Education SuccessRB

Government of Canada for not increasing base funding for Tungasuvvingat Inuit to deliver programs and services despite rapid increase in Inuit now living in Ottawa

July 19, 2019 – Failure to take into account the increasing migration of Inuit to the south to increase base funding for Inuit specific programs and services offered there as flagged by Tungasuvvingat Inuitthe only Inuit-specific service organization of its kind in urban Canada (based in Ottawa). They have flagged that $32.6M per year has been “promised” for all programming over 10 years after the initial five years and will be locked in with no provision for the shift in the Inuit population to urban centres.
Nov. 12, 2017 – Inaccurate census data about the size of Ottawa’s Inuit community is leading to inadequate funding for the health and social services designed to help it, the agencies that provide those services say. According to the latest numbers available from Statistics Canada, Ottawa has the largest Inuit population outside of the North, enumerated at 1,280 in 2016. But agencies that provide services to the community estimate the Inuit population in the capital is at least 3,700, and as large as 6,000. Ottawa’s Inuit population between 2006-2016 has increased 76%.
According to its latest annual report, some 4,000 people accessed services through Tungasuvvingat Inuit in 2016. (CBC)
Potential Solution

Government of Nunavut delays in implementing Inuktuk language of Instruction (LOI)

May 31, 2019 – Failure to address the recommendations from Nunavut Tunngavik Incorporated (NTI) to “Bill 25 An Act to Amend the Education Act and the Inuit Language Protection Act. Bill 25 would set back full implementation of Inuktut Language of Instruction (LOI), this time to 2039
NTI’s Tusaqsimajavut Report highlighted what was heard during community consultations: 
·       Nunavut Inuit want to see Inuktut as the main language of instruction in our schools (K-12) and early childhood education; 
·       more focus on teaching Inuit Qaujimajatuqangit; 
·       no reduction in DEA authorities and better support for DEAs;
·       re-introduction of divisional school boards; 
·       improved processes between DEAs, Department of Education and Regional School Operations; 
·       an end to social promotion; and 
better inclusive education and student supports.
Potential Solution
June 5, 2019 – Over a year ago, NTI proposed the following three joint initiatives as a path to Inuktut Language of Instruction (LOI):
* Short-and-medium term implementation of targeted Inuit educator training programs.
* A new Department of Education Inuit Employment Plan (IEP), with a realistic timeline for representative Inuit employment in schools and the Department of Education.
* New timelines for Inuktut LOI, based on the IEP timeline for Inuit educator employment.

Government of of Ontario for cancelling plans to make K-12 curriculum revisions integrating Indigenous mandatory

May 21, 2019 – Release of First Nations, Métis, and Inuit Studies Curriculum for Grades 9 – 12 by Ministry of Education. The 10 courses making up the revised curriculum are not mandatory as recommended by the TRC C2A # 62 but are “electives”.
On July 10, 2018, the newly elected Conservative government cancelled curriculum writing sessions initiated by the previous Liberal government designed to fulfil findings of the Truth and Reconciliation Commission. In the intervening year, the conservative government did not engage fully in consulting sessions with the indigenous stakeholders throughout the province contrary to their public statements. 
Nishnawbe-Aski Nation (NAN), a political territorial organization representing 49 First Nation communities within northern Ontario with the total population of membership (on and off reserve) estimated around 45,000 people was not consulted even once.
Potential Solution
March 9, 2018 – The previous Liberal government committed $15M over three years In response to Truth and Reconciliation Commission’s Calls to Action (#62 and #63), Ontario was investing the funds to support the development of resources and educator capacity to enhance the learning and teaching of the history of the residential schools system, the legacy of colonialism and the importance of treaties.

Government of Manitoba for failure to address learning obstacles facing Métis children and Métis children from poorer areas.

