Meegwetch. Nakurmiik. Merci.
Thank you for the opportunity to share lessons learned from first nations participating in the Anishinabek Nation Education Agreement.
I join you today as a result of federal investment in my education. I am a lifelong first nations learner. I am an independent accountant, a fellow of CPA Ontario, a fiscal negotiator for the Anishinabek Education System and a member of the Thessalon First Nation.
The Anishinabek Nation Education Agreement is the first self-government agreement in Ontario. It came into effect on April 1, 2018. It involves 23 participating first nations. They are situated in an area ranging from Aamjiwnaang First Nation on the southern tip of Lake Huron and northwest to Biinjitiwaabik Zaaging Anishinaabek, north of Lake Superior. Participating first nations operate 13 first nations schools. There are two secondary and 11 elementary schools. They also send their students to schools in 21 provincial school boards.
Low graduation rates and the outcomes of indigenous students are a direct result of colonialism and federal legislation and policies aimed at extinguishing indigenous peoples in Canada. Improving education outcomes for first nations peoples requires additional investment to overcome the legacy of racist legislation and policies and to address the unique costs of first nations.
Incorporating indigenous language and culture in learning environments is fundamental to improving achievement among first nations students. This includes daily delivery of indigenous language classes, immersion programming and land-based learning. It also involves documenting languages that are almost lost in some communities.
Digital exclusion is a significant issue in our communities. Increasingly, broadband Internet and accessible technology must be considered fundamental rights. First nations schools and students require affordable technology and Internet access. However, first nations have marginal access to Internet services, and for many families it is cost-prohibitive to bring them into their homes.
Teachers and school staff are on the front lines, witnessing the mental health needs of first nation students. School personnel must be equipped to support the mental health of students in the school environment. They require resources and tools to respond to students' needs.
The costs to support special education are ever increasing. Participating first nations of the Anishinabek Education System report that 45% to 55% of their students require special education accommodations. First nations are seeing increasing numbers of students with autism and in utero opiate exposure. Federal investment in first nations special education funding isn't keeping pace with increasing costs, and this must change.
Education sectoral self-governing bodies also require additional investment to improve education outcomes. Sufficient governance funding is required to carry out additional responsibilities under self-governing education systems for both the participating first nations and the coordinating body.
It is essential to provide sufficient investment for data governance. Sectoral self-governing education systems must develop and manage data and use it to make decisions for the support and benefit of student achievement. Investment in a long-term longitudinal study is essential to measuring the long-term outcomes of the education system.
Finally, education capital is important, particularly for schools, teacherages, transportation vehicles, supporting infrastructure, operations and maintenance. Without the ability to invest in education capital, first nations are unable to fully exercise their jurisdiction in education.
Meegwetch.