The purpose of a protocol is to provide instructions and guidance when carrying out activities. This protocol is ‘evergreen’ and will be updated on a regular basis as situations and circumstances evolve. This protocol will guide the activities of the First Nations Lifelong Learning Table by the First Nations in Ontario and the provincially funded education system. Adherence to this protocol will increase the mutual understanding of all parties involved and will serve as an effective means to clearly outline the parameters of the work being undertaken to improve the success and well-being of First Nation learners and collaboratively achieve shared goals.
Increased success and well-being for First Nation learners in both the provincially and federally funded education systems through a balanced, respectful, and collaborative relationship whereby collaborative work is planned, designed, implemented and regularly evaluated.
The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) has been fully adopted by Canada. The UNDRIP recognizes that “Indigenous families and communities retain shared responsibility for the upbringing, training, education and well-being of their children, consistent with the rights of the child”, and states that “[s]tates shall, in conjunction with Indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.”
The Calls to Action of the Truth and Reconciliation Commission (TRC) of Canada outline many activities to be undertaken by the federal and provincial governments in collaboration with First Nation peoples to address the intergenerational impacts of the violence of colonialism. This violation of First Nations rights included the residential school system and the removal of First Nations children from their homes to systematically strip away their Indigenous languages, cultures, laws and rights. The province has vowed through The Journey Together to continue to walk hand in hand with First Nations to develop initiatives that address the detrimental impacts of colonialism and build trusting, respectful and mutually beneficial relationships.
Both the UNDRIP and the TRC Calls to Action are reactions to the detrimental impacts of colonialism that have resulted in the breakdown of sovereign Indigenous Nations and an interruption in the transmission of Indigenous traditional knowledge(s). Treaty agreements are an expression of this sovereignty and are based on the status of First Nations as self-determining, free peoples. The treaties represent a relationship that was and is intended to survive forever – a solemn commitment to the Nation to Nation relationship. Treaty agreements in Ontario are considered within the larger context of nationhood and mutual prosperity and thus secure First Nation jurisdiction over the education of their learners, regardless of where they reside.
The 133 First Nation communities in what is now known as Ontario have evolved from thirteen Indigenous Nations; namely, the Algonquin, Mississauga, Ojibway, Onondaga, Mohawk, Seneca, Oneida, Cayuga, Tuscarora, Cree, Odawa, Pottowatomi and Delaware. Historical, colonial practices of the settler governments have created division and an atmosphere of competition that must be considered and mitigated in future endeavours.
All activities undertaken to improve circumstances for First Nation peoples and communities must consider and respect the collective nature of Nations and the rich diversity among the First Nation communities in Ontario. All First Nation learners, regardless of where they learn and where they reside require education grounded in their own cultural, linguistic and geographic uniqueness.
In Ontario, the majority of First Nation students attend publicly funded schools, with estimates of approximately 82 %. Some First Nations students who attend school within the provincial system live on-reserve but the majority live in urban areas and attend provincially funded schools. First Nations students continue to experience achievement gaps as compared to non-Indigenous counterparts within the provincial system.
First Nations communities and groups have long emphasized the importance of a collaborative, partnership approach to developing and implementing an education strategy that builds effective programs and services that serve the unique needs of First Nations students and communities. Under the direction of the First Nation Education Coordination Unit (FNECU) the Chiefs of Ontario (COO) engaged in discussions with the Indigenous Education Office (IEO) to develop a First Nation Education Strategy (FNES) based on known First Nation priorities. The discussions resulted in the establishment of a Bilateral Process – the First Nations Lifelong Learning Table (FNLLT).
The FNLLT provides a forum for Ontario’s First Nation leadership and the Ontario government and its ministry leaders to identify, prioritize, discuss and work to address issues and opportunities related to First Nations lifelong learning in the provincial education and training sector. Furthermore, the FNLLT aims to enable First Nations and the government of Ontario to build a stronger, collaborative working relationship based on inclusion and mutual respect for each party’s concerns and interests. It also aims to improve the mechanisms of communication while increasing understanding creating new opportunities for government and First Nations to work together to support student success and well-being for First Nation learners.
