the mining industry. 2. Developing program interventions to help youth gain knowledge and skills and prepare them for jobs in the mining industry. Programs in the works include: a. Mining Literacy Training b. Life Skills Training c. Essential Skills Training A combination of community-based and online courses are being developed for youth seeking to enter the mining industry for the first time. Our target number is one hundred youth. 3. Developing occupational training and work experience programs based on industry and employer needs, eg. pre-apprentice and trades training. To learn more about the L2M project visit our website at www.oshki.ca

17 Recruitment at a Glance - 3 Stages

Stage 1: Pre-Application Prospective students chat with us at career fairs, look through the OSHKI program calendar, do some research, and decide which program 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 only 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. 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. Each college partner sends Letters of Acceptance informing students they 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.

18 Community Outreach, Communications & Consultations

Keeping in touch with the community educators, members and leaders is important to us. We do so by visiting different communities each year. This gives the people in the communities a chance to meet our staff and to inform us on their education and training needs. It also gives us an opportunity to inform the communities on what is happening at OSHKI. We also attend career fairs and conferences where we get to meet with educators, leaders and prospective students. Community Visits Aroland First Nation Long Lake 58 First Nation Sachigo Lake First Nation Constance Lake First Nation North Spirit Lake First Nation Sandy Lake First Nation Couchiching First Nation Pays Plat First Nation Sioux Lookout, ON Dryden, ON Pic Mobert First Nation Wabigoon First Nation Ginoogaming First Nation Pikangikum First Nation Wunnumin First Nation

Conferences • Matawa Education Conference • Nishnawbe Aski Nation Education Conference • Ontario Native Education Counsellor Association Conference

Communications A variety of communication strategies and tools are used to inform the communities on the education and training initiatives at OSHKI throughout the year. Some of these strategies and tools include: • Annual Report • Advertisements in Magazines and Newsletters • Billboards • Program Calendar • Website

19 Program Delivery Format

OSHKI students learn as a group and attend both on-campus and virtual classrooms to receive lectures, course materials and support from faculty and staff. Our program delivery model for the post secondary education programs blends on-campus face-to-face instruction with off-campus technology-mediated instruction. This allows the students to complete their programs primarily in their home communities. Courses may use one or more delivery methods. Semester One Weeks 1 – 2 On-Campus Classes - Semester One Courses are Launched (Classes held 8:30 am – 8:30 pm daily) Weeks 3 – 8 Distance Delivery & Independent Study (Lectures in the evenings through Centra or Moodle e-Learning Platforms) Weeks 9 – 10 On-Campus Classes (Classes held 8:30 am – 8:30 pm daily) Weeks 11 – 15 Distance Delivery & Independent Study (Lectures in the evenings through Centra or Moodle e-Learning Platforms) Semester Two Weeks 1 – 2 On-Campus Classes - Semester Two Courses are Launched (Classes held 8:30 am – 8:30 pm daily) Weeks 3 – 8 Distance Delivery & Independent Study (Lectures in the evenings through Centra or Moodle e-Learning Platforms) Weeks 9 – 10 On Campus Classes (Classes held 8:30 am – 8:30 pm daily) Weeks 11 – 15 Distance Delivery & Independent Study (Lectures in the evenings through Centra or Moodle e-Learning Platforms) Note: Field placements required in some programs occur in Thunder Bay during the on-campus sessions. These organizations enable our students to apply what they learn and gain experience.

• Ka-Na-Chi-Hih Solvent • George Jeffrey Childcare Centre • Little Lions Abuse Treatment Centre • John Howard Society • Community Living • Mahmowenchike Child Care • Woodcrest Child Care • Regional Health Sciences Centre • Anishnawbe Mushkiki • Catholic Family • St. Joseph’s Care Group • Kinderplace Child Care Centre Development Centre • Our Kids Count • Dew Drop Inn • Thunder Bay Friendship Centre • Multicultural Youth Centre • Step by Step • PUSH (Persons United • Sister Margaret Smith Centre for Self Help) • Versa Care • Nishnawbe Aski Nation • Grace Remus Day Care • Ogden Day Care • J.J. Kelso Attendance Centre • Aboriginal Head Start • Ishaawin Christian Counselling Centre

20 Online and Distance Learning

OSHKI employs a broad spectrum of distance learning methods and relies on a variety of information and communication technologies to deliver course materials and instruction to students. Learning together through Centra Centra allow students to participate in classes together over the Internet. Students attend classes in the evenings during the week days. Centra is a virtual classroom space for students and instructors to learn and teach online, in the comfort of their own home, or in a Contact North access centre.

Studying independently through Moodle Moodle enable students to access study materials over the Internet. Students access their courses, assignments and activities via web browser through an easy-to-use course management system. Moodle allows students to study independently at their own pace.

Staying in touch through Webmail and Social Media Webmail and social media allow students to communicate, interact and work together on projects and assignments, learning to support each other and asking for assistance from faculty and staff. While studying on- campus, Facebook allows students to stay in touch with family and friends back home.

Connecting through Audio & Video Conferencing Audio and video conferencing allow students to participate in their classes from their home community in the event they are unable to attend on-campus sessions due to constraints associated with life, family and work.

Gaining new skills through Orientation & Training Orientation and training of new students in the effective use of our distance learning systems ensures that students are academically prepared for studying and learning at a distance. Students gain new transferable skills to help them become productive workers and lifelong learners.

