The Western Australian Department of Education respectfully acknowledges the traditional custodians of the lands on which our students live and are educated. The Australian Government and state and territory governments are committed to the Closing the Gap targets. Developing and implementing kindergarten to grade 12 curriculum and learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools. Make age-appropriate curriculum on residen-tial schools, Treaties, and Indigenous peoples’ historical and contemporary contributions to Canada a mandatory education requirement for kindergarten to grade 12 students.

In terms of Indigenous education, there are two gaps in Ontario’s education system. Elementary school, Peterborough, In Measuring What Matters, People for Education. Ensure that 95% of all Indigenous 4-year-olds are enrolled in early childhood education by 2025. Educa-tion for Reconciliation. The measures. Secondary schools have a much higher rate of participation in Indigenous education initiatives than elementary schools. The Aboriginal Cultural Standards Framework has been developed to support all staff to reflect on their approaches to the education of Aboriginal students.

of success identified in Measuring What Matters align with the Indigenous belief in a holistic approach to education, where education is life-long and focuses on the development of the whole person. 3426 0 obj <>stream That change may provide a greater chance for success for all students, and for Indigenous students in particular. The funding is divided into five categories: This year, for the first time, the Ministry has included funding in the basic per-pupil allocation which school boards must use to establish a supervisory officer-level position focused on the implementation of the First Nation, Métis, and Inuit Education Policy Framework. Involvement of Elders, Métis Senators, and knowl-edge keepers in monitoring domain competencies in relation to student learning and school practices. Some survey respondents commented that their schools contained too few First Nations, Métis or Inuit students to warrant a specific focus on Indigenous education, illustrating the need to ensure that educators understand that Indig-enous education is important for, York University has embedded Indigenous perspectives throughout its Education program, and offers a BEd (Indigenous Teacher Education) Concurrent program designed “to prepare teacher candidates to meet the needs of teaching Indig-enous material in appropriately respectful ways to both Indigenous and non-Indigenous students.”. According to Toulouse, the concept of living a good life—a balance between the physical (body and comprehen-sive health), the emotional (relationships to self, others, and the earth), the intellectual (natural curiosity and love of learning), and the spiritual (the lived conscientiousness and footprint that a being leaves in this world) —is an important way of defining success for Indigenous peoples. The Calls to Action specifically related to ‘education for reconciliation’ include: The TRC also calls for the Council of Ministers of Education of Canada to maintain an annual commitment to Indigenous education issues, including: In 2007, Ontario’s Ministry of Education introduced its First Nation, Métis and Inuit Education Policy Framework, which identifies specific goals aimed at closing both the achieve-ment gap for Indigenous students and the knowledge gap experienced by all students. But there is still much work to be done. In the framework, 2016 was set as the target date for achieving these goals.7, Since 2014, People for Education has been surveying Ontar-io’s schools to find out about Indigenous education pro-grams, resources and challenges. Over the past several years, the province and school boards have been working to integrate Indigenous perspectives and knowledge throughout the K-12 curriculum, making progress toward the TRC’s Call to Action regarding mandatory cur-riculum.11 People for Education’s 2016 survey results show that Ontario schools have made some important gains in providing Indigenous education opportunities. (2014). Provide professional learning and advice to assist teachers and school leaders understand the key messages in the Aboriginal Cultural Standards Framework, and to make deliberate and explicit efforts to embed the framework in school improvement planning. Measuring What Matters 2014-15: Moving from theory to practice. Students understand and “confront the condi-tions and unequal power relations that have created unequal advantage and privilege among nations.”, Promotion of Indigenous earth knowledge and sacred connections to land as fundamental to “developing a sense of purpose…[life meaning]… and social existence.”, Integrating the “idea of pursuing schooling and education as a communal resource intended for the good of humanity.”. In one program, 2000 teachers in the Toronto District School Board spent a day at the Aborig-inal Education Centre learning about treaties and land rights.13. Native Languages Allocation – $9.9 million; First Nation, Métis, and Inuit Studies Allocation – $24.8 million; Per-Pupil Amount (PPA) Allocation – $23.4 million; and. The majority of schools do not offer Indigenous education activities such as language programs, cultural support programs, guest speakers, and ceremonies. We have a community member who will be working with the staff on the Medicine Wheel teachings and the Seven Sacred Teachings. Together, these three perspectives begin to articulate a possible way forward that will engender real change for all students. Indigenous education policy has sought to address the disparity of school-aged students’ educational outcomes. The principal shares her knowledge and experiences from the last few years of training. This year the Ministry will also begin to phase in data from the 2011 National Household Survey, which will be used to allocate the Per-Pupil Funding Amount. There are several signs of progress in Indigenous education in Ontario’s publicly funded schools. Education: General Information. While the public attention focused on First Nations education on reserves is under-standable, it is less well-known that in Ontario, as in most provinces, the vast majority (82%) of First Nations, Métis, and Inuit students attend provincially-funded schools.8, The First Nation, Métis and Inuit Education Policy Frame-work has led to some progress, but data from People for Education’s 2016 Annual School Survey and from Ontario’s. i h��Uohe�˭�!�ݥt�k�&7e�4ҬDۆ\L�*v�c����Y��J i���&��7��(��i1��llT��(��ʪ�n� ���w�����K���������}�� � � ���?xk%�R���Đ�'�$�M,��-��*M5݊q�r�q��F��쁮�����*��R�$���g�Λ�ƛ���Gf|g���������:���6��'(�u������^��s�s�xF����`�������5�U��wN�E�����+��)���������-�Ώ�W��!N����wf�W����6��;2��kC��z3�FR���%^&��?H��Kqe\���ӽU�����s�f\��X�F��j��_F6��� ZI��>�|��Z�ҙ�v�T?���ݔ~tfJ�S�]�ssQ�\W�F �۫����;���ZK�0Y�S����OMi��HNO�����zR�� =z8�L$R�T�|AO�K�s�8.
Some universities have taken great strides in this area: However, the majority of universities do not require teacher candidates to take any Indigenous-focused courses, even though Ontario’s teacher education program has been extended from one to two years. Email: [email protected], Education Resources for our Public Education Future, Canada-wide Education during COVID-19 Tracker, Moving toward reconciliation in Ontario's publicly funded schools. '���b�*je�Z�e�-���ZJĵ�eW;fS�ZVW̊��I�.d�1W*^��n�֏��w{\j���Ku���n�cw���5�l�;g╊�[�>,����*��6���-���Գi>��`%W��Z{7���� e Mainstream education had distorted indigenous history and presented indigenous cultures in a derogatory manner.

