Madam Chair, I want to begin by expressing my thanks to the committee for inviting us today to join the discussion. I want to also thank you for acknowledging that we are gathered on traditional and unceded Algonquin territory.
Madam Chair, my colleagues and I welcome the spring report of the Office of the Auditor General on socio-economic gaps and education data for first nations on reserve.
Indigenous Services Canada agrees with the three recommendations in the report that pertain to our department and is already working to address the concerns identified.
If I may, I will use the time that I have today to provide the committee with a brief overview of the department's progress in addressing those recommendations, after which I will be pleased to take your questions.
In offering our response, we are mindful of the Government of Canada's determination to forge a renewed relationship with indigenous people and the need to ensure that our initiatives as a department support the ultimate goal of self-determination.
This includes first nation control of their education—the call for which has been delivered to the Government of Canada, time and again, for decades.
As a department, we are working with first nations partners to achieve this goal by addressing the key issues, from enhancing first nations capacity to establish educational institutions that will deliver quality, culturally appropriate programs and services for children to ensuring first nations have sufficient and predictable funding to maintain and improve their education system over the long term.
Turning to the recommendations themselves, the first emphasizes the importance of working with first nations and other partners to measure and report on the overall socio-economic well-being of first nations on reserve. This includes looking at broader indicators of socio-economic well-being that have been identified by first nations themselves, such as language and culture.
As a first step, we are already collaborating with partners including the Assembly of First Nations and the First Nations Information Governance Centre on a proposed national outcome-based framework.
I think, actually, we distributed to you today a draft of what we call the national framework.
We want and need a mechanism that will enable us to identify with a high degree of confidence what are rightly termed the unacceptable gaps that exist in living standards, education and health between indigenous and non-indigenous peoples in this country. This is essential if we are to know whether we are making progress in closing that gap.
The framework would align with the United Nations sustainable development goals, ensuring a comprehensive dashboard of all the outcomes and key indicators associated with socio-economic well-being, including language and culture. This is crucial to informing our work with indigenous people.
Working together, we aim to have comprehensive baseline data on socio-economic gaps within three years. With a baseline in place and with the experience and knowledge gained in creating that baseline, we will have the tools we need to measure and provide meaningful reports of our progress toward closing the gaps.
I would emphasize to the committee that we are not proposing to do this on our own. We are committed to a respectful, collaborative process in developing the framework, based on the recognition that first nations' perspectives are essential to defining meaningful socio-economic indicators.
The second recommendation flows from the first. It is to work in partnership with first nations to collect, use and share data to support improved outcomes in education on reserves.
Again, this work is already in progress.
In collaboration with first nations, we are working to identify the indicators associated with education results that are most meaningful to first nations themselves. In some cases, and perhaps many cases, these indicators will replace what we currently measure.
I would note that this work supports the movement toward first nations' control: first nations will collect the data and first nations will report to their communities.
An essential step here is strengthening first nations' data governance capacity. As the committee is aware, as part of establishing the new fiscal relationship, budget 2018 committed to support the First Nations Information Governance Centre in the design of a national data governance strategy and in the coordination of efforts to establish regional data governance centres for first nations.
I stress that support for a national strategy for data governance does not equate to a “one size fits all” approach to first nation data, including on education.
Our focus is on regional approaches to respect the diversity of first nations communities across the country. I am pleased to say that in December of last year, the Assembly of First Nations ratified the joint policy work that had been undertaken with first nations toward the development of a new K-to-12 education policy. This policy will act as a guide for the development and implementation of regional approaches to first nations education, including improvements in data collection, use and sharing, as well as mutual accountability.
I would draw the committee's attention to the recent Tripartite Education Framework Agreement in British Columbia as an example of this approach. It is a comprehensive regional education agreement with first nations and other partners that will help to ensure everyone is on the same page when it comes to what we measure and how we measure it.
Our third recommendation underscores the need to ensure that reporting of education results is complete and accurate.
As the Auditor General has noted, while the department's reports on graduation rates have been accurate, there is room for improvement with regard to the meaningful aspect of data.
We agree. How to arrive at a meaningful comparison of secondary graduation rates on a national basis has been a problem for some time. Provinces have jurisdiction over their education systems, including success measurement. Each province, for example, has a different way of determining graduation rates. ln addition, many first nations students finish high school somewhere other than in their home community or as mature students, which are successes not necessarily captured in the reports.
Our education transformation work includes developing a new results framework that will generate reports that are both accurate and meaningful.
ln conclusion, Madam Chair, my department welcomes and agrees with the recommendations of the Auditor General, which in many ways endorse the work already under way to transform first nations education, including collaborating with first nations and other partners to gather, use and share data that will enable accurate measurement of existing socio-economic gaps and the success of our efforts to close those gaps.
Thank you for your attention.
I am now ready to answer your questions.