Redefining How Success is Measured in First Nations, Inuit and Métis Learning World Indigenous Peoples Conference on Education Melbourne, Australia December, 2008 Presented by: Dr. Vivian Ayoungman Rita Bouvier Genevieve Fox Jarrett Laughlin Maria Wilson
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Goals of ABLKC: To share knowledge about Aboriginal learning initiatives and effective practices to enhance lifelong learning among Aboriginal people. The ABLKC is led by two key institutions: Aboriginal Education Research Centre, University of Saskatchewan First Nations Adult and Higher Education Consortium; ABLKC has a growing membership of over 50 organizations from across Canada, directly involved in strengthening learning outcomes among Aboriginal peoples. 3
Animation Theme Bundles Intersecting and Interdependent 6 Technology and Learning 1 Learning from Place 2 Nourishing the Learning Spirit Naturalizing Indigenous Knowledge and Ways of Learning The Aboriginal Learning Knowledge Centre Responsiveness of systems to learner s aspirations and needs 5 Pedagogy of Professionals and Practitioners 4 Diverse Educational Systems and Learning 3 Aboriginal Language Learning Addressing systemic barriers to learning 4 4
Who are Aboriginal people in Canada? To appreciate what is meant by Aboriginal holistic lifelong learning, it is important to understand that Aboriginal Peoples encompass hundreds of culturally diverse communities. Aboriginal Peoples in Canada comprise three main groups: First Nations, Inuit and Métis. The Aboriginal population is young and its numbers are growing. It is estimated that there are currently 300,000 Aboriginal children and youth in Canada who could enter the labour force over the next 15 years and help contribute to a predicted shortfall of 1 million workers across Canada by the year 2020. 5
Initiative: Redefining how success is measured In its 2007 State of Learning in Canada report, CCL identified that: Current approaches to measuring First Nations, Inuit and Métis learning need to be broadened to reflect Aboriginal people s articulation of holistic, lifelong learning. 6
2007 Redefining How Success is Measured Outlines the key characteristics of holistic lifelong learning for First Nations, Inuit and Métis; Identifies data gaps and challenges that limit the ability to accurately measure Aboriginal learning; Presents three Holistic Lifelong Learning Models for First Nations, Inuit and Métis; Proposes how each model can be used to develop a national framework for measuring lifelong learning. Recommends future directions needed to make progress and what CCL will do as a catalyst to move forward. 7
Why redefine how success is measured? Current data and indicators do not convey a comprehensive picture of the state of Aboriginal learning in Canada. The Aboriginal population is young and growing. In 2006, over 1 million people identified themselves as Aboriginal (3.8% of the Canadian population). Between 1996 and 2006, the Aboriginal population increased by 45%. 48% of the Aboriginal population were under the age of 24 Distribution of Aboriginal population, by age, 2006 40% 35% 30% 25% 20% 15% 10% 5% 0% 11.6 10.3 9.3 7.4 32.1 27.7 35.3 30.5 7.7 8.4 9.0 8.0 14.0 15.1 13.6 14.1 13.8 14.2 14.4 13.1 11.2 14.2 8.4 12.2 8.0 6.3 6.9 4.7 4.6 5.1 4.8 3.7 0-4 5-19 20-24 25-34 35-44 45-54 55-64 65+ First Nations Métis Inuit Total Aboriginal population Source: Statistics Canada, Census of the Population, 2006 8
Working in Partnership CCL received formal support for this initiative from the National Aboriginal Organizations in Canada Must ensure inclusiveness of First Nations, Inuit and Métis peoples by working with communities to define and measure success. 9
What is First Nations, Inuit and Metis learning? Learning is holistic; Learning is lifelong; Learning is experiential; Learning is rooted in Aboriginal languages and cultures; Learning integrates Aboriginal and Western knowledge. Learning is spiritually oriented; Learning is a communal activity; 10
Limitations in research & measurement Current research and approaches to measuring Aboriginal learning in Canada often: Are orientated toward measuring learning deficits; Do not account for social, economic and political realities; Do not monitor the full spectrum of lifelong learning; Do not reflect the holistic nature of Aboriginal learning; Do not reflect the importance of experiential learning 11
Constraints to comprehensive assessment As organizations work to address these limitations and improve their capacity to provide a comprehensive assessment of First Nations, Inuit and Métis learning, they often face the following constraints: Gap between Aboriginal perspectives & government frameworks; A lack of timely and reliable data Ownership and control of data Comparability of measures 12
Toward a holistic approach to measurement First Nations, Inuit and Métis Workshops In the spring of 2007, CCL & ABLKC organized a series of workshops that brought together Aboriginal learning professionals, researchers and governments from over 50 organizations. The objectives of the workshops were: To identify the areas of learning, suggested in three draft Holistic Lifelong Learning Models, that foster success for First Nations, Inuit and Métis communities; To identify the indicators that are needed to measure learning progress for First Nations, Inuit and Métis communities. 13