We work in grade teams to provide educational opportunities for all students on Aboriginal perspectives and culture.

All students will benefit from a deeper understanding of Canada’s history of colonization and its influence on current relationships between Indig-enous and non-Indigenous people.2.
In order to ensure that we continue to make progress toward reconciliation: In its Calls to Action, the TRC called for changes that would support teachers in integrating Indigenous knowledge and teaching methods into the classroom. Culturally relevant pedagogy involves curriculum tailored to the cultural needs of... Critical Indigenous pedagogy. (n.d.). Sinclair, M. (2014). (2015) Education Funding: Technical Paper. The rich and diverse history, cultures and languages of Aboriginal people are valued and respected. Providing high-quality learning opportunities for all Victorians You may be trying to access this site from a … (2015). Education Quality and Accountability Office (EQAO) show that the Ministry’s goals are unlikely to be achieved within the established timeline. More accurate demographic data will help to ensure that funding is allocated where it is needed. Over the same period, the percentage of secondary schools offering related professional development opportuni-ties increased from 34% to 53%. First Nations, Métis and Inuit communities must be involved at all levels (schools, school boards, and the Ministry) in the development of strategies and professional development for educators to support Indigenous education. A school environment where leadership is shared and collaboration is valued; where community members with diverse experience work with stu-dents and staff; and where supports are available for students facing challenges. Mental health, anti-bullying, and substance abuse programs that use culturally relevant tools/ resources. In terms of Indigenous education, there are two gaps in Ontario’s education system. Government of Ontario. Toronto: Ontario Ministry of Educa-tion, retrieved from https://www.edu.gov.on.ca/eng/ funding/1617/2016_technical_paper_en.pdf.

Sefa Dei, G.J. According to Justice Murray Sinclair, chair of the TRC, educa-tion provides one of the greatest hopes for repairing cultural attitudes, redressing the legacy of Indian Residential Schools, and advancing the process of reconciliation. In her paper, Toulouse offers a holistic model of a quality learning environment,with the student in the centre, inter-acting with his or her classroom, school, community, and global environments.

The Truth and Reconciliation Commission of Canada (TRC) was established in 2009 to examine the impact of Canada’s Indian Residential School system, and bear witness to the stories of survivors and those affected by these schools.

Support for students to develop enriched definitions of community and engage in action-oriented projects that reflect those expanded descriptions. Cameron, D., Watkins, E., & Kidder, A (2015). Education: Cause and solution. Truth and Reconciliation Commission of Canada. On the 2016 surveys, some principals commented that they did not receive as much funding for Indigenous cultural opportunities as schools with higher Indigenous popula-tions. The Department of Education and Training Victoria offers learning and development support, services and resources for all Victorians, from birth through to adulthood.


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