The central components of the FNLLT include a Steering Committee and the Central Policy and Planning Circle. The role of the Steering Committee is to provide overall advice and direction on the implementation of the strategic plan and make decisions at key points as required. The Steering Committee is comprised of the Minister and Deputy Minister of Education, the Ontario Regional Chief, the COO Chiefs Committee on Lifelong Learning and the COO Education Portfolio Holder.
The Central Policy and Planning Circle (CPPC) is a forum for ongoing and consistent engagement among the technical representatives of the First Nations Education Coordination Unit, the Chiefs of Ontario Education Unit, and the Ministry of Education. The CPPC is supported by the guidance of an Elder/Indigenous Knowledge Keeper.
More detailed information regarding the roles and responsibilities of the FNLLT Steering Committee and the CPPC can be found in the Terms of Reference for the FNECU.
Is a collective name for the original peoples of North America and their descendants. The Canadian Constitution recognizes three groups of Aboriginal peoples – Indians, Métis and Inuit. These are three separate peoples with unique heritages, languages, cultural practices and spiritual beliefs.
Board Action Plan
Public school boards in Ontario use Board Action Plans as a reporting tool that outlines all of the activities and initiatives schools boards and district authorities are undertaking to achieve the performance measures outlined in the First Nation, Métis and Inuit Education Policy Framework.
Chiefs in Assembly
The Assembly is made up of the elected Chiefs of the 133 First Nation communities in located in what is now known as Ontario. The Chiefs come together in June and November each year to participate in discussion and collective decision-making. Issues are brought to the Chiefs in Assembly from one or more First Nations, from the Ontario Regional Chief, from the Political Confederacy and/or from the COO Secretariat.
Educations Officers in the Indigenous Education Office of the Ministry of Education are responsible for supporting district school board and district authorities in Ontario in the implementation of the First Nation, Métis and Inuit Education Policy Framework.
Elder/Indigenous Knowledge Keeper
First Nation people with extensive knowledge of tradition designated by First Nation communities and organizations to provide spiritual and cultural leadership.
Engagement refers to the active discussion between First Nations in Ontario and the Province in order to address mutually agreed upon priorities.
First Nation Community
Is the term preferred by First Nations people instead of the colonial terms ‘reserve’ or ‘band’. It refers to a body of land set aside for collective use of a group of First Nations people by the Crown.
First Nations People
First Nations people are descendants of the original inhabitants of the territory that is now known as Canada.
First Nations people identify themselves by the nation to which they belong, for example, Mohawk, Cree, Oneida, and so on.
The term ‘Indian’ is a colonial and legal term used for First Nations people.
?The Indian Act is the principal statute through which the federal government administers Indian status, local First Nations governments and the management of reserve land and communal monies.
Means “native to the area.” In this sense First Nations are indeed indigenous to what is now known as Canada. Indigenous peoples in Canada include First Nation, Métis and Inuit peoples.
Indigenous Education Advisory Council – support local implementation of the Framework by developing relationships with their communities, sharing information, identifying promising practices, and enhancing collaborative work.
Indigenous Education Board Leads are responsible for supporting the implementation of the Ontario First Nation, Métis and Inuit Education Policy Framework (2007) and Implementation Plan (2014) through Board Action Plans on First Nation, Métis and Inuit Education.
Leads are expected to work closely with senior board administration staff and Indigenous Education Advisory Councils, to continue efforts to support improved student achievement and well-being among Indigenous students, and to close the achievement gap between Indigenous students and all students. Leads are expected to take part in planning processes, including the System Improvement Learning Cycle (SILC).
If a board does not have an Indigenous Education Advisory Council, it will be expected that the Lead work with senior board administration and First Nation, Métis and Inuit families, communities and organizations to establish an Indigenous Education Advisory Council.
Leads are expected to collaborate with Indigenous communities, organizations, students and families; support efforts to build the knowledge and awareness of all students about Indigenous histories, cultures, perspectives, contributions and topics of significance, such as residential schools; and, further support the implementation of voluntary self-identification processes.
Can be used interchangeably with the term student, however it is understood that ‘learner’ better reflects the holistic concept of lifelong learning.
The First Nations holistic concept that learning begins at conception and carries on throughout the lifespan of the individual in both formal and informal settings.
