Thank you.
Absolutely, and thank you for sharing your story on the loss of your dad.
Just to touch a little bit on the foster system, one of the greatest things about having jurisdiction over education is the ability to create the partnerships that we desire, that we want. It's an elevated voice, especially in this province. I talk often about the relationships that we have with government despite whatever party is in leadership. That has never faltered. The relationships have stayed the same for us. It is because we have such an elevated status, so to speak, around jurisdiction, and that autonomy is greatly recognized here.
One of the things that I will mention is that, in those partnerships, we have a sectoral self-government agreement here in education, but a lot of the sectoral agreements and models currently in social work, in social in general, and health transformation are springing up here. It's not an anomaly kind of thing, but it's a testament I think to our unity at the end of the day. We have a very low rate of child apprehension here. A lot of it is kinship placement. With children we don't see a lot of instances of their being moved home to home or community to community. Also, we work closely with the child and family services based in the Mi'kmaq community to ensure that the child is the centre. It's very child centre focused. It's very holistic when it comes to the transitioning of programming and the transitioning of care perhaps from parents to kinship.
One of the things for us also, just to hit some of the points you talked about, is that elders in residence is something that we greatly promote, not just in elementary and secondary education but also in universities. This is something that the province has modelled after us. Elders in residence is something that is quite accessible here in any institution where there are students who are Mi'kmaq.
We really also emphasize the community presence in our schools. Every community does it differently, but it is a common priority amongst communities that the community must be present in the school. That means elders, parents, community people, fishers, trappers, all of these folks are part of the curricula in designed ways that are unique to them.
Speaking about the pathways, right now in post-secondary we're on a pathway of our own vision to create our own accredited institution. It may not be a physical institution in these early phases, but it is something that we're actively seeking. We have a lot of Mi'kmaq care, a duty and care, that we feel toward our students in these areas. Those pathways are, just to name a few.... In health, there are things like the LPNs, RNs, CAs and doctors. In education it's administrators, teacher aides, EAs and the teachers themselves. There are social entrepreneurs, businesses, trades and human services and STEM. A lot of the service industry, because our desire is not—