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Yukon Education Reform Project Report

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Yukon Education Reform Project Report Education Reform Project FINAL REPORT Education Reform Project FINAL REPORT December 2007 Dear Reader; The Executive Committee of the Education Reform Project is pleased to present the Education Reform Project Final Report. The purpose of the project is to engage First Nations governments, citizens and other partners in education to effect positive, sustainable change in the education system in the Yukon for the benefit of all Yukoners. The following report identifies and examines many of the issues in Yukon education and offers insight and direction on possible changes and enhancements to the system. Through our discussions we recognized that the process of education is always evolving and will continue to change and develop to best meet the needs of learners and the community. We trust that this report, and the processes used to create it, will assist in helping Yukon’s education system to respond to the needs of today and tomorrow. The value of education cannot be overstated; the future of our cultures, communities, languages, economic well- being, and environment is at stake. And we recognize that a responsive, involving education system is essential to our continued success. We would like to thank the Project Team for their hard work and dedication to the Education Reform process. Their insight and expertise has brought forward many thoughtful and novel approaches. We would also like to thank our partners in Education, including First Nation governments, organizations, educators, parents and students, who contributed to the development of this report. Their contribution is essential to the success of Yukon’s education system. We look forward to the evolution of Yukon’s education system in order to assist each student to achieve their personal best and to build health and strong communities. Regards, Joe Linklater Liard McMillan Patrick Rouble Chair of Yukon Chiefs Council Chief, Liard First Nation Minister of Education on Education Government of Yukon CONTENTS Introduction v How this report is structured vi BACKGROUND PAPERS History of Yukon First Nations Education B.3 Introduction to Self-government and education B.6 Experiences in other jurisdictions B.7 POSITION PAPERS Section 1: Context Government-to-government partnership 1.1 Proposed governance structure 1.7 First Nations curriculum 1.17 Section 2: First Nations Yukon First Nations languages 2.1 First Nations secondary school 2.7 First Nations administrators 2.13 Rural-to-urban transition 2.17 Coordination of resources 2.21 First Nations students 2.23 Section 3: Community issues Literacy and essential skills 3.1 Early childhood learning 3.7 CSFY School Board No. 23 3.15 Educational advocate 3.19 Community literacy partnerships 3.23 Youth substance abuse 3.25 Section 4: Support for teachers and administrators Educational leadership 4.1 Representation of administrators 4.7 Evaluation of teachers 4.9 Site-based management 4.15 Professional development 4.21 Educational research 4.27 Teaching social values 4.29 Section 5: Support for students School nutrition program 5.1 Suspensions and expulsions 5.7 Length of the school year 5.11 Educational data 5.13 Whitehorse school facilities 5.17 Secondary schools and Yukon College 5.19 Program choice at secondary schools 5.21 Technology and education 5.23 FASD pilot project 5.27 Section 6: Programming Apprenticeship and trades training 6.1 Rural secondary schools 6.9 Experiential education 6.13 RESPONSES TO RECOMMENDATIONS, 2002–04 EDUCATION ACT REVIEW 7.1 APPENDICES Appendix 1. Terms of Reference, Yukon Education Reform, September, 2005 A.3 Appendix 2. Provisions Regarding Education A.9 Appendix 3. Comments not related to the Education Act A.11 Appendix 4. Draft recommendations from the Youth Conference A.27 Appendix 5: Yukon Human Right Commission submission A.28 INTRODUCTION The Yukon has a history of striving for excellence in education. The Department of Education has excellent capital facilities and an enviable student-teacher ratio. The Education Act provides for community involvement in the territory’s schools. Despite this, however, the Yukon’s education system is not meeting the needs of many of its students. It is perceived as unresponsive and non-inclusive by many people, particularly the First Nations population. From 2002 to 2004 a review of the Yukon’s Education Act involved extensive consultation with Yukoners. Its mandate was to hear from Yukoners about how to make the education system better. A large proportion of these comments did not focus on the Act itself, but related to other aspects of the education system. As these comments were outside of the mandate of the review, many Yukoners were left with the sense that the review process was incomplete. Yukon First Nations left the process, primarily for this reason. This was the impetus for the formation of the Education Reform Project (ERP), and completion of the review process was one of the ERP’s goals. The ERP team examined the Education Act Review Committee (EARC) recommendations, particularly in the context