Soumission de Mémoires
Le Panel national cherche à connaître votre opinion et vos commentaires à propos de six thèmes centraux, lesquels sont décrits brièvement dans la section du site Web intitulée Thèmes de discussion. Pour obtenir des renseignements additionnels, consultez ci-dessous.
Les soumissionnaires peuvent choisir d’afficher leurs soumissions sur le site Web en tant que dossiers publics. Les soumissions seront examinées et publiées sur la présente page, dans la section de Consultation des Soumissions (voir ci dessous).
Nous vous invitons à explorer les thèmes de discussion suivants, en partie ou en totalité :
Thème 1 – Le type de loi qui rendrait une éducation de qualité plus accessible aux élèves des Premières nations et à leur famille – Aimeriez-vous, par exemple, que des accords nationaux, provinciaux ou sur l’autonomie gouvernementale soient conclus afin que chaque Première nation obtienne l’autorisation de faire ses propres lois?
Thème 2 – Les exigences qui devraient être comprises dans la loi sur l'éducation des Premières nations afin d’assurer la gestion et la prestation efficaces – À quoi devrait ressembler le nouveau modèle sur le plan de la gouvernance et de la responsabilité?
Thème 3 – Les caractéristiques qui doivent absolument être incluses dans la loi sur l’éducation des Premières nations afin de veiller à ce que les élèves des Premières nations aient accès à une éducation de qualité – Les caractéristiques peuvent comprendre les rôles et les responsabilités des partenaires, le financement de l’éducation, l’élaboration et la prestation des programmes d’études, les évaluations des élèves et de l’école, l’embauche de personnel et la réglementation du milieu scolaire.
Thème 4 – Les caractéristiques particulières d'une loi qui répondraient le mieux aux besoins particuliers des élèves des Premières nations – Ces caractéristiques se rapportent entre autres à la préservation des langues et de la culture des élèves des Premières nations et au maintien du contrôle exercé par les Premières nations.
Thème 5 – Les outils, autres qu'une loi, qui aideraient à faire en sorte que les élèves des Premières nations aient accès à une éducation de qualité – Ces outils peuvent comprendre les ententes financières, les ententes de partenariat et les programmes axés sur les élèves ou l’école.
Thème 6 – En tant que parent, membre de la famille élargie, parent substitut, enseignant, élève ou membre de la collectivité, déterminez les secteurs qui, selon vous, auraient le plus d’influence sur la réussite scolaire des élèves des Premières nations – Les secteurs d’intérêt comprennent notamment les normes en lecture, en écriture et en mathématiques, la fréquentation scolaire, la priorité accordée à la langue et à la culture, les normes pour les enseignants et la participation accrue des parents.
Veuillez noter que les soumissions hors thème et les soumissions qui ne respectent pas toutes les lignes directrices, ne seront ni affichées ni incluses dans notre analyse. Les soumissions hors thème sont celles qui ne sont pas directement liées aux thèmes de discussion, aux éléments centraux ou aux questions énoncés.
Les soumissions écrites ne doivent pas dépasser 10 pages (environ 5 000 mots). Elles peuvent être présentées en mode texte ou dans un document à télécharger (p. ex. PDF, Word, RTF ou WordPerfect). Veuillez examiner attentivement les lignes directrices pour les soumissions et les conditions d’utilisation pour vous assurer que votre soumission respecte les exigences et les politiques d’utilisation du site.
Préparer une soumission
Choisissez l’un des modes de présentation suivants :
Section de consultation des soumissions
Les soumissions seront examinées et affichées dans la section de consultation (voir ci dessous).
Recommendations for Change Through Legislation, Education Funding and Collaboration and Partnerships
The Canadian School Boards Association counts as its members provincial school boards associations that represent just over 250 school boards serving more than three 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 appreciate the opportunity to make this submission to the National Panel on First Nation Elementary and Secondary Education. We consider tha Pour en savoir plus...
Mother tongue medium education essential
According to a huge body of international research mother-tongue medium (MTM) education is the single most effective means of improving school completion rates for Indigenous Peoples. In producing or maintaining child speakers it also has enormous potential for maintaining and/or revitalizing Indigenous cultures. As well, Canada's refusal to guarantee First Nations peoples the right to MTM education has continued the assault on First Nations languages and cultures that began in the residential Pour en savoir plus...
