Mr. Speaker, the value of a good education is immeasurable. A poor or inadequate education, on the other hand, can have serious repercussions on the rest of one's life and for future generations.
Unfortunately, first nations communities are all too familiar with the difference between a good education and a bad one. As a society, we must recognize that education is more than simply acquiring knowledge and academic skills. Education plays a major role in socialization. The teacher is a role model for students, inspiring and supporting them. Receiving positive socialization tools early on in life allows people to enjoy not only economic prosperity, but also physical, psychological and social health.
However, even after the Prime Minister's official apology regarding residential schools, first nations education remains insubstantial and inadequate. This is due to the lack of funding and coordination between the various federal, provincial, territorial and other partners. The direct result of this is that education is too often harmful for young aboriginals, their parents and future generations.
Despite the government's commitments, which may seem plentiful, the political will to take concrete action is simply missing.
Recommendations like those in Shannen's dream deserve immediate action by this government. Aboriginal people are fed up with studies conducted by a government that does not walk the walk. The Standing Committee on the Status of Women has witnessed just how fed up aboriginal women are with this government's inaction.
I have seen the same discontent in my riding, among the Mohawks of Kanesatake. There are too many delays, too many broken promises. The government knows what the problems are in relation to first nations education. The government knows exactly why 59% of aboriginal people aged 15 and over who live on reserves have not finished high school.
As stated by the report of the national panel on first nation elementary and secondary education for students on reserve:
First Nation students are not failing. Rather, we are failing students through the impact of legislative provisions that are more than one hundred years old and linked to a period that we now accept as deeply harmful and destructive—the residential school era.
I see my time is about to expire. I will therefore continue after question period.