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Good morning, everyone. It is a pleasure to join you here on Treaty 6 territory – the Cree, Dakota/Sioux, and Salteux. The home of the Nêhiyaw—the Plains and Wood Cree—for the 4th National Youth Summit.
Let me start by thanking the hosts of the summit—the Assembly of First Nations, Montreal Lake Cree Nation and the Federation of Saskatchewan Indian Nations.
This is a great opportunity to meet, to talk, to learn and share a youth-driven vision for First Nation peoples in Canada. More importantly, it is an opportunity to talk about how we can transform this vision into reality.
I want to thank and congratulate the young people from across Canada who have come here.
There is such energy for positive change in this room and among youth across the country.
You know, all of you here are future leaders in your communities and in Canada. You are already playing a powerful role in setting priorities for the future and finding practical ways forward.
I strongly believe in Canada’s youth, both Aboriginal and non-Aboriginal, which is why I believe it is so important to equip them with the necessary tools they need to take this wonderful country in their hands and carry it successfully into the future. It is also why I made it a point of travelling the country when I was first appointed Minister of Aboriginal Affairs and Northern Development and met with First Nations students and youth. What they told me over and over again is the importance of creating a future where they can access the kind of education that leads to success in life - not only for themselves but also to support their families and contribute to their communities. Education is more than a piece of paper or a job. You see it as fundamental to nationhood and identity, and I understand that.
Unfortunately, you know the statistics as well as I do. Barely 60 percent of men and women between the ages of 20 and 24 who live on reserves graduated from high school. The high school dropout rate for First Nation teenagers is nearly five times higher than other students in Canada.
We all agree those statistics are unacceptable.
First Nations communities – here in Saskatchewan and – across Canada have created innovative approaches to improving education experiences and outcomes for First Nation students. Like the Sakewew high school in North Battleford, where a support services team finds solutions to keep kids in school – whether it is access to Elders, day care, or counseling. There is a lot of knowledge now, after decades of study, about best practices – like using new technologies, increasing participation of parents, curriculum that includes language and culture, Aboriginal teachers and so on.
There are many important examples of success. But we still have an intolerable situation: beyond the statistics it is human potential lost; the opportunities lost. And we know a big part of the reason why this is the case. Right now, some 65,000 students are attending on-reserve schools—schools that operate under a patchwork of authorities, guidelines and policies for standards, services and administration.
As a result many First Nation students will finish high school only to find their diploma is not recognized by Canadian universities or colleges.
If you attended a First Nation school for part of your education, you are well aware of the challenges students can encounter in an educational environment that struggles – despite the best efforts of teachers and principals – to provide the services and quality instruction that support and inspire students.
You know how discouraging it is when students realize their on-reserve school cannot provide the special programs they want, or the courses they need to get into college or university.
You probably know stories about First Nation students losing months of hard work when they transfer to an off-reserve school - because their on-reserve school has no formal relationship with provincial or territorial school systems.
You know the cost to people and communities when First Nation students cannot access the knowledge and skills they need to build successful careers, contribute to thriving communities and enjoy fulfilling lives.
You are the exceptions.
Perhaps you had a great principal or an especially talented and devoted teacher. Perhaps it was the extraordinary efforts of your families and communities that helped you succeed.
Every First Nation student should have that kind of support. Your younger brothers and sisters, your children deserve better—much better.
It is high time that kids on reserve get the same opportunities as other Canadians. With the population growth of First Nations living on reserves, this is an issue that is only growing in magnitude.
As you are aware, we are proposing a new approach to First Nation education driven by these findings and by your calls for action and we knowthere’s a lot of debate out there about this approach – but one that is too often misinformed. I want to take this opportunity to tell you clearly what are the strengths and benefits of the approach, and where improvements are needed – and that’s where you come in. But first I want to clear up some things being said that are just false.
Over the past year, we have consulted extensively and intensively with hundreds of First Nation leaders, educators and parents across the country.
We listened carefully and we have responded with a draft legislative proposal based on First Nation control of First Nation education.
There are two contradictory myths about this: one that the federal government is taking over education. The other is that the federal government is abandoning education on reserve. These can’t both be true. And in fact, neither of these assertions is true.
First Nation parents and communities will be making the decisions on a day-to-day basis. The federal government will not be able to play any role in supervising the operations of First Nation schools, except in the most unusual circumstances.