First Nations language education: The rights of our youth to reclaim their culture and identity
The areas that would make the most significant difference in the success of First Nation education are language, arts and culture education. In order to achieve this success, education must create competency and not just awareness in First Nations languages and cultures. This can be done through total immersion, or language-only education, with integrated cultural education including a significant incorporation of arts. With respect to the specific type of legislation, existing legislation provi Pour en savoir plus...
First Nation Public Libraries Need Dedicated Federal Funding
The Federation of Ontario Public Libraries strongly recommends that the National Panel on First Nation Elementary and Secondary Education call for additional federal funding dedicated exclusively to support the establishment and ongoing operation of First Nation public libraries on reserve. First Nation public libraries are woefully funded. Unlike off reserve public libraries, they cannot tap into a municipal tax base for funding. The federal government does not provide direct funding for Pour en savoir plus...
Cultural Equity and Reggio Emilia
As a teacher candidate at the UofM, we have been discussing equity vs. equality in regards to the sociology of education in Canada. For me, my experience as a student in band operated schools, I did not feel like our culture, in terms of values, history, or nature smarts was given the equity it deserves. I understand that some communities have a strong Christian presence, but that does not mean that our history, culture and legends should be silenced within schools...schools need to be more than Pour en savoir plus...
Education of Indigenous Children in Canadian Foster Care Systems
A child that enters the BC child protection system at any point in their life is not likely to graduate from high school. All levels of Indigenous and non Indigenous governments must all do more to ensure that this unique group of children have the tools, resources and supports to achieve academic and traditional Indigenous educational success on par with their peers that have never entered Canadian child protection systems. This Indigenist study is the first to enter the contested space tha Pour en savoir plus...
First Nation Education - ONECA
ONECA represents the administrative service arm of First Nation Education by supporting First Nation education counsellors whose role is to support First Nation students’ success and achievement through academic preparedness and personal motivation (self-esteem) and to advocate for student services through a culturally supportive school environment. ONECA believes that the present system requires immediate across-the- board transformation to address the growing educational gap affecting First Pour en savoir plus...
Thème 1 – Mesures législatives qui rendraient l’éducation plus accessible, Thème 2 – Exigences législatives assurant l’efficacité, Thème 3 – Caractéristiques de la loi assurant l’accès à une éducation de qualité, Thème 4 – Caractéristiques législatives particulières, Thème 5 – Outils non législatifs facilitant l’accès à une éducation de qualité, Thème 6 – Éléments qui feraient toute la différence, Thème 7 - Autre
Recognizing Education Jurisdiction
In response to the National Panel’s consideration of potential legislation for First Nations education, it is critical to respect the jurisdiction legislation that already exists in the BC context. 68 First Nations are actively pursuing the implementation of that legislation, of which 14 are full Negotiating First Nations (NFNs). New federal legislation is therefore not needed in BC for First Nations education, as legislation is already in place. In order to move ahead with implementing e Pour en savoir plus...
Our Dreams Matter Too
Inspired by First Nations youth education advocate Shannen Koostachin who fought her whole life for "safe and comfy schools and equitable education" before tragically passing away at age 15, First Nations children and youth wrote letters to the United Nations Committee on the Rights of the Child (UNCRC) explaining how inequities in First Nations schools and education are impacting their lives and futures. The report available in Cree, English and French is a collection of these letters convened Pour en savoir plus...
My Thoughts , Feelings and Possible Actions
Our Teaching has changed drastically over a short period of time. From a system that was based on experimental informal learning that was integrated with life to a system of achievement. My name is Cindy Ginnish ( Cynthia ) I am from the Miknaw Territory of Eel Ground First Nation in New Brunswick . I believe it very important as a educator within the Atlantic First Nations Territory to have my thoughts, feelings and actions voiced on our educational system. My family of origin is very succ Pour en savoir plus...
School improvements and more opportunities to see life 'beyond the reserve'
• The school is so short of EAs that unqualified EAs are assisting high-needs students. Some EAs are performing multiple jobs. There is such high unemployment on the reserve and yet no qualified EAs. • No tech person is available on a regular basis. • Dropping out of school begins in Grade 7. We need a way to address the "three As" - attitude, attendance and academics. One way to do this might be to provide more opportunities for the students who are 'at the age of drop Pour en savoir plus...
