Further education a battle

Page 22

Although many First Nation communities are garnering high school graduates and post-secondary students, education and training remains their top priority.

Since the 1960s, the Department of Indian Affairs and Northern Development (DIAND) have funded First Nations students in their post-secondary educational endeavors. At the time, DIAND did not have a developed policy or post-secondary education budget because the student population was minimal. The government's objective was to increase the percentage of First Nations students attending university and it created specific programs for teachers and social workers.

Simultaneously, DIAND sponsored Indian people who wanted occupational, vocational and technical education. DIAND purchased seats in various courses depending upon the demand from First Nations and tribal councils, and arranged tuition, books, travel and living allowances. The counsellors set up apprenticeship training when required. DIAND was viewed by First Nations as a one-stop place for education, employment and training programs.

During the late 1960s and early 1970s, First Nations organizations began to develop policy for the transfer of administration and control of the education system from the government to First Nations. In 1972, the National Indian Brotherhood (NIB) released a document, Indian Control of Indian Education, that set policy for the expansion of eduational development.

Subsequently, the federal government developed new guidelines to administer secondary funds. The guidelines were developed without input from First Nations though. First Nations did not agree to the terms or to the administration of a program that did not recognize education as a treaty right.

Current debates concerning funding constraints associated with post-secondary education and occupational skills training are occurring at a time when First Nations require an educated labour force for the delivery of programs and services to a growing population, both on- and off-reserve.

Budget caps and the general political climate led First Nations to negotiate the administration of the Post-Secondary Student Support Program (PSSSP). However, the PSSSP left many First Nations with no control over the number of students they could support. The PSSSP administration changed as First Nations assumed administration and control of programs. In 1988, PSSSP announced a budget increase that was supposed to stretch over five years and allow First Nations to build equity. The PSSSP budget changes needed to reflect the policy changes, direction and scope of post-secondary education within First Nation culture.

Onion Lake First Nation was the first nation to assume control of education and training in Saskatchewan. This headstrong movement was accomplished through unity. There still remains a high level of unemployment on the reserve, however.

"Last year we conducted a strategic plan to find the specific education and training needs of the people," said Brian McDonald, director of education for Onion Lake First Nation. "We found that there are two specific areas where more emphasis is needed, those being in the environmental sciences and occupational trades."

McDonald stated that the chief and council are following through by planning ahead for future jobs. The oil and gas industry is the primary source of economic development in the Onion Lake area. The band also received a treaty land entitlement north of the reserve that may hold prosperity in the logging industry. Some of the industrial developers like Wascana Energy are telling the band they will train their people to work for them as well.

The Onion Lake Adult Upgrading and Learning Centre is the foundation for this vision. This year more than150 people are registered. Many students are single mothers or parents in their 30s and 40s.

"Last year we had 25 high school graduates and 12 adult education graduates," continued McDonald. "This year we have an even 25-25 in each and strivin for more next year. I can not stress the importance of education enough; the education leads to meaningful employment."

The issues of education and training are similiar across all the First Nations. At the Flying Dust First Nation near Meadow Lake, Sask., training and education is needed to fill positions in every sector at the band level.

"I think we have to retrain ourselves for future economic opportunities," stated Darrel Mirasty, post-secondary co-ordinator. "A lot of people are looking at the band for employment, but we would like to see our people gain the necessary education to broaden their employability choices."

Flying Dust First Nation is also striving to change the education system in Meadow Lake, where 55 per cent of the students are of First Nations heritage. They are negotiating with Meadow Lake School Division to have more Aboriginal content in the curriculum.

"Our graduation rates are getting lower," said Mirasty. "This has a lot to do with the fact that our school only goes up to Grade 3. After that the students must travel into Meadow Lake to go to school, which in itself is a huge barrier."

The students who graduate are gaining post secondary education and are achieving success.