In July 2009, the AFN General Assembly mandated, through the Chiefs-in-Assembly Resolution no. 13/2009, the updating of the Indian Control of Indian Education (1972) document. This policy report was in pursuant of this mandate.
This final report of the Minister's National Working Group published by the Department of Indian and Northern Affairs Development was released in 2002. This report contains a total of 27 recommendations that spans early childhood up to post secondary education. The recommendations in this report cover topics such as: jurisdiction; infrastructure; funding, indigenous knowledge; language
In this article, Lindsay A. Morcom explores the incongruence between the federal government’s proposed First Nations Education Act and the approach of the Assembly of First Nations (AFN) regarding language and culture education. She also examines research concerning potential outcomes of their approaches to determine what would be most beneficial to learners. Language and culture
This report written by People for Education in 2013, makes recommendations to address gap in knowledge, resources, achievement. It recommends professional development of educators and Aboriginal education opportunities integrated throughout the curriculum. It also suggests that schools with a high percentage of Aboriginal students are provided with First Nations’ language, special education, childcare, arts and
This report demonstrates why the Bill C-33 missed the mark. Authors Paul Bennett and Jonathan Anuik propose a Community school based approach, respectful of what Indigenous scholars such as Marie Battiste term the "learning spirit".
According to a new C.D. Howe Institute report. In “Students in Jeopardy: An Agenda for Improving Results in Band-Operated Schools,” authors Barry Anderson and John Richards provide a blueprint to reverse the high drop-out rates in reserve schools.
Though the report largely focuses on a comparative analysis of Canada's performance with other top countries in the world, findings around the growing gap between Aboriginal and Non-Aboriginal education are included.
A report written by People for Education April 2016, examining the Calls to Action from the Truth and Reconciliation Commission of Canada, new data from People for Education's 2015/16 Annual School Survey as it relates to Ontario's provincial Indigenous Education Policy, and a recent released paper from Dr. Pamela Toulouse outlining the benefits of an
The report presents the Ontario First Nations findings from the First Nations Regional Early Childhood, Education and Employment Survey (FNREEES). In Ontario Region, a total of 30 First Nation communities participated in the survey, which was conducted between November 2013 and May 2015 through the Chiefs of Ontario, a regional partner of the First Nations