of the emergence of self-governing First Nations. The goal was to establish a structure and a culture of education that is open to all partners. Addressing the gap between First Nations and non-First Nations student outcomes was central to the mandate of the ERP. The team had several other goals as well: an education system that meets the needs of all Yukoners and ensures that students can participate successfully in work, post-secondary education, training and life-long learning;, increased involvement by First Nations in schools and in the education decision-making process; and ways in which the federal government can provide additional funding for education in the Yukon. The ERP team identified four areas that would be essential to meet these goals: 1. a workable and inclusive model of public school governance; 2. the decentralization of decision-making and the empowerment of school councils and communities; 3. a strategy to address Aboriginal language revitalization and retention; and 4. initiatives to address the social and community aspects of Yukoners’ educational needs. The ERP team, under the guidance of its Executive Committee, engaged in pre-consultation with First Nations and consultation with targeted partners, groups and individuals, and carried out an extensive review of past consultations, educational studies and subsequent recommendations. The intent was to gather existing data and information prior to engaging in further consultation. The team also made extensive use of individual researchers and focus groups to provide advice and direction in specific study areas. This preliminary work established reccurring themes. These themes were then matched with what the team members heard during the consultation phase. The intent was to find practical and inclusive solutions to these issues. This reflects the overall ERP team’s belief that effective partnerships and practical solutions are essential to building an education system that will facilitate change and success. vii HOW THIS REPORT IS STRUCTURED The report has four main sections: • background papers; • position papers; • responses to the recommendations of the 2002–04 Education Act Review; and • appendices. The position papers are in turn divided into six sections. The team made extensive use of individual researchers and focus groups to provide advice and direction in specific study areas. The results of these discussions, as well as consultation with education partners are presented in the position papers. Recommendations are found at the end of each position paper. These recommendations reflect the research and the comments heard during the past two years of consultation. It was not possible to address every issue that was brought forward, nor was it our intent. This report highlights the interconnectedness of recommendations, and many recommendations were purposely designed to inspire dialogue among partners prior to implementation. We hope that this final report will be an impetus for discussion and change in the Yukon’s education system, to make it more inclusive and effective. viii Education Reform Project Background Papers BACKGROUND PAPERS HISTORY OF YUKON FIRST NATIONS EDUCATION To understand the relationship between the education system and First Nations people, it is necessary to understand the historical relationship between the federal and territorial government and Yukon First Nations people. For more than a hundred years, government policies and practices have shaped the approach to education in the territory. Missionaries, with the legal assistance of the federal government, introduced Western schooling to the First Nations people of the Yukon in the late 19th century. Later, church-run residential schools systematically transformed the education and culture of aboriginal people. First Nations children were forced to live away from their families for long periods of time and were not allowed to speak their own language. First Nations people in the Yukon experienced long-term psychological, cultural and social dislocation as a result of this type of schooling. Its impact continues to be felt today. The high drop-out rate, violence and substance abuse in the communities, and the high suicide rates in northern communities have been linked by some observers to the severe cultural and spiritual dislocation caused by residential schools (Rosalyn-Ing 1990). The last residential schools were closed in the Yukon in the late 1960s (the school in Lower Post, B.C. closed in 1975); a new integration policy introduced by the territorial government soon followed. Many obstacles still exist within the education system. First Nations students enter the system with different skills and abilities than their non-aboriginal peers and may have a different perception of the world than those on which educational policies are based. The cultural knowledge and traditional teachings that First Nations children have experienced are often not recognised by the school and are frequently incompatible with the learning strategies used in the public school system. This can make the transition to school extremely difficult for some First Nations students.
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