Holistic Lifelong Learning Models The workshops resulted in the development of three Holistic Lifelong Learning Models that will help redefine how success is measured in First Nations, Inuit and Métis learning. The three learning models are living documents that will be revised and adapted by First Nations, Inuit and Métis communities, organizations, institutions, researchers and governments. Each model uses a stylized graphic to: Convey the relationships between learning purposes, processes and outcomes Describe the cyclical, regenerative nature of holistic lifelong learning and its relationship to community wellbeing. 14
First Nations Holistic Lifelong Learning Model 15
Métis Holistic Lifelong Learning Model 16
Towards an Inuit Holistic Learning Model 17
Towards an Inuit Holistic Learning Model 18
Inuit Holistic Lifelong Learning Model 19
How are the models being used? Organizations, communities and governments across Canada are using the Holistic Lifelong Learning Models to: Foster a dialogue around Aboriginal learning; Develop teacher training programs; Create holistic curriculum across the lifespan; Support leadership training programs; Develop an Aboriginal Learning Information and Data Strategy (ALIDS); Develop community learning plans. 20
Toward a national framework for measurement In Canada, there is no holistic framework for measuring progress in lifelong learning for First Nations, Inuit and Métis. The Holistic Lifelong Learning Models can be used as the basis for a national, holistic framework for measuring Aboriginal learning. Lifelong learning is an important part of the solution to eradicating poverty in our communities. The development of a culturally appropriate framework for measuring lifelong learning recognizes the more holistic approach to learning that has long been an essential part of the lives of First Nations people. - National Chief Phil Fontaine, Assembly of First Nations 21
Online Interactive Tools 22
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Aboriginal Learning Information & Data Strategy In 2008, CCL and its partners have worked towards the development of an Aboriginal Learning Information and Data Strategy (ALIDS) for Canada. Overall, the Holistic Lifelong Learning Models provide frameworks to identify the indicators needed to measure success in Aboriginal learning. We have constantly measured the wrong things against a different paradigm leading inevitably to an assessment of failure. 24
Towards the development of an ALIDS What is an ALIDS? An ALIDS allows for a comprehensive, accurate and timely assessment of the state of lifelong learning for Aboriginal Peoples in Canada. The key objectives of an ALIDS are: To identify what we need to know about Aboriginal learning. To identify what is currently in place to measure what we need to know. To identify what we don t know about Aboriginal learning. To identify the principles and criteria for data collection. To identify how we can address the data and information gaps. 25
Tools for Learning Communities First Nations Community Dialogues In January 2008, CCL and ABLKC partnered with the Assembly of First Nations (AFN) to to host a series of dialogues in three First Nations communities: 1. Onion Lake Cree Nation, Saskatchewan 2. Nipissing First Nation, Ontario 3. Council of Yukon First Nations, Yukon The purpose was: To use the First Nations Holistic Lifelong Learning Model as a tool for community planning and development. 26
The Tool Holistic Lifelong Learning Model 1. What are the learning opportunities that exist in my community, home, school, workplace and on the land? 2. What are the learning opportunities that are needed in these places? 27
Community Planning The result was a beginning of a Community Plan that identifies what is needed to help create a successful learning community and improve overall well-being. 28
Onion Lake Cree Nation Lifelong Learning Priorities 1. Becoming a healthy community (spiritually, socially, intellectually and physically) 2. Increasing parental involvement through teaching of traditional values and virtues in the home, school, and community 3. Increasing the understanding and awareness of kinship and genealogy 4. Improving the fluency of Cree language among all ages 5. Improving the engagement of Elders within all learning environments 6. Creating a learning space to facilitate the transfer of cultural and indigenous knowledge 7. Learning to work together by building relationships across all agencies, organizations and families 8. Increasing opportunities to understand, develop respect for, experience and learn from the land 9. Developing entrepreneurship and employment opportunities 29
Acknowledgements CCL and the ABLKC would like to thank: First Nations, Inuit and Métis learning professionals and researchers who contributed to the development of the Holistic Lifelong Learning Models. Without your leadership, vision and knowledge, the success of this initiative would not be possible. The National Aboriginal Organizations Assembly of First Nations, Inuit Tapiriit Kanatami, Métis National Council, Native Women s Association of Canada, and Congress of Aboriginal Peoples for providing ongoing support for this initiative. 30
Contact information Canadian Council on Learning Jarrett Laughlin jlaughlin@ccl-cca.ca Aboriginal Learning Knowledge Centre Directors Dr. Marie Battiste marie.battiste@usask.ca University of Saskatchewan, Aboriginal Education Research Centre Dr. Vivian Ayoungman vivian@fnahec.org First Nations Adult and Higher Education Consortium, Calgary, Alberta Coordinators Rita Bouvier rita.bouvier@usask.ca Genevieve Fox gfox@fnahec.org Maria Wilson wilson@itk.ca 31