Indigenous Adult and Higher Learning Association and First Nations Education Steering Committee Post-Secondary Sub-Committee
Despite the significant efforts being undertaken, a large gap continues to exist between First Nations and non-First Nations post-secondary participation rates – an important challenge that must be addressed. First Nations and Indigenous-controlled higher learning institutes in BC fully understand that limited academic preparation is a key reason for this problem, as it is most often Indigenous institutes that struggle to assist students who leave high school without graduating or graduate wit Pour en savoir plus...
Thème 1 – Mesures législatives qui rendraient l’éducation plus accessible, Thème 2 – Exigences législatives assurant l’efficacité, Thème 3 – Caractéristiques de la loi assurant l’accès à une éducation de qualité, Thème 4 – Caractéristiques législatives particulières, Thème 5 – Outils non législatifs facilitant l’accès à une éducation de qualité, Thème 6 – Éléments qui feraient toute la différence, Thème 7 - Autre
Living the Story of Reconciliation: Values, Community and Diversity in Indigenous Education
Education is a central chapter in the unfolding story of reconciliation between Indigenous and non-Indigenous peoples in Canada. Through research and dialogue with Indigenous leaders and educators, the Christian Reformed Centre for Public Dialogue has recognized links between the just aspiration of Indigenous control of Indigenous education and our appreciation for the significance of community, values and diversity in education. Education, in our community is considered to be a holistic int Pour en savoir plus...
Barriers and Strategies for Improving Aboriginal K-12 Outcomes
This report identifies barriers and strategies for improving Aboriginal k-12 outcomes, and is based on a review of Canadian literature as well as selected provincial government programs and policies. Barriers The k-12 challenges confronting Aboriginal people include factors directly linked to the delivery of education, as well as factors external to the learning environment. Factors linked to the delivery of k-12 education include: differing learning styles and patterns of interaction exh Pour en savoir plus...
Thème 2 – Exigences législatives assurant l’efficacité, Thème 3 – Caractéristiques de la loi assurant l’accès à une éducation de qualité, Thème 4 – Caractéristiques législatives particulières, Thème 5 – Outils non législatifs facilitant l’accès à une éducation de qualité, Thème 6 – Éléments qui feraient toute la différence
UBC Okanagan Aboriginal Access Studies
This program provides an opportunity for Aboriginal students who are unable to meet the prerequisite requirements for university study to begin university study, develop the skills necessary for success and earn admission to degree programs. Pour en savoir plus...
Systemic or
Unless a systemic or big picture analysis and consideration of the themes of this initiative are completed, the desired outcomes (all of which may not be covered)—the best educational and career possibilities for First Nations young people—risk being a rehash of current schooling practices. What is evident about current schooling models is that they tend to follow a similar formula which does not entice deep learning, motivate to excellence, achieve full potential, struggles with relevance, Pour en savoir plus...
Thème 1 – Mesures législatives qui rendraient l’éducation plus accessible, Thème 2 – Exigences législatives assurant l’efficacité, Thème 3 – Caractéristiques de la loi assurant l’accès à une éducation de qualité, Thème 4 – Caractéristiques législatives particulières, Thème 5 – Outils non législatifs facilitant l’accès à une éducation de qualité, Thème 6 – Éléments qui feraient toute la différence, Thème 7 - Autre
Passages Program: Learning as Living
Passages Program: Learning as Living Blane Després, PhD Faculty of Education The University of British Columbia High School Objectives 1. To offer an alternative, experiential-based learning program that enables students to pursue interdisciplinary topics. 2. To enhance opportunities for research. 3. To showcase an innovative alternative learning approach that encompasses interdisciplinarity and rites of passage, and that provides a comprehensive approach to school-to-work or highe Pour en savoir plus...
ACDE Accord on Indigenous Education
The Association of Canadian Deans of Education (ACDE) created the Accord on Indigneous Education to promote a vision in which Indigenous identities, cultures, languages, values, ways of knowing, and knowl¬edge systems will flourish in all Canadian learning settings. ACDE recognizes that new ways of engagement are required in order to address the particular needs of Indigenous learners and to contribute to the well-being of Indigenous peoples and their communities. ACDE acknowledges that it has Pour en savoir plus...