The PC is the executive arm of COO. Composed of the four Grand Chiefs of the PTOs, a representative from the IFN, Six Nations and the Mushkegowuk Council. The principle objective of the PC is to implement Assembly decisions (Resolutions) and manage significant collective First Nation issues between assemblies. PC assigns portfolios as required to Leadership.
The official procedure or system of rules governing a process.
Provincial Territorial Organization
There are 4 provincial territorial organizations (PTO) in what is now known as Ontario. These include; Nishnawbe Aski Nation, the Union of Ontario Indians, the Association of Iroquois and Allied Indians and Grand Council Treaty 3. PTOs are the primary support for political advocacy and secretariat services for First Nations.
Provincially Funded Education System
Reserve / Reservation
Is a colonial term, which refers to a body of land set aside for collective use of a group of First Nations people by the Crown.
Freedom to determine political status and freedom to pursue economic, social and cultural development without external compulsion.
Every student learns in his or her own way. Ontario’s high schools are working with communities, employers, colleges, universities and training centres to offer more ways than ever to help students focus on their interests and support their learning. This means meeting the needs, interests and strengths of all students, engaging them in learning and better preparing them for graduation and beyond.
A formally concluded and ratified agreement between nations.
Treaty Right to Education
First Nations people characterize treaties as a living document, which is the foundation from which Canada was created. First Nations interpret treaties in a broad sense, based on the spirit and intent of two nations. The importance of and right to education among First Nations people have been solidified through the treaties. When treaties were negotiated between the Crown and First Nations, our Treaty right to education was solidified.
Tribal councils are non-political entities that provide technical services to a group of First Nation communities. Tribal Councils have no independent status; they draw their powers entirely from their member communities.
The nature of well-being is complex and means different things to different people. Well-being can be understood to be a positive sense of self, spirit and belonging that is felt when our cognitive, emotional, social and physical needs are being met. It is supported through equity and respect for our diverse identities and strengths.
Well-being in early years and school settings is about helping children and students become resilient, so that they can make positive and healthy choices to support learning and achievement both now and in the future.
FNLLT Decision Making
FNLLT Decision Making
Decisions at the FNLLT will be made once products have been duly processed through both provincial and First Nation decision-making processes. This process closely aligns with the Kaswénta or the Two-Row Wampum Treaty Belt which symbolizes the relationship of the native people (Onkwehón:we) of North America (Turtle Island) with the Whiteman (Raserón:ni). One purple row of beads represents the path of the native’s canoe, which contains their customs and laws. The other row represents the path of the Whiteman’s vessel, the sailing ship, which contains his customs and laws. The meaning of the parallel paths is that neither boat should outpace the other, and the paths should remain separate and parallel forever, that is, as long as the grass grows, the rivers flow, the sun shines, and will be everlasting, and they shall always renew their treaties.
The white wampum background meaning, purity, good minds, and peace; and the two purple wampum rows meaning, the two parallel paths signifying the Whiteman’s belief and laws; and that they shall never interfere with one another’s way as long as Mother Earth is still in motion.
First Nation Leadership in Ontario have consistently articulated an agenda concerned with rights, reconciliation and Treaty implementation. Article 19 of the United Nations Declaration on the Rights of Indigenous Peoples, asserts that “States shall consult and cooperate in good faith with the indigenous peoples concerned through their own representative institutions in order to obtain their free, prior and informed consent before adopting and implementing legislative or administrative measures that may affect them.” Consistent with the concept of free, prior and informed consent First Nations in Ontario require the province to engage extensively with First Nations people, communities and organizations when contemplating this type of activity.
In the FNLLT process the CPPC is considered the first point of engagement for any provincial ministry contemplating legislative or administrative measures that may affect lifelong learning for First Nation learners. Upon review of the change under consideration by the province the CPPC is in the best position to recommend the next steps to be taken.
The following chart provides some examples of potential circumstances and prospective recommendations.
First Nation Situation
The province is considering making changes to the existing legislation.
There is little understanding no collective First Nation position on the legislative change being proposed.
A full analysis must be undertaken by the CPPC to understand the situation and develop potential options for First Nations to consider.
