We call upon the Council of Ministers of Education Canada to maintain an annual commitment to Aboriginal education issues, including:
- Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
- Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history.
- Identifying teacher-training needs relating to the above
- Building student capacity for intercultural understanding, empathy, and mutual respect.
Indigenous Watchdog Status Updates
|Current Status||Nov. 9, 2020||IN PROGRESS|
|Previous Status||Aug. 17, 2020||IN PROGRESS|
Why “In Progress”?
The Council of Ministers of Education, Canada and Canadian Association of School Boards have multiple initiatives underway with concrete commitments to revise K-12 curriculum in every province and territory. The Canadian School Boards Association: “Provincial Education Agreements with First Nations, Métis, Inuit (FNMI) & New Curriculum 2018” has been updated.
Details of Why “In Progress?”
Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
Council of Ministers of Education
The Council of Ministers of Education, Canada (CMEC) is an intergovernmental body founded in 1967 by ministers of education to serve as:
- a forum to discuss policy issues;
- a mechanism through which to undertake activities, projects, and initiatives in areas of mutual interest;
- a means by which to consult and cooperate with national education organizations and the federal government; and
- an instrument to represent the education interests of the provinces and territories internationally.
CMEC provides leadership in education at the pan-Canadian and international levels and contributes to the exercise of the exclusive jurisdiction of provinces and territories over education. All 13 provinces and territories are members
Aboriginal Education Plan 2015 – 2017
The CMEC Aboriginal Education Plan 2015–2017 includes work in the four specific areas listed below:
- Supporting the professional development of Aboriginal students interested in pursuing teaching as a career: considering teacher-training needs, sharing knowledge, and initiating dialogue among Aboriginal and non-Aboriginal educators.
- Developing curriculum and teaching resources focused on Canadian history and the legacy of Indian Residential Schools for use in Bachelor of Education and teacher-education programs across Canada.
- Sharing resources and promising practices in Aboriginal education.
- Continuing to promote and encourage the development of resources that address the legacy and history of Indian Residential Schools within all K–12 education systems in Canada.
Aboriginal Education Plan 2019 – 2022
CMEC 2019–22 has been designed with a goal to provide a more coordinated, strategic approach for provincial and territorial ministers responsible for education to work together to improve Indigenous education outcomes for all learners.
Priority Area # 1 – Supporting Indigenous student success and well‐being in education
- Objectives: To engage with the topic of Indigenous student success and well-being to foster innovative and culturally relevant learning environments that focus on inclusive growth and the well-being of Indigenous students
- Key Actions and Deliverables: Report on developments in the area of mental health and wellness, culturally relevant spaces, or other topics relevant to Indigenous student success
Priority Area # 2 – Mobilizing and disseminating provincial/territorial and international successful practices and proven actions to improve Indigenous education
- Objectives: To advance the work of reconciliation in Canada for the benefit of both Indigenous and non- Indigenous students, as well as for all education stakeholders, and to support successes in learning outcomes by mobilizing information related to best practices in education, such as policy, curricula, pedagogies, and data.
- Key Actions and Deliverables: Identify and mobilize information on promising practices, trends, and research in multiple thematic areas of Indigenous education, as identified by provinces and territories Assess the funding of and related governance and landscape for Indigenous postsecondary institutions in Canada Remain abreast of emerging K–12 and PSE Indigenous education initiatives Share responses to the TRCC’s education-related CTA
Priority Area # 3 – Teaching excellence in Indigenous education
- Objectives: To improve culturally relevant and responsive pedagogical knowledge, practices, and strategies to support learners in accessing and meeting curricular expectations
- Key Actions and Deliverables: Host a pan-Canadian symposium on Indigenizing education
Priority # 4 – Revitalizing Indigenous languages and strengthening Indigenous culture and identity through education
- Objectives: To highlight advancements occurring within Indigenous-language revitalization to increase levels of intercultural competency as foundational to the improvement of education outcomes for all
- Key Actions and Deliverables: Report on Indigenous – language education initiatives Host an event for ministers, deputy ministers, and officials that celebrates and facilitates an awareness for Indigeneity (e.g., place, land, Indigenous issues, and Indigenous knowledge)
Canadian School Boards Association
The Canadian School Boards Association (CSBA) consists of members from provincial school boards associations that represent just over 300 school boards, serving close to four million elementary and secondary school students across Canada. The CSBA advocates educational success for each and every student and promotes the value of locally elected school boards. We maximize our advocacy efforts through collaboration and information sharing among all educational partners across the country.
Charter of Commitments – First Nations, Métis and Inuit Education
Adopted by the Board of Directors February 16, 2014
- Respectful and Welcoming Learning Environment
- Respectful and Inclusive Curriculum and Classroom Programs
- Culturally Responsive Pedagogy
- Valuing First Nations, Métis and Inuit expertise
- Culturally responsive assessment
- Affirming, revitalizing the languages of Canada’s First peoples
- First Nation, Métis and Inuit representation in staff and leadership
- Non-Aboriginal learners – foster commitment to First Nation, Métis and Inuit education
Official Federal Government Response: Sept. 5, 2019
The Government of Canada is not the lead on a response for Call to Action 63.