Mr. Speaker, at the outset, I too want to say unequivocally that I will be recommending to my colleagues that we support this important legislation. I am pleased to be part of a process that will facilitate the rapid passage of the bill so we can move forward.
We have all heard that the framework agreement was signed by the federal government. It is important to reiterate the fact that it was signed by the federal government in cooperation with the provincial government and the first nations in British Columbia. I too want to acknowledge that it is an important step for first nations to control first nations education in British Columbia.
The legislation outlines the process of transferring jurisdictional responsibilities to those first nations that are interested in on reserve education for children in kindergarten up to grade 12, as underlined by the minister.
As we have heard, the proposed legislation will allow first nations to design and deliver the educational programs that are culturally relevant for their communities. It is an important first step because, as the minister indicated, it comes from the community.
As we talk about aboriginal learning and in keeping with the comments above, I will put on the record the words of our newly elected leader on this side of the House. He said:
As a university professor I know as well as anybody the difference that education makes in peoples’ lives. I have seen young people discover new things about themselves and the world around them, become passionate about learning, gain the confidence to take on the challenges of the world around them. We can, and we must, make sure that more aboriginal people have these opportunities and experiences.
I put that on the record to underline the importance that we on this side of the House apply to education and that all young people have access to education. Many aboriginal young people live in significant poverty and they should not have to in a country as rich as ours. For many who live in these circumstances, education is the way to a fuller and more fulsome life. The importance of education cannot be underestimated.
The standing committee indicated its priority on education by undertaking a study on post-secondary education. The Kelowna accord, agreed to by the previous government, also outlined and funded a plan to improve education. This plan was developed by the communities themselves and appropriate for their jurisdictions.
The plan included: $100 million over five years for urban, Métis and northern aboriginal initiatives that already existed to better prepare children for school; over $1 billion over five years to promote education innovation on reserve; $150 million over the next five years for off reserve initiatives, including $50 million to improve education in the north; and $500 million over the next five years in the form of bursaries, scholarships and apprenticeships to help fulfill target graduation rates of over 14,000 aboriginal graduates in five years and 37,000 graduates in 10 years.
Clearly, everyone on all sides of the House recognize the importance of education and the need to improve educational opportunities for young people who live on reserves.
Much like other communities, the first nations of Canada want the ability to educate their children in the three Rs while ensuring their children learn about their own rich cultural heritage. The passing of this bill will ensure that individual first nations that so choose will have the ability to set their own curriculum, a curriculum that combines the learning that occurs in all schools across the province with their own culturally specific learning. I emphasize that because it is very important.
The act would enable individual reserves to educate their students about their own cultural traditions and heritage. This is an important aspect for first nations to have in the education of their children. Perhaps we may seize at some point some augmentation of dollars going to these communities for the aboriginal languages and the aboriginal culture that was mentioned by the minister. This is an important aspect of the education.
The act is an important guideline for the development of future negotiations with first nations regarding education: collaborative, cooperative, and with much consultation for the grassroots. It is the people who are on the ground who know the kind of education that is important for their children. This has been done in a very meaningful way in British Columbia and I commend all parties to the process.
The bill provides a new opportunity to the first nations in British Columbia and as I said earlier, those first nations that so choose to take advantage of the opportunity will be able to control the development and delivery of education in their communities, in all aspects of education from teacher certification, to school certification, and to the establishment of curriculum and examination standards. They will deliver the program.
This is important, but I do want to raise one or two precautionary concerns about the bill and I want to go on record in that regard. It is important to recognize and understand that what works in British Columbia may not work in Labrador, and may not work in Manitoba and may not work in Quebec or any other part of the country or any other jurisdiction. This is made in British Columbia for British Columbia first nations. What works in one part of the country or in one community may not be what is needed elsewhere.
The same steps that went into developing this act in British Columbia must be taken in other parts of the country to implement appropriate framework agreements for those jurisdictions: consultation, local input, local needs assessment, consideration of local governance models, diverse languages, diverse cultures, and socio-economic factors. It is not a one size fits all. I want to emphasize our concern that this not be regarded as the template for across the country.
My colleague previously asked the question about financial considerations and the minister responded how well the communities in British Columbia managed without any additional government intervention. I am concerned that there are no specific dollars identified for this initiative. The minister says what resources will be needed will be there, but I need further clarification. I need some understanding of what that means, what kind of support will be available for the communities there, and ultimately when education initiatives are developed across the country for others.
The other issue I want to focus on very briefly is the importance of capacity building in the communities. Capacity building may refer to bricks and mortar and supplies in the hard issues. However, even more importantly, capacity building entails the investment in individuals so that they have the resources to deliver the kind of education system required, they have the opportunities for teacher training, they have the opportunities for education in management, they have the opportunities for scientific studies, and they have the opportunities for the kind of development of leadership in educational authorities to provide the necessity for young people.
I had the pleasure to meet with the members of the community who have been involved in developing this plan. I know their passion. I know their commitment. I promised them at the time that we would do nothing to delay the implementation of what I view as an important piece of legislation. I stand by my word to them today. I throw the weight, I hope, of my entire caucus and certainly of my leader behind this initiative that strives to improve the education of first nations school children in British Columbia.
In doing so, I want to reiterate my concern to the minority Conservative government about not using this as a template for the rest of the country. It must ensure that there are adequate resources available so that this will not flounder, so that it will be a success and to ensure that there is the opportunity for capacity building, as I said, bricks and mortar and human beings.
I am someone who has had an up close and somewhat intimate experience in the establishment of aboriginal schools in an urban setting. I know the importance of community commitment. I know the importance of a meaningful investment in curriculum adaptation, in curriculum implementation, and the investment in the people themselves. Therefore, I urge the minister to take these into consideration as the bill moves forward.
We all know, as we have heard, that the current delivery system of education for first nations children on reserves has many challenges. I commit personally, and I commit on behalf of my party, a willingness to work with anyone who is interested in improving the educational opportunities to make a better life for aboriginal children.
Therefore, I reiterate my support for the bill.