Options must be presented to First Nations and First Nations must be provided an opportunity to provide input on the development of a position. This may include various engagement processes of PTOs, IFN and Unaffiliated Firs Nations.
The position is then presented to Leadership for ratification.
If ratified – the position is presented to the province. If not ratified – the process begins again.
Once a position is ratified the province and First Nations jointly address the issue.
The province is addressing a policy issue that First Nations have been requesting for quite some time.
There is wide-spread understanding of the issue and several collective Resolutions calling for action.
The CPPC will work on addressing the policy issue.
This may or may not include an abbreviated version of First Nation engagement – possibly a working group, focus group or a poll.
Consent is obtained from First Nation Leadership via Resolution.
The province is addressing an issue internal to their structure that will affect funding provided to school boards to support the needs of First Nation learners.
There is full understanding of the issue and a clear position has been ratified by the Chiefs in Assembly.
The CPPC will work on the issue. Engagement is only required if activity evolves outside of the scope of the position of First Nation Leadership.
In all circumstances it is understood that jurisdiction is held at the community level and collective decisions cannot force a community to adhere to a particular directive. However, the CPPC will endeavour in all cases to ensure information is provided for communities to make informed decisions.
Through the Indigenous Education Strategy, the Ministry of Education is committed to improving Indigenous education in Ontario, improving student achievement and well-being, and closing the achievement gap between Indigenous students and all students. This strategy has been designed to improve opportunities for First Nation, Métis and Inuit students, to increase the knowledge and awareness of all students about Indigenous histories, cultures and perspectives.
The government is also committed to continuing to build positive relationships with Ontario First Nation, Métis and Inuit peoples and working in a spirit of mutual respect through all interactions. Strong partnerships between the ministry, school boards, schools, educators, families, students, community organizations and Indigenous partners are essential. The ministry will continue to make investments in Indigenous education to improve student achievement and well-being.
Rethink how things are done – revising internal processes
In June 2014, the Political Confederacy was mandated by the Chiefs in Assembly to establish a political task force that would develop a strategic plan to promote a new relationship with province of Ontario. This mandate is captured in Resolution 14/30: Advancing a Defined Political Strategy with the Ontario Premier and Cabinet.
In response to the Chiefs in Assembly’s mandate, the Political Confederacy advanced a proposal with the Premier of Ontario that called for the establishment of a Political Accord. This Accord would affirm Ontario’s commitment to working within a government-to-government relationship and would further frame our joint priorities and actions.
Discussions between the Ministry of Education and the Chiefs of Ontario on First Nations engagement on education resulted in the creation of the First Nation Education Strategy, supported by the establishment of the First Nations Lifelong Learning Table.
Role and responsibility of First Nations
The Ontario Regional Chief (ORC) works very closely with the Political Confederacy to advance and advocate on First Nations priorities. The ORC has no inherent authority and is selected by and accountable to the 133 elected Chiefs in Ontario. The ORC serves as the principle link between COO and the Assembly of First Nations. The ORC plays in integral role in the FNLLT as a member of the Steering Committee, which provides overall advice and direction on the implementation of the strategic plan and makes decisions at key points as required.
The COO Education Portfolio holder is appointed by the Political Confederacy to serve as a link between technical and political committees. The Portfolio is accountable to the PC. The Portfolio holder chairs meetings, provides leadership, meets with federal and provincial political representatives, reviews communication, provide oversight on resolution development and implementation. The Portfolio plays in integral role in the FNLLT as member of the Steering Committee, which provides overall advice and direction on the implementation of the strategic plan and makes decisions at key points as required.
The Chiefs Committee on Lifelong Learning (CCOLL) is mandated by the Chiefs in Assembly to provide political direction, advice and recommendations to the Political Confederacy, the Chiefs-in-Assembly and the AFN Chiefs Committee on Education (CCOE) on lifelong learning issues for First Nations in Ontario. The CCOLL plays in integral role in the FNLLT as a significant component of the Steering Committee, which provides overall advice and direction on the implementation of the strategic plan and makes decisions at key points as required.