If there are better ways, First Nation-led ways to provide a safety net for schools and students that are, in the last extremity, failed by their school or education administrators, let’s work together to get them in place.
It has also been said that this proposal is a return to residential schools and I want to assure you that this is not the government’s intent. As Minister, I have a key role to play in addressing the legacy of Indian residential schools. I have participated in the Truth and Reconciliation Commission’s national events, including the most recent one in Vancouver in September. Here, I was able to meet with former students and youth to hear directly from them about their thoughts on reconciliation. I have also witnessed the strength, determination and resilience shown by former students and their families in sharing their residential school experiences at these national events. A commitment to First Nations control over First Nations education is part of the commitment to moving forward in the spirit of reconciliation and is a concrete action that gives meaning to the Prime Minister’s historic 2008 Apology to former students, their families and their communities. I could not stand here before you otherwise. We want to learn from the past and make sure we do not repeat it.
The draft legislative proposal recognizes the ability and responsibility of First Nations to educate their students.
It recognizes the importance of treaty and Aboriginal rights – which are protected by the Constitution.
We are committed to the principle of First Nation control not only because First Nations have called for this control for decades. We have also seen the success that First Nation control of First Nation education can deliver. The First Nation education authority established by the Mi’kmaw communities of Nova Scotia is just one example. Close to 90 percent of young people in those communities now earn a high school diploma – a rate that is higher than the provincial/non-Aboriginal graduation rate.
This proposal will not interfere with that kind of success—in fact, it has been informed by it.
The proposal ensures First Nations have the freedom to incorporate their languages and culture into school curricula as they see fit.
It would give First Nations the authority to set specific minimum standards required for students and schools, with input from parents and communities.
First Nations would decide for themselves whether they want to operate their own schools, join a First Nation-led education authority or develop a relationship with a provincial ministry of education.
There is no question that this proposal represents a fundamental shift in First Nations education. It is understandable that people will have some concerns about how it's going to work.
Funding is one of those concerns.
The proposal would commit the Minister in law to adequate, stable and predictable funding to students and schools.
Another issue that I have heard frequently is how to inspect and monitor schools. Alternatives have been suggested such as First Nations selecting a school board representative to monitor progress based on an agreed upon timeline or situations, such as where schools have been shown to be at risk based on past performance. Other suggestions have been to establish an accredited body to review the achievement of outcomes in schools, or develop a joint panel or board of Chiefs, provincial and federal representatives to do the review. I am listening to and open to all suggestions. I want to find ways forward.
Legislation is not the whole solution, but it is critical to ensuring guaranteed access to elementary and secondary education. Under this proposal, every resident on reserve would have guaranteed access to elementary and secondary education. This may seem like a simple thing. But as many of you know, this guarantee does not exist today.
Universal access to basic education is a principle that is enshrined in education practice in Canada and internationally. In Canada we have that for every student - but not for students who live on reserve. It is well past time for this to change.
Under the proposed First Nations Education Act, First Nation students and First Nation schools would be promised the same set of services that all other students and schools get in Canada. Instruction, equipment, transportation, administration, maintenance – things that most people in Canada take for granted, things that you know are too often missing in your schools.
First Nations students want and deserve a chance to be the best in the world. Based on input through consultations, the draft proposal now includes an option that lets you be recognized on the world stage through the International Baccalaureate diploma. If anyone fears that the Government of Canada is trying to put First Nation education in the hands of the provinces and under provincial curriculum, be assured that we are not.
Lastly, I want to assure you that the consultation process is not finished. There is no deadline.
We're only on the first draft.
Earlier this month, I sent that first draft to Chiefs in every First Nation community in Canada. I asked each of them to read it, share it with their councils and communities and let me know what they think.
We need your direct input too. I encourage you to read the proposal for yourself.
Talk with your friends and colleagues; discuss it with the leaders of your communities and regional First Nation organizations. We are helping to sponsor discussion sessions in communities across the country. I encourage you to check them out.
Use social media; visit the Aboriginal Affairs website to provide comments.
Tell us what you like, what you don't like, and how you would make it better.
We are listening—let us hear from you.
Your feedback is essential.
Youth, parents, educators, schools, school boards, communities and governments must come together and find a way forward together.
We have, as a country, let down generations of First Nation students by failing to ensure they have an education system in place that will help them succeed. We will not fail another generation.
Thank you very much.
