Mr. Speaker, thank you for this chance to highlight one of the most important aspects of this legislation and what for me, as a first nation parliamentarian, is perhaps the most important. As a Cree, my home reserve is Muskeg Lake Cree Nation in Saskatchewan. I would like to highlight the linguistic and cultural provisions included in this long-awaited, historic piece of legislation.
One of the strongest messages we heard during the extensive consultations held on Bill C-33 is that first nation language and culture instruction must be at the heart of any reforms to first nations education. Going back to first nations discussions on education in the 1970s, language and culture were identified as necessary for a first nations controlled education system. The 1972 policy paper of the National Indian Brotherhood, the forerunner of the Assembly of First Nations, called for the inclusion of first nations language and culture in provincial and territorial schools.
The Assembly of First Nations' 2010 policy paper, “First Nations Control of First Nations Education: It's Our Vision, It's Our Time” reaffirmed the importance of language immersion.
The 2010 report of the Standing Senate Committee on Aboriginal Peoples, “The Journey Ahead: Report on Progress Since the Government of Canada's Apology to Former Students of Indian Residential Schools” stated that: “Measures to support Aboriginal languages and culturally appropriate educational systems will allow Aboriginal youth to develop the skills and perspective necessary to succeed through greater knowledge and appreciation of their history and their identity”.
Most recently, language and culture was identified as one of the five key conditions by the Assembly of First Nations during discussions on education at the Special Chiefs Assembly in December 2013 and in the open letter sent by National Chief Shawn Atleo to the minister.
There is solid evidence on the importance of promoting the inclusion of language and culture in first nation schools. Research demonstrates a relationship between language and cultural knowledge and positive outcomes in academic achievement. One study on the effect of providing supplementary funding for the language development of students found that reading skills improved substantially in school districts that took up these funds. Examples of first nations schools where language and culture have been integrated into the school curriculum across Canada demonstrate considerable improvement in student achievement. Educational outcomes from bilingual or immersion programs in first nations schools, such as the one at Kahnawake, are strong.
Our government recognizes the advantages that such an education offers first nation students. That is why several federal departments with responsibility for aboriginal issues already provide opportunities to develop language and cultural programming for children, youth, and communities. These are based on the communities' determination of what plans and initiatives may best help improve local education outcomes.
The new structures and standards being established under the first nations control of first nations education act would build on these successes. The bill goes further, strengthening support for language and culture in first nations schools and providing a statutory commitment for funding of language and culture programs. Meeting the conditions set out by the Assembly of First Nations, the bill stipulates that all schools must offer English or French as the language of instruction in order to ensure recognition of certifications and diplomas and transferability of students without academic penalty. This ensures the full participation of first nations youth in post-secondary institutions and trade schools and full participation in the Canadian economy.
Despite this, the bill gives first nations the authority to incorporate first nations language and culture into their education programs. In fact, Bill C-33 specifies that the funding methodology to be outlined in regulations must include support for the provision of first nation language and culture programming. This represents how far we have come from the days of residential schools, which my grandparents attended. I am proud to be a member of the government that finally apologized to the survivors.
I am also proud that this bill incorporates the provisions of my private member's bill, Bill C-428, by stripping the Indian Act of the provisions concerning residential schools.
Bill C-33 specifically provides that first nation students, parents, families, communities, schools, teachers, and administrators have a strong voice in the development of the language and culture curriculum. They and first nation governments, the joint council of education professionals, and first nation education organizations would all have roles and responsibilities in implementing the act. That is a key point.
Our government is committed to working with first nations through joint council education professionals to develop regulations in a manner that would allow regional and local flexibility. In fact, we have extended an invitation to the AFN to work on political protocols to establish how the joint council would work with first nations to develop the act's regulations.
First nations will decide how to best integrate language and culture programming in their curricula. Bill C-33 aims to make first nation students' right to education meaningful and to afford them the opportunities that all students in Canada have.
It is important to understand that first nations will have three governance models to choose from, offering them maximum flexibility in deciding how to best address language and culture issues.
It is also essential to recognize that the bill is not a substitute for treaty implementation or self-government but rather is a bridge to support first nations in establishing their own education systems based on histories and backgrounds. In fact, there are numerous examples of highly successful education models already in place across the country operating under these types of agreements, including the Mi'kmaw Kina'matnewey in Nova Scotia.
I also want to clarify that once self-government arrangements are concluded, those first nations would be exempt from the first nations control of first nations education act.
I am convinced that Bill C-33 would help to motivate first nations youth to stay in school and graduate with the skills they need to succeed in today's economy. This will improve their lifelong prospects so that they will enjoy the same opportunities as other Canadians, and as I have received.
I am convinced that all first nations, all Canadians, and all parliamentarians share this goal. Therefore, I urge all parties to support us in advancing Bill C-33 to see this promise realized.