The First Nations Education Coordination Unit (FNECU) is a technical and advisory body operating under the umbrella of the Chiefs of Ontario. The FNECU is mandated by the Chiefs in Assembly to focus on education issues impacting First Nations people and First Nations communities including pre-school, elementary school, secondary school, post-secondary school and training. Furthermore, the FNECU is mandated to support First Nation communities, develop strategies and position papers, facilitate engagement, share information, and make recommendations to the COO Education Portfolio holder, and the Chiefs Committee on Lifelong Learning. The FNECU carries forward this role as a significant component of the CPPC.
Education staff at the COO Secretariat are bound to follow Assembly resolutions, as interpreted by the PC. The general mandate of the Secretariat is to work in support of the ORC and the PC and make all technical preparations for Assemblies and PC meetings.
Education in Ontario is funded through the Grants for Student Needs (GSN). The Ministry of Education provides the bulk of operating funding to Ontario’s 72 district school boards through the annual GSN, also known as “the funding formula.” The GSN is actually a collection of grants described in detail in a regulation under the Education Act each year. The GSN supports funding for the classroom, school leadership and operations, specific student-related priorities and local management by school boards. The GSN’s purpose is to help the system achieve key goals in the publicly funded education system.
The Indigenous Education Grant of the GSN, formerly the First Nation, Métis, and Inuit Education Supplement, supports programs designed for Indigenous students, as outlined in the Ontario First Nation, Métis, and Inuit Education Policy Framework. It is made up of four allocations: the Indigenous Languages allocation, Indigenous Studies allocation, the Per-Pupil Amount and the Board Action Plans allocation.
The Ministry of Education, school boards and other stakeholders in publicly funded education are working together to align funding for school boards with the aims of Achieving Excellence, Ontario’s renewed vision for education. The annual engagement of the GSN and other collaborations are invaluable in holding all parties, including the government, accountable for the ways education is funded. GSN engagements occur during the fall, with the funding figures releasing the following spring.
The Ontario Budget
The government’s financial cycle begins by early April and ends March 31. It begins with the release of the budget, and ends with pre-budget consultations, which inform the next year’s budget.
The Budget is introduced in the Legislature by the government. It reflects key government priorities and choices about where to spend money and takes into account concerns raised in pre-budget consultations. The Budget is voted on by all parties in the Ontario Legislature.
Pre-Budget consultations usually begin in late fall or early winter leading up to the next year’s Budget. The Minister of Finance hosts pre-budget consultations across the province in the upcoming year. Budget Talks is the Ministry of Finance’s online pre-budget consultation tool. It is a public forum for people to submit their ideas and discuss others’.
Legislation and policy development/change
Before bills become a law, they must pass through stages prescribed by the Ontario Legislature in order to become Ontario law. The Ontario legislature meets throughout the year. The stages include:
Idea/ Pre-legislative stages
First Reading – purpose of the bill is explained
Second Reading – bill is debated in principle
Review by Committee – Public hearings may be held and amendments considered
Report to the House – Committee reports bill with any amendments
Third Reading – bill is voted on for final approval
Royal Assent – Lieutenant Governor signs bill and it becomes law.
The process by which ideas or proposals are put on the government’s agenda and turned into legislative proposals is complicated. The pre-legislative process provides many opportunities for a proposal to be rejected, to be significantly amended, or be ranked too low a priority to continue. Cabinet decides if a legislative proposal becomes a bill. The time a bill takes to go from the pre-legislative stages to Royal Assent varies.
Policy proposals may not require changes in legislation or regulation. Policy proposals would generally still need to go through the pre-legislative stages and gain Cabinet approval before the policy can be implemented.
Process for cabinet decisions (legislative, policy)
Ministries develop Cabinet submissions for Cabinet to review in order to get formal government approval and direction on a policy initiative or to report back on outstanding policy and delivery items. A lot of research and analysis goes into a Cabinet submission. Policy staff collaborate with legal, finance, communications and other partners to develop the policy. Before reaching Cabinet, the proposal makes its way through the various Policy Committees. Because of the time it takes to conduct the research and analysis, prepare the proposal and meet with the committees, the time it takes for a policy proposal to reach Cabinet can vary.
