Mr. Speaker, I thank the House for the opportunity to express my full support for the motion tabled by the hon. member for Manicouagan.
The education of first nations students is of the utmost importance. This government will continue to do its best to improve the educational outcomes of students attending first nations schools.
Education plays a crucial role in preparing individuals for the labour market. A quality education equips a young person with the skills and sensibilities needed to thrive as an adult. There is no question that first nations students should have access to educational opportunities that will help them thrive.
For all young Canadians, education should encourage and inspire them to stay in school. Ultimately, education should enable students to acquire the skills they need to enter and succeed in the labour market and to share fully in Canada's economic opportunities.
The truth is that for many years high school graduation rates among first nations youth have lagged well behind graduation rates among other Canadians. This means that this young and growing segment of the Canadian population is limited in its ability to contribute to and benefit from Canada's economic prosperity. Achieving this goal absolutely depends on improving educational outcomes among first nations students. Unfortunately, there is no easy solution. Many factors contribute to the problem.
Solving such a complex problem requires a multi-faceted strategy developed in partnership with first nations, one that addresses specific factors in a complementary way to inspire overall progress. This is an apt description of this government's strategy for first nations education. While much work remains to be done, I am convinced that this strategy has us on the right track.
My remarks today will focus on a single aspect of the strategy: infrastructure.
First nations own and operate community infrastructure on reserve. As such they are responsible for the operation and maintenance of their schools. They are also responsible for minor renovations.
The Government of Canada also has responsibilities for first nations education infrastructure. Aboriginal Affairs and Northern Development Canada plays the lead role in exercising these responsibilities.
The department provides financial and advisory assistance to first nations for the development of school infrastructure on reserve. This assistance takes a number of forms, from investing in projects to building new schools and facilities, to renovating and repairing existing ones, and providing funding for project design and planning.
In the 2010-11 fiscal year, our government's total investment in the building and renovation of schools was $304 million. Since our government came into office in 2006, up to 2010 we have invested approximately $924 million on school infrastructure projects. For the 2011-12 fiscal year, Aboriginal Affairs and Northern Development Canada plans investments of approximately $198 million.
These amounts reflect the fact that this government appreciates the benefits of safe and productive learning environments for first nations students. To get a better sense of how investment decisions are made, one must have a grasp of a few key programs and processes.
The primary funding vehicle within Aboriginal Affairs and Northern Development Canada is the capital facilities and maintenance program. The program invests in four main areas: housing, education, water and waste water systems. It also invests in other community infrastructure, such as roads, bridges and fire protection.
The total annual budget for the program is approximately $1 billion. Investment decisions under the program are guided by four criteria. The first criterion involves addressing immediate concerns related to personal health and safety. The second criterion relates to proactive measures to address potential risks to health and safety. The third criterion involves recapitalization and major maintenance. For example, whether a project would extend the useful operating life of a facility or asset or maintain its original service level. The last criterion pertains to actual and anticipated growth and the adequacy of existing infrastructure vis-à-vis a community's current and emerging needs. School projects, whether for new construction or renovations, are further prioritized at the national level based on health and safety, overcrowding and curriculum requirements.
To manage funding decisions, the program relies on regional five year capital plans. Each investment plan lists specific projects first nations in the region intend to complete as funds become available. Regional investment management boards make the final investment decisions, based on program criteria and relative priorities.
Last year, Aboriginal Affairs and Northern Development Canada completed a progress report on educational facilities in first nations communities. The report examined the period of April 2006 to December 2010 and provided a valuable summary of recent accomplishments. During the period, 248 school projects were completed with a total value of approximately $415 million. Projects completed during this period included 22 new schools, major renovations to another 22 schools and the construction or major renovation of 20 teacher residences. The list also includes another 184 projects involving minor renovations, the purchase and installation of portable classrooms, and feasibility and design work. Another 100 school projects were still underway, including new schools, major renovations, teacherages, upgrades to mechanical and heating systems, roof repairs and other renovations.
Since the review wrapped up, I am pleased to report that the implementation of the final year of Canada's economic action plan has been successful in the completion of 12 new school construction and renovation projects, an investment of $173 million. As a part of the building Canada plan, $102 million has been allocated from the gas tax fund to build five new and renovate two existing on-reserve schools. Of these, four school projects have been substantially completed and the remaining three projects are progressing well.
Although investment statistics and details of programs and funding processes are essential parts of this government's strategy, they tell only a small part of the story. To get a true sense of the considerable benefits of improvements to on-reserve school infrastructure, one must look closely at individual projects and their impact on communities. Consider a new school that opened last year in British Columbia's Okanagan Valley. The Penticton Indian band's Outma Sqilxw Cultural School is a modern facility built to highlight ancient cultural traditions. The school has already become an important gathering place for the community. Jonathan Kruger, the chief of Penticton Indian Band, says the school means a great deal to the community. During an interview, he described it this way:
...it builds a strong foundation for the future if our children …grow up in a stronger environment….
He further stated:
they’re going to grow up to be healthy…and they’re going to make great decisions and they’re going to do great things.
Schools such as this can help lead to better educational outcomes for first nations children. Better outcomes lead to employment success and personal fulfillment. They create the foundations for strong sustainable communities. This is part of the reason that Canada's economic action plan invested $7 million in this project.
Another new school in British Columbia also promises to improve educational outcomes. In 2011, Ahousaht First Nation opened the Maaqtusiis School with 11 classrooms. The school will provide a safe, comfortable and stimulating environment for students in grades 8 to 12. This government contributed $9 million through Canada's economic action plan and another $3.8 million through the Aboriginal Affairs and Northern Development Canada capital facilities and maintenance program.
Last November marked the grand opening of Kistapiskaw Elementary School at Peter Ballantyne Cree Nation in Saskatchewan. A fire destroyed the old school in 2005. The new school will accommodate 250 students, with 170 in grades 1 through 5 and another 80 in kindergarten. Canada's economic action plan contributed $20 million to the project. Our contribution supported the design and construction of the school, roadways, parking lots and playing fields. Investments such as this one provide lasting, sustainable benefits for first nations and help create jobs.
Birch Narrows First Nation built a new, $25 million, comprehensive school last year thanks to investments from our government, the Province of Saskatchewan and the first nation. Before the school was completed, students attended schools outside the community. Chief Robert Sylvester described the impact this way:
Not only will we have input into the instruction our students receive, as parents, we'll have peace of mind knowing they are not having to travel outside the community to get it. This school will also help to enhance our rate of students graduating, which should translate into an increase in the number of students who continue their education beyond Grade 12.
Further east, a major school renovation project in the Innu community of Natashquan, Quebec has already begun to have a positive impact. Thanks to an investment of $9.4 million from the Canada economic action plan, the project replaced several portables at the Uauitshitun School with permanent classrooms. The first nation managed the project. In an interview, Chief François Bellefleur talked about the impact of the project:
This work is excellent news for the community, especially for the students. Natashquan youth deserve to study in a safe, healthy and modern school. In the long run, modernizing the school, especially by building new classrooms, will certainly contribute to the success of our youth.
School infrastructure projects have had similarly positive impacts in several communities in northwestern Ontario. Last November, Wabaseemoong First Nation opened a 16 classroom facility for students of kindergarten through grade 12. The Mizhakiiwetung Memorial School can accommodate up to 460 students. This project was made possible thanks to a $25 million investment under Canada's economic action plan.
In the words of Chief Eric Nelson Fisher:
I look forward to witnessing generations of learners passing through the school and reaching their full potential.
In September last year, North Spirit Lake First Nation in Ontario also opened a new school. Construction was made possible by investing $14.4 from Canada's economic action plan and $1.5 million from the Aboriginal Affairs and Northern Development Canada capital facilities and maintenance program.
Chief Rita Thompson had this to say about the project:
The children of North Spirit Lake have a beautiful new school to learn and grow in. This facility will be an asset to our community for current and future generations to come
In speaking about Shannen's dream, I would add that Attawapiskat First Nation, also in Ontario, has begun to plan construction of a new elementary school. This government has set aside funding over the next three years to support that project. The first nation, in partnership with the department, is responsible for managing all aspects of this project, including tendering and selecting contractors. The first two phases of the work plan to build the new school have been completed. The school capital planning study and the detailed design phase were approved on January 25, 2012. The construction phase is ready to move forward. It is anticipated that the school will open in the 2013-14 school year.
I am happy to report that the local member of Parliament for Timmins—James Bay is supportive of this timeframe, having stated in a May 20 Canada Press article that:
—2013 is a good timeline, you couldn’t build a school up there any quicker—
The Government of Canada is encouraged and hopeful that Shannen's dream will continue to have a positive impact on Attawapiskat First Nation, and potentially on other first nations across Canada.
All of these stories emphasize the important link that exists between schools and a first nation, between the bricks and mortar of a school and the hearts and minds of community members.
With more than 400,000 Aboriginal youth projected to enter the labour market by 2020, the Aboriginal population is poised to help meet Canada's future labour market requirements. In order for the young men and women of first nations communities to take full advantage of the opportunities available, they must be equipped with a quality education. That challenge begins with the buildings themselves.
This government will continue to invest in school infrastructure projects in first nations communities as part of our larger strategy to improve educational outcomes. We are committed to working with first nations and interested parties to ensure that first nations children receive a quality education.
I encourage my hon. colleagues to endorse the motion before us and to support the government's efforts to improve educational outcomes in partnership with first nations.