21 Partnership Agreements

Individuals, communities and organizations in Nishnawbe Aski Nation inform OSHKI of their learning objectives, credentials they require and the programs they require. Post secondary programs are identified and potential partnerships recommended by the Program Director. Partnership agreements formalize OSHKI’s relationships with accredited colleges and universities and also ensure the diplomas and certificates granted are recognized. Partnership agreements are renewed every five years. Individual Program Agreements outline the roles and responsibilities of each partner during the delivery of the selected program. College Partners • Wabnode Centre for Aboriginal Services at Cambrian College, Sudbury • Negahneewin College of Academic & Community Development at Confederation College, Thunder Bay • Confederation College, Thunder Bay • Sault College, Sault Ste Marie • Nicola Valley Institute of Technology, Merritt, British Columbia

University Partners • , Sault Ste. Marie • Lakehead University, Thunder Bay • Memorandum of Understanding with the Northern Ontario School of Medicine

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 of Nishnawbe Aski Nation communities.

22 Program Advisory Committees

A community based approach to program development is an important part of OSHKI’s mission to provide excellence in post secondary education through holistic life-long learning. A Program Advisory Committee exists for each program. Each Tribal Council area is represented on the committees. The Program Advisory Committee members’ professional experience and strong interest in education are attributes that allow them to: • identify community learning needs and advise how programs can be adapted to meet them • provide guidance in the delivery of programs that support Nishnawbe Aski Nation’s culture, traditions, teachings, beliefs, language, values and lifestyles • provide advice on best practices for student supports, academically and personally • provide valuable advice, support and guidance to OSHKI staff and faculty There are regular formal meetings, twice a year, and video conference meetings when needed. There is student representative on each committee to ensure that students’ needs are met. Faculty members also attend meetings when they are invited by the Committee.

23 Human Resources

The OSHKI team that successfully provides culturally appropriate education and training to the people of Nishnawbe Aski and other learners for new beginnings and better tomorrows include:

POSITION NAME

Executive Director Rosie S. Mosquito

Finance & Administrative Officer Peggy Wassegijig

Executive Assistant Joanne Fox

Administrative Assistant Rachel Fiddler

Program Director Estella Howard

Pre Health Sciences Faculty Rebecca Dickson

Aboriginal Humanities Program Coordinator Maryanne Poulin

Lori Parkinson, Mar - Nov 2011 Native Early Childhood Education Program Coordinator Rhonda Turbide, Dec 2011 - Mar 2012

Aboriginal Financial Economic Planning Coordinator Terry Copenace

Personal Support Worker Program Coordinator Jill Dolphin

e-Learning Coordinator Gordon Kakegamic

Community Liaison & Student Recruitment Officer Lorrie Deschamps

Student Liaison Officer Faye Sabourin

Academic Administrative Assistant Racheal Anishinabe

24 Organizational Structure

Governing Council

Executive Director Rosie S. Mosquito Executive Assistant Joanne Fox

Program Finance Admin. Director Officer Estella Howard Peggy Wassegijig

NECE AHP Pre-Health E-Learning Administrative Coordinator Coordinator Sciences Coordinator Assistant Lori Parkinson Maryanne Poulin Rebecca Dickson Gordon Kakegamic Rachel Fiddler

PSW Student Recruitment Academic Student AFEP Coordinator Coordinator Assistant Liaison Coordinator Jill Dolphin Lorrie Deschamps Rachael Anishinabie Faye Sabourin Terry Copenace

25 Governance

The Oshki-Pimache-O-Win Education & Training Institute receives its mandate from Nishnawbe Aski Nation Resolution #96/64. It is governed by a Governing Council of nine members. Their terms of office are three years each that are staggered for continuity. The Governing Council members bring a wide arrange of expertise and knowledge for effective governance and fulfilling OSHKI’s mission.

Governing Council Members

NAME FIRST NATION TRIBAL COUNCIL

Ken Neegan, Chair Constance Lake Matawa First Nations Council

William Harper Koochiching Windigo First Nations Council

James Brown Wapekeka Shibogama First Nations Council

Russell Kakepetum Sandy Lake Independent First Nation

Karla Kakegamic, Youth Keewaywin KO First Nations Council

Louis Waswa, Elder Eabametoong Matawa First Nations Council

Deputy Grand Chief Terry Waboose Eabametoong Nishnawbe Aski Nation Ex Officio

Three vacancies on the Governing Council will be filled in the coming year.

26 Affiliation

Aboriginal Institutes’ Consortium The Oshki-Pimache-O-Win Education & Training Institute is one of the six Aboriginal institutes in Ontario that are represented by the Aboriginal Institutes’ Consortium. The Consortium advocates for the collective recognition of the Aboriginal institutes to facilitate access to financial resources that are available to mainstream colleges and universities for stable and long term planning. Quarterly meetings are held. Member institutes take turns hosting the meetings. Annual General Meetings are held in alternating locations. Aboriginal Institutes in Ontario that are member of the Aboriginal Institutes Consortium: • Anishinabek Education Institute • Kenjgewin Teg Educational Institute • First Nations Technical Institute • Oshki-Pimache-O-Win Education & Training • Iohahi:io Akwesasne Adult Education • Institute

Acknowledgements

The Oshki-Pimache-O-Win Education and Training Institute receive financial support from the governments of Canada and Ontario, as well as our partners, to provide education and training to First Nations people in Nishnawbe Aski Nation and other learners. We have been able to provide new beginnings for our graduates, their families and communities, through education and training. OSHKI gratefully acknowledges the financial support provided by the following: • Aboriginal Affairs and Northern Development • Colleges • Cambrian College • Confederation College • Sault College • Health Canada • Aboriginal Health Human Resources Iniative • First Nations Health • Human Resources Skills Development Canada • Ministry of Aboriginal Affairs • Ministry of Training, Colleges and Universities

27 Financial Statements

28 29 Cover Photo: Leesa Wabasse, Neskantaga First Nation

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]