Timing Cycles – COO
Timing-cycles for COO related to lifelong learning involve the following components:
FNECU – meets quarterly
CCOLL – meets as required
Political Confederacy – meets monthly
COO Chiefs in Assembly – meets in June and November
AFN Chiefs in Assembly – meets in July and December
The collective decision-making at COO is subject to the engagement, decision-making processes and timing cycles of the PTOs, IFN and unaffiliated First Nations.
As indicated in the section on “Engagement” the timing may vary depending on positions adopted by the Chiefs in Assembly and the mandates provided to the FNECU and the CCOLL.
Approval for communication from the Regional Chief (briefing note, memorandum, letters, etc.) is conducted on a weekly basis. Submission is required on Monday and approval is generally provided by Friday – pending any complications.
The members of the FNLLT recognize that an effective, clear, direct and timely exchange of information on the operations and activities of the FNLLT is essential for both the Chiefs of Ontario (COO) and the Ministry of Education (EDU). While it is imperative that the FNLLT be kept informed of government initiatives and broad policy directions which may affect the FNLLT’s mandate and functions, it is also important that the FNLLT meet its responsibilities of reporting and responding to its stakeholders.
The purpose of this protocol is to set out a communication framework for the FNLLT. This protocol will support both the FNLLT’s implementation of its mandate and the promotion of the work it does. It will also support FNLLT’s accountability to the First Nations and Ontario.
The FNLLT agree to share information about its activities and education related initiatives in a timely fashion which is accurate, clear and concise and which promotes transparency and accountability to its constituents.
All communications between the FNLLT members shall be treated as public information unless noted as confidential. FNLLT members agree to seek permission to share confidential information.
The FNLLT shall designate one person from the province and one person from COO to serve as the Communication leads.
The FNLLT shall identify any communications products that may require COO and EDU approval.
The FNLLT members agree to work in collaboration and keep each other informed of:
a) Any policy initiatives or legislation being considered by Ontario that may impact on FNLLT’s mandate or functions;
b) Any educations forums or any education related community engagement initiatives that might be of interest to the partners;
c) Reports and findings of any stakeholder and other consultations and discussions to take account of their interests and concerns; and
d) Any other initiatives that could impact the work of the FNLLT.
The FNLLT agree to periodically review the effectiveness of this Protocol and revise accordingly to strengthen the philosophy and purpose of this Protocol.
OPERATIONAL: (a) Day-to-day work communications, such as internal and external correspondence. (b) Meetings, Meeting notes (c) Web site (and other electronic format) content.
INPUT from First Nations: Recognizing First Nation cultural protocols the FNLLT will provide opportunities for grassroots participation, to be asked questions, view plans, provide input, etc. FNLLT is responsible for organizing and gathering input and preparing the required materials.
BRIEFING Leadership: The COO FNLLT Lead is responsible for is responsible for drafting the material and obtaining all the necessary approvals.
MEDIA RELEASES: The COO FNLLT Lead is responsible for drafting the communication on issues, events and projects that impact the First Nations or are of their general interest. The Lead is also responsible for preparing the Leadership for media when required.
The FNLLT will use best efforts to prevent or minimize disputes at the FNLLT. Where best efforts to resolve a dispute are not successful, the parties agree to identify and resolve the dispute as quickly and as cost-effectively as practicable and participate in good faith in the dispute resolution process set out below:
Informal collaborative discussions to help resolve the dispute;
Where a dispute is resolved the resolution will be delivered to all parties of the dispute in writing.
First Nations and the province have placed First Nation learners at the center of the partnership. This places the learners’ interests first, acknowledging the identity, culture, language and community of the learner as central to our ongoing work.
The Minister of Education represents the interests of the ministry at the provincial cabinet and assists in the development of education policy. With the assistance of the Ministry of Education, the Minister also administers the provincial statutes and regulations that concern education including those that set the length of the school year and allocate funds to school boards in a fair manner using the education funding model.
The Minister is also responsible for:
setting policies and guidelines for school trustees, directors of education, principals and other school board officials;
setting requirements for student diplomas and certificates; and
preparing lists of approved textbooks and other learning materials.
Who is a school board accountable?
Ontario’s school boards operate the province’s publicly-funded schools. The boards administer the funding they receive from the province for their schools.
