The state of neglect is palpable in the outcomes. Our outcomes are still quite different from those of the rest of Canadians.
The generations of unpredictable relationships for education, underfunding or the complete abandonment of responsibilities have led to scenarios perhaps like the situation of the Governor General of this country, who grew up in Quebec but because of Quebec policies was not offered education in French. She is trying to learn that language now.
It highlights the unacceptable realities that Inuit have faced over time, and the ongoing systemic racism and lack of respect for our lived realities when we come into scenarios in which we are asserting ourselves and our aspirations through higher roles within this country.
For years, the federal government has maintained that it does not have jurisdiction over any aspect of education in Inuit communities despite exercising jurisdiction within areas of first nations education, such as through the provision of funding for first nations language education. The Indian Act is but one instrument of the relationship between the Crown and first nations, Inuit and Métis. Inuit do not fall under the Indian Act and therefore have been treated very differently when it comes to programs and policies over the life of Canada.
Indigenous Services Canada provides funding to first nations through interim regional funding formulas and transformative education agreements. While this funding may not have originally stemmed from the recognition of section 35 rights to indigenous education, this funding now contributes to its implementation. The inability of Inuit being able to access similar funds is also a gap that needs to be fixed.
Just as specific funding and self-government education agreements have been necessary measures to meet the Crown’s obligations with respect to first nations education, so too are measures needed to meet the Crown’s obligations with respect to Inuit education. Canada has now recognized the right to indigenous education in various forums, including section 35 of the Constitution and international instruments. These rights belong to all indigenous peoples of Canada.
As an outcome of the 2009 Inuit Education Accord, which was an agreement between the Government of Canada and Inuit Tapiriit Kanatami, ITK released the national strategy on Inuit education in 2011. This was guided by a vision to graduate bilingual Inuit children with the skills and knowledge to contribute with pride and confidence in their home communities and in Canada in the 21st century.
This strategy outlined 10 recommendations that should have been undertaken to improve educational outcomes for Inuit, which included strengthening K-to-12 education, investing into post-secondary education, the establishment of a university in Inuit Nunangat and policies to increase the number of Inuit educators.
However, since the signing of the accord and the release of the strategy, there has been little movement on graduation rates for Inuit. Statistics Canada data from 2018 indicate that only 34% of Inuit in Inuit Nunangat are graduating with a high school diploma. This is an increase of only 9% from 2009 StatsCan figures. In that same time period, the national graduation rate rose from 75% in 2009 to 86% in 2018.
Major legislative and policy gaps continue to limit access to a quality education for Inuit students. Inuit are one of the fastest-growing populations in this country, and the crisis we still face today in education will only grow if there continues to be a failure to act.
I appreciate that we have done some work in relation to early childhood or post-secondary funding in the last five to seven years, but transformative acts need to happen. Also, the federal government must get over its fear of exerting its jurisdiction and its place within the role of Inuit education moving forward.
Nakurmiik. Thank you.