May 5, 2019 – The Manitoba Metis Federation (MMF) and the University of Winnipeg’s Institute of Urban Studies issued a study on the school preparedness of Métis and non-Métis children in Manitoba…children in Manitoba fall behind the rest of Canada, but Métis children in the province fare even worse. Yet the study shows when it comes to early learning programs in Manitoba, children residing in poorer areas had higher odds of not being ready for school. The report also finds that more than one third of Métis children in Manitoba are not ready for school.
The findings are based on the Early Development Instrument (EDI), an internationally recognized assessment tool that assesses the school readiness of children in five areas: Communication Skills and General Knowledge; Emotional Maturity; Language and Cognitive Development; Physical Health and Well-Being; and Social Competence. Compared to non-Métis children, a higher percentage of Métis children were not ready in many of the EDI categories.
Métis Kids: Starting Behind – Infographic
Potential Solution
Recommendations from “Métis Kids: Starting Behind
* Further research is needed to assess whether low EDI scores result in lower educational outcomes in grades 3, 7, 8,and 12 (and graduation rates) for Metis and non-Metis children
* Exploring additional programming to support school readiness, particularly in the areas of language and cognitive development and physical health and well-being, for Metis children is recommended. At minimum, Metis students should strive to reach or exceed provincial scores.
* Careful consideration for the role of poverty, sex (boys in particular), and location needs to be carefully understood.

Government of Ontario for abruptly cancelling Indigenous writing sessions for the new K-12 curriculum and Indigenous languages in Kindergarten

July 10, 2018 – Ontario’s new Tory government suddenly cancelled curriculum writing sessions designed to fulfil findings of the Truth and Reconciliation Commission. The government also cancelled curriculum-writing sessions on American Sign Language and Indigenous Languages in Kindergarten set for the same time.
Nishnawbe Aski Nation Deputy Grand Chief Derek Fox says the decision to cancel the sessions, announced abruptly late last week, is a step backward for reconciliation. The Ministry of Education cancelled the sessions – which were scheduled for two weeks in July – after the incoming Tory government clamped down travel spending across the public service after taking office June 29. 
The decision to put austerity before the needs of Indigenous children is deeply political. Asking Indigenous educators and Elders to cancel plans to work on this curriculum means that there will not be the full participation and informed consent of Indigenous peoples. Once again, this demonstrates that insufficient funding by this government is the barrier to creating culturally appropriate curricula. (Native Women’s Association of Canada)
Potential Solution

Lakehead University for not addressing perceived systemic racism issues in resignation of Canada’s first woman Indigenous Faculty of law Dean

April 3, 2018 – Putting Angelique EagleWoman, Canada’s first woman Indigenous Faculty of Law Dean in a position where she felt she had to resign due to the ongoing systemic racism issues within the university and challenges implementing the Aboriginal and Indigenous law mandate of the Boris Laskin Faculty of Law 
The university hired Justice George Patrick Smith – who jailed six members of the Kitchenumaykoosib Inninuwug (KI) First Nation in Treaty 9 – as the interim head of the Indigenous law school at Lakehead University. Ten years ago, he sent the chief and five councillors from KI to jail for contempt of court because they refused to stop blocking access to their territory to a resource company
Potential Solution

City of Thunder Bay, Thunder Bay Board of Education, Thunder Bay Police Dept. for not providing a safe learning environment for Indigenous youths travelling to Thunder Bay to attend High School

July 6, 2017 – Consistent failure to ensure a safe education environment for NAN youth who by necessity have had no option but to attend off reserve high school in Thunder Bay where 7 youth have died under suspect circumstances
July 6, 2017 – The action plan calls for the development of an Emergency Education Task Force to take immediate action to address the issues identified below:
Potential Solution
1.    Identify immediate steps to address the safety and wellness of the youth attending school away from their home communities.
2.    Create an environmental scan of education facilities and services, and identify possible positive adjustments.
3.    Identify existing education options for high school students who decide to stay in their communities.
4.    Ensure resources are available to accommodate students who wish to continue their education in other urban centres.
5.    Create a Student Safety Plan with short-term measures to protect youth who come to Thunder Bay in September.
6. Secure the mandate to develop and negotiate reverse-tuition agreements to allow all Nishnawbe Aski Nation (NAN) First Nation students the option to attend NAN First Nation schools, and schools operated by NAN-affiliated organizations.

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