Ontario’s 72 District School Boards are made up of 31 English-language public boards, 29 English-language Catholic boards, 4 French-language public boards, and 8 French-language Catholic boards.
As well, a small number of Ontario schools are operated by School Authorities. The School Authorities manage special types of schools, such as schools in hospitals and treatment facilities, and schools in remote and sparsely-populated regions.
School boards are responsible for:
determining the number, size and location of schools;
building, equipping and furnishing schools;
providing education programs that meet the needs of the school community, including needs for special education;
prudent management of the funds allocated by the province to support all board activities, including education programs for elementary and secondary school students, and the building and maintaining of schools;
preparing an annual budget;
supervising the operation of schools and their teaching programs;
developing policy for safe arrival programs for elementary schools;
establishing a school council at each school;
hiring teachers and other staff;
helping teachers improve their teaching practices;
approving schools’ textbook and learning materials choices, based on the list of approved materials provided by the Ministry of Education;
enforcing the student attendance provisions of the Education Act; and
ensuring schools abide by the Education Act and its regulations.
In general COO receives direction from and is accountable to the 133 First Nations in Ontario. COO coordinates a political forum for collective decision-making, action and advocacy for the 133 First Nations within Ontario. The main objective of COO is to facilitate the discussion, planning, implementation and evaluation of all local, regional and national matters affecting First Nations.
Annual and quarterly reports on finances and activity are provided directly to the 133 First Nation communities. Updates are provided to senior management on a weekly basis. Reports are provided to the PC and Chiefs in Assembly as required by mandate (resolution).
The partners agree to regularly evaluate the effectiveness and successes of the FNLL-Bilateral Process and revise the Partnership/Relationship Protocol on an ongoing basis as requires.
Furthermore, the FNLL-Bilateral Process will facilitate celebrations of success and honour the spirit of the relationship as it develops.
Additional Considerations for Protocol
Explain the circle diagram – park for now – to be more fully developed as protocol develops.
The diagram is an illustration of the relationships that exist within the First Nations Lifelong Learning Table. It is my recommendation that we consider the following:
The outside ring includes Treaties, Nation to Nation, UNDRIP and as previously described this is the foundation to our right to First Nation education. It is my view that the outside ring should only include NATIONHOOD as Nationhood illustrates that First Nation right to education is an Inherent right that we have always had and pre-exists the entering into treaties. We had our own forms of education, on these lands long before Treaties and all other documents were created so the outer ring should be NATIONHOOD.
The next ring within the circle diagram then, should be Treaties as treaties are living documents that recognize and help to define the relationship between two nations. This means, our right to education predates Treaties and that the right to education is an essential feature of that treaty relationship.
The third ring should then be the documents that support our inherent right to education. According to the documents listed in diagram, this includes the Constitution Act, 1982, TRC, Journey Together and UNDRIP. The way it is structured right now it actually looks like these documents are as equally important to our right to education as Nationhood but they are not. They are important but they merely offer support to our inherent right to education and our right to education does not come from these documents, it comes from Nationhood.
Original list of Principles:
Free – liberation (from colonization) – decolonization – not under the control or in the power of another; able to act or be done as one wishes
Respect – a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements
Cooperation – the process of working together to the same end
Open-mindedness – having or showing a mind receptive to new ideas or arguments
Reciprocity – the practice of exchanging things with others for mutual benefit, especially privileges granted by one country or organization to another.
Resurgence – an increase or revival after a period of little activity, popularity, or occurrence
Responsibility – the state or fact of being responsible, answerable, or accountable for something within one’s power, control, or management
Transparency – having thoughts, feelings, or motives that are easily perceived
Honesty – fairness and straightforwardness of conduct
Sharing – use, occupy, or enjoy (something) jointly with another or others.
Inclusiveness – the quality of including all sections of society
Ministry Document for Inclusive Education – Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.
Sustainability (people, $, authority) – the ability to be maintained at a certain rate or level
Meetings/gatherings in communities and on the land
Commitment – the state or quality of being dedicated to a cause, activity, etc
Equality – the state of being equal, especially in status, rights, and opportunities
Equity – A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences.
Place marker for now until we determine if this is necessary.