Mr. Speaker, I am very pleased to have the opportunity to express my support for the motion tabled by the hon. member for Manicouagan.
Our government recognizes the importance of education. Our government works with students, families, first nations and other partners to improve educational outcomes for first nations students. This government's overall goal is to ensure that first nations students realize their potential and develop the skills they need to enter and succeed in the labour market and be part of strong communities.
There is no doubt that education contributes to an individual's ability to share equally in, and contribute fully to, Canada's ongoing prosperity. That is why our government collaborates closely with first nations partners across Canada to deliver tangible and lasting results, and to ensure that first nations students are well positioned for success.
The relationship between first nations and our government is based on a spirit of collaboration. This past summer, the Minister of Aboriginal Affairs and Northern Development announced a joint action plan with the Assembly of First Nations that outlined education as a shared priority. Building on the joint action plan just last month, at the crown-first nations gathering, all parties agreed to work together and improve the quality of life experienced by first nations people. I would like to echo what the Prime Minister said during the gathering:
...there has never been a better moment to build on what we have achieved, to move forward, to reset the relationship, to learn from the past, but to focus on the future. The Joint Action Plan points the way ahead, through specific joint commitments, commitments that will effectively change the rules in education, accountability, economic development and treaty relationships.
The Prime Minister's words underscore the fact that our government continues to take action on a variety of fronts to effect improvements to on-reserve education. I will begin my remarks today by providing some important context around first nations education before explaining recent initiatives. Educational outcomes of any school result from many factors: the abilities and training of individual teachers, for instance, and the availability of support materials such as textbooks.
Some first nations schools, particularly those in small isolated communities, face other challenges. Many first nations schools, for example, lack supports such as student and parent councils and boards of education. It is important to note that several reports, including one by the Auditor General, conclude that structural impediments hinder progress for on-reserve education.
Responsibility for educational outcomes for first nations students is shared among several parties including the Government of Canada. Individual first nations and in some cases, regional organizations are responsible for managing and delivering education programs and services in band-operated schools on reserve.
The Government of Canada, through AANDC, supports first nations and their regional organizations by funding programs and services for the elementary and secondary education of first nations students who live on reserve. The primary funding vehicle is the elementary and secondary program. The program provides funding for students who attend band-operated schools and tuition for first nations students who live on reserve and attend provincial, federal or private schools.
The total budget for the program in 2010-11 was $1.5 billion. This supported approximately 117,500 first nations students who lived on reserve and attended either band-operated schools or federal, provincial or private schools. The breakdown was as follows: 61% attended band-operated schools, 36% attended provincial schools and 3% attended federal or private schools.
Investments from this program target a variety of purposes including teachers' salaries, instructional services and student support services such as transportation, counselling, accommodation and financial assistance.
Funding is also used for the management of programs and services, the development of curriculum and language programs, the recruitment and retention of teachers, the engagement of parents and the community in education, technological and other resources, and school supplies, including computers.
In all, there are approximately 520 band schools across Canada. This number hints at a key factor, particularly in small communities: the inability to realize the advantages generated by economies of scale. In general, the smaller the school population, the larger the per student cost for items such as administration, building maintenance and support services.
Our government also invests significant amounts in the construction and renovation of first nations schools. In 2010-11, AANDC's annual total investment in the building and renovation of schools was $304 million. Between 2006-07 and 2009-10, the federal government invested approximately $924 million on school infrastructure projects. This includes the completion of 248 school projects, ongoing construction of 22 schools, 22 major renovations and additions to schools in communities across the country, and 184 other projects. These other projects include renovations and/or additions, purchase of portable classrooms, repairs to teacher housing and construction or design projects.
For the current fiscal year, AANDC expects to invest approximately $200 million in school-related infrastructure. The funds and investments I have described suggest two conclusions. One, this government continues to make targeted investments toward improving first nations educational outcomes. Two, money alone will not solve the problem. Additional actions are also needed. Given these realities, it becomes clear that the complex problems associated with on-reserve education require a multi-faceted approach that addresses specific factors in a holistic way to inspire overall progress. This is an apt description of our government's strategy to improve educational outcomes for first nations students.
There is evidence of progress. For instance, the percentage of students enrolled in first nations schools who graduate from high school continues to increase. Our approach to working in partnership has produced results. I am convinced that we will continue to make progress by working collaboratively. In 2008, we began to lay the foundation for structural reform in first nations education by focusing on practical initiatives. These included the launch of two new programs as the building blocks of school-based initiatives common to top performing schools.
The first nations student success program helps first nations educators on reserve plan and make improvements in the three priority areas of literacy, numeracy and student retention. Participating schools develop success plans tailored to increase efforts in these three priority areas.
