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Issue #56
July, 2014

Welcome to the First Nation Profiles Interactive Map

Source: Aboriginal Affairs and Northern Development Canada (AANDC)

Summary: Use the tool to click on a green dot and get First Nation community information, including links to First Nation community websites and First Nation Profiles. Use the tool to search First Nations or place names. Use the other tools to zoom in, zoom out and pan the map.

You may also be interested in the Inuit Community Profiles interactive map

Starting Early – EQAO Linking early-childhood development with academic outcomes – a detailed look

Source: Education Quality and Accountability Office
Focus: Parents and community

Summary: This report presents detailed information and insights obtained from a research study in which the Education Quality and Accountability Office (EQAO) linked students’ Early Development Instrument assessment results in kindergarten (Janus et al., 2007) to their provincial reading, writing and mathematics assessment results in Grade 3.

An abbreviated version of this research can be found in the EQAO Research section at

Indspire: 2013 Survey of Education Choices Made by Indigenous Students

Source: Indspire
Focus: Teachers and parents

Summary: There are many Indigenous perspectives in Canada and a diverse Indigenous student body enrolled every year in a range of post-secondary programs. Indspire asked a sample of recent recipients of its Building Brighter Futures’ financial awards what led to their educational choices. What resulted was a better understanding of trends and lessons Indigenous learners can teach policy makers and program service delivery agents about what is important to them.

Understanding the motivations and decisions that successful First Nation, Inuit, and Métis students make, contributes to building and supporting Indigenous student success. Do Indigenous students make the same choices about attending post-secondary institutions as other cohorts of students? What drives the choices Indigenous students make, what brought them to their college or university of choice, what keeps them there, and what is contributing to their graduation? Are there things that can be done differently to improve the recruitment, retention, and graduation rate of Indigenous learners?

Key findings from the survey were as follows:

  • The majority of the Indigenous post-secondary students sampled were studying at university, enrolled in a four year program.
  • The majority of students in the sample were studying in Ontario, Alberta, BC, Manitoba and Saskatchewan.

The top six factors that influenced respondents when choosing their school were:

  • program of study;
  • school reputation;
  • faculty;
  • financial aid (bursaries/ scholarships);
  • Indigenous centre services; and
  • location was in close proximity to home.

The six least important factors reported by respondents were:

  • athletics (varsity recruitment);
  • friends/peers attending same institution;
  • Maclean’s magazine ranking;
  • secondary school guidance counsellors;
  • location was away from home; and
  • parental influence.

The four services most used by these students were:

  • academic advising;
  • Indigenous services;
  • financial aid; and
  • faculty