Status of Women Committee on April 30th, 2012

[Dr. Angelina Weenie]

First of all, we have to look at the funding differences between band schools and schools in the cities. There is a huge difference in the amount of funding given to the band schools. The facilities for schools on reserve are poor. They lack the resources to provide quality programming. They generally suffer from a lack, to begin with, in their communities. That issue has been talked about before in terms of the disparity between funding for band schools and for urban centres. That's one aspect of it.

What the report says is true. If we improve the education of aboriginal people, that will alleviate the number of aboriginal people who are incarcerated. You can spend that amount of money incarcerating aboriginal people, but you can certainly turn that around and spend more money in a more proactive and positive way by supporting them in education.

[Niki Ashton, NDP, Churchill, MB]

Thank you.

My next question refers to the institution you work at, which is obviously an institution that I know many aboriginal people across the country look to as a model. I was wondering, given the work you do with the communities, if you could elaborate on the importance of sustainable funding when it comes to the First Nations University. What is the status right now?

[Dr. Angelina Weenie]

A lot of the work I do.... Just to go back, in terms of the beginning of the First Nations University of Canada, it actually started in the communities, with community-based programming. It was established in 1976. In 1988, with core education, especially, it moved on campus.

Today, a lot of our students are commuting from their home reserves to our university here in Regina, in Prince Albert, and in Saskatoon, because there's a lack of housing. They live on maybe $1,000 a month and rent is $900. It's impossible for them to live in the city, based on their allowances. Right now, a lot of them still prefer to commute and live in their communities.

We need to strengthen what we do within the communities. That's the message I get from our students, that we need to support them.

[Niki Ashton, NDP, Churchill, MB]

Thank you.

Just as a clarification, I know there was a recent plan—about two years ago—an intermediate plan in terms of overall funding for First Nations University. I'm wondering if there is long-term funding right now, or is it short-term? What is the situation?

[Dr. Angelina Weenie]

The situation is that we are under an administrative service agreement with the University of Regina until 2014. We've experienced a number of setbacks, but I think overall our commitment is strong. We maintain our programs, in spite of all the external issues that come about.

[The Chair, NDP, Marie-Claude Morin]

Thank you, Ms. Weenie. Ms. Ashton's time is up.

Are you still there, Ms. Weenie? We can't see you on the screen.

[Dr. Angelina Weenie]

Yes, I am. The lights went out here.

There they are.

[The Chair, NDP, Marie-Claude Morin]

It's over to Mr. Holder.

Go ahead for seven minutes.

[Ed Holder, Conservative, London West, ON]

Thank you very much.

I'd like to thank our guest for returning. I appreciate the responses you've given. I wonder if you might help me, please.

In my city of London, Ontario, in southwestern Ontario, we're the home of the University of Western Ontario, where we have a program to support first nations students. I don't think this came up as clearly as I might like to understand. Could you help me to understand better the difference, if you might, between First Nations University, your program, and let's say another university? Could you help me understand how that works? It would be easier for me to ask a couple of questions from that.

[Dr. Angelina Weenie]

When the elders share with us, they always have a vision that there would be a place for aboriginal people and first nations people to be able to learn about their own language, culture, history, world view, and philosophy. When you talk about the racism that is experienced...we needed to have a place where we would be able to learn about ourselves and our own history, because really it wasn't being taught out there.

[Ed Holder, Conservative, London West, ON]

You mentioned the University of Regina. How does that work in terms of...? Are these accredited courses that work toward or become a degree, or is that the intent of it?

[Dr. Angelina Weenie]

First Nations University has been in existence for 35 years. We are a federated college with the University of Regina, which grants our degrees. All our programs are in partnership with the University of Regina.

[Ed Holder, Conservative, London West, ON]

Are your students required to take any other courses associated, say, with the university directly—let's say mathematics, or in my case, with apologies, a degree in philosophy? Are there any requirements for other courses as well?

[Dr. Angelina Weenie]

Yes. For instance, in our secondary program we ourselves have a major in indigenous studies and a minor in first nations languages. Other majors and minors are taken through the University of Regina, which teaches them. There is always a collaboration and partnership in all the courses. They are also free to take our courses as well.

[Ed Holder, Conservative, London West, ON]

You've mentioned, Ms. Weenie, that the university has been in existence now for some 35 years. How is it going? What has the success rate been—the number of people participating and then ultimately the number of, if I might call them so, graduates? I'll just call them as we would any other person attending university. What are those kinds of numbers looking like, please?

[Dr. Angelina Weenie]

I can share the numbers with you in a follow-up to this presentation. Of course, we are a smaller institution, and that's to be remembered.

[Ed Holder, Conservative, London West, ON]

Sure, but how many students—

[Dr. Angelina Weenie]

Currently, in terms of graduates in education, we have roughly 2,000 graduates.

[Ed Holder, Conservative, London West, ON]

Okay. If you were just to take this year alone, are we talking this year about 2,000 students who are—

[Dr. Angelina Weenie]

No, in the history of education, for instance...we would have 2,000 graduates in total.

[Ed Holder, Conservative, London West, ON]

What does that reflect as a percentage of total participants, would you say? If we define...and we all have our different definitions of success in terms of results, but from the results of the number of students who have gone through the system and the 2,000 graduates, what do the 2,000 graduates represent as a percentage, please, roughly?

[Dr. Angelina Weenie]

Again, I would have to get back to you on numbers.

Actually, I was just talking to the registrar's office today, and our current enrollment is 560. At one point we enjoyed an enrollment of 1,600, prior to all the disruptions in our institution since 2005. At one point we had 1,600 students enrolled in our university, and now our current enrollment is 560.

As I say, we've had to grapple with a lot of external and internal issues. But in regard to the percentage of graduates, I can provide it to you at a later time.

[Ed Holder, Conservative, London West, ON]

Perhaps through the chair, I could ask that this happen, if you would, please.

Let me ask a question, if I can. I think you're absolutely brilliant when you say that education is the key. If you want to change hearts and change minds, you must do it through education. You've indicated that you've had, over the 35 years, some 2,000 graduates.

[Dr. Angelina Weenie]

There are probably more; I'm sorry.

[Ed Holder, Conservative, London West, ON]

All right. That's fair enough.

When these students graduate, what are their success patterns for encouraging others to participate? I would think that's the greatest challenge: to support others and become role models for others to participate.