To monitor progress, the schools implement a student learning assessment process based on provincial jurisdictions. They establish performance measurement systems, also known as school information systems. These processes monitor success and inform instruction, help in priority setting and assist in planning to increase student success over the long term. The program is now available to more than 90% of first nations students attending band-operated schools in Canada, or approximately 66,000 students. Since 2008, this government has invested approximately $141 million in the first nations student success program.
The second program is the education partnerships program. This program promotes collaboration between first nations, provinces, AANDC and other partners toward improving educational outcomes of first nations children studying in schools.
The program supports the use of shared action plans where first nations and provincial officials exchange expertise and services. Since 2008, we have invested more than $17 million in the program.
Another significant development is the signing of tripartite agreements on first nations education. Each agreement involves a province or provincial education authority, the Government of Canada and a group of first nations. The partners agree to collaborate in tangible ways to improve educational outcomes for first nations students.There are now seven tripartite education partnerships across Canada.
Since 2008 we have concluded memorandums of understanding in New Brunswick, Manitoba, Alberta and Prince Edward Island, along with a sub-regional agreement with the Saskatoon Tribal Council. There are existing tripartite partnerships in British Columbia and Nova Scotia.
Earlier this year, our government, the Province of British Columbia and the first nations education steering committee concluded a new tripartite education framework agreement. This is another example of our commitment to working with first nations and provinces so that first nations students have the necessary tools to succeed.
This tripartite education framework agreement is focused on strengthening education programs, services and standards between on-reserve and provincial education systems so students can transfer between the two systems easily. It provides first nations students in British Columbia with access to an education comparable to that provided by the provincial system whether they attend school on or off reserve.
To inspire further progress, the Government of Canada and the Assembly of First Nations established a national panel on first nation elementary and secondary education last year. Panellists were chosen based on their knowledge of education issues, demonstrated interest in aboriginal issues, innovative approaches and their ability to be solutions oriented.
The panel led a national engagement process on ways to improve first nations elementary and secondary education, including options for legislation. The panel travelled across Canada and led discussions with first nations leaders, parents, elders, students, teachers and provincial officials.
The process represented a valuable opportunity to share perspectives and proposed ways to improve first nations education for children living on reserve. Many interested parties chose to participate via online. Submissions that were reviewed and discussed during the engagement sessions were also heard.
The panel published its final report earlier this month entitled, “Nurturing the Learning Spirit of First Nation Students”. The report outlines key principles for reform and recommends a series of key actions. The Government of Canada is taking the time needed to review the report and will determine a course of action in due course.
The panel's work is tremendously important. The engagement sessions, along with the studies completed by the Auditor General and the standing committee of the other place, improve our understanding of the factors that contribute to first nations educational outcomes. This research will also inform the development and implementation of effective solutions.
Given that responsibility for educating first nations students is shared among many groups, it is imperative that all groups work together on solutions. This government, first nations, educators, families and students all play important roles.
The challenges associated with education in most first nations communities are unique. It is a serious mistake to assume that the approaches used for off-reserve schools would necessarily lead to similar results on reserve.
Comparisons between federal and provincial or territorial funding do not tell the whole story. There are significant variations in per student funding, depending on where a school is located, for instance. Funding comparisons need to take into account important differences between schools, such as geographic location and relative size of the school. These are both key factors which Aboriginal Affairs and Northern Development Canada and the provinces use to calculate school funding.
Investments are an important part of improving the educational outcomes of first nations students. However, investments need to be accompanied by systemic changes, including structural reforms. I believe that emphasis should be placed on comparable education outcomes.
Comparable education outcomes are about supporting the delivery of quality education programs and services, meeting standards that enable first nations students to transfer from first nations schools to provincial schools without academic penalties and at similar levels of achievement. This can be achieved through standardized assessments, comparable curricula, teacher accreditation and academic evaluation.
Our government remains committed to working with first nations and the provinces to ensure that first nations children, whether they go to school on reserve or a provincial school, receive the education they require for success.
This government is determined to take effective action on a number of fronts to improve first nations educational outcomes. We all recognize that education is a building block and the best way to foster success. Improving educational outcomes would open doors to a wealth of opportunities for economic and social development.
Given Canada's current demographic trends, we must ensure that first nations people have every opportunity to participate fully in the economy and to meet the needs of their communities. It is in the interests of everyone to see first nations educated, skilled and employed.
In recent years our government and first nations groups have forged a new spirit of collaboration and have delivered tangible, lasting improvements for first nations education. Tripartite agreements have changed the way education is delivered and administered in first nations communities across Canada. Hundreds of projects to build and renovate schools have been completed. New programs that address the specific challenges of on-reserve education are in place.
These accomplishments make me confident that progress will continue. I encourage my hon. colleagues to endorse the motion before us and to support this government's efforts to improve educational outcomes for first nations students. While we have made progress, there is still work to be done. Let us work together to realize Shannen's dream and ensure all first nations students are part of a strong economic future for first nations communities and Canada.