Indigenous and Northern Affairs committee  Thank you. Just as a brief historical timeline, in 1991 we approached the then Department of Indian Affairs. We wanted a Mi’kmaq education authority to assume control over first nation education. In 1992, that conversation changed from what we had wanted originally—

Indigenous and Northern Affairs committee  Okay.

Indigenous and Northern Affairs committee  I know it's been a long day for a lot of you, but every time you say “hold”, you have to add one minute to my clock.

Indigenous and Northern Affairs committee  I have a photographic memory. In 1991—

Indigenous and Northern Affairs committee  No, I did hear the question.

Indigenous and Northern Affairs committee  I don't need the French translation.

Indigenous and Northern Affairs committee  Okay.

Indigenous and Northern Affairs committee  Thank you. This is a quick historical dive. In 1991, the assembly of chiefs here in Nova Scotia approached the then Department of Indian Affairs and proposed a Mi'kmaq education authority to assume jurisdiction and control over first nation education. That conversation went from what we would call a devolution of education programs from DIAND into more of the jurisdictional transfer from Canada, subsequently Nova Scotia, to the Mi'kmaq.

Indigenous and Northern Affairs committee  We are a very big promoter of sectoral self-government agreements. It comes first with a lot of unity and a united front amongst the collective who are willing to work together. Remember, when the MK discussion started in 1992, it was with all 13 communities here in Nova Scotia.

Indigenous and Northern Affairs committee  Thank you. This is a very good question, because often we feel that we're limited and we wish that we weren't. Often our innovation gets the best of us. We are on a lot more different trajectory when it comes to the different programmings and services we offer. Often budget announcements or budget allocations come, usually, when we're about five to seven years in implementation.

Indigenous and Northern Affairs committee  Very quickly, to answer your question, yes we do. We follow and analyze cohorts as they come in. It is not uncommon for us to look at a cohort in grade 1, for example, and again in grade 5 and grade 7, just to see and compare where those kids are at. We believe attendance leads to attainment, which leads to success overall.

Indigenous and Northern Affairs committee  Thank you. Absolutely, and thank you for sharing your story on the loss of your dad. Just to touch a little bit on the foster system, one of the greatest things about having jurisdiction over education is the ability to create the partnerships that we desire, that we want. It's an elevated voice, especially in this province.

Indigenous and Northern Affairs committee  Thank you for your question. We have achieved an attendance rate of about 82% over the last decade and a half, I would say. That has been a stable indicator for us and a credit to the successes that we see. A lot of our focus on boys and girls in elementary is attendance. We know that if they attend school regularly, their chances of success in middle school, junior high, secondary and into post-secondary are greater.

Indigenous and Northern Affairs committee  Good evening, everyone. My name is Blaire Gould. I'm the executive director for Mi'kmaw Kina'matnewey, or MK for short. I had hoped to witness in person; however, I am here at our annual symposium today and tomorrow, sharing and witnessing the efforts and excellence in each and every community, celebrating them and planning with them.

Indigenous and Northern Affairs committee  Thank you for your question. It's difficult not to just always talk about money. Certainly, that is the most important thing the federal government can do: invest adequate funding into the endeavours of nations trying to restore their languages. At my first witness testimony back in 2018 or 2019, I was asked how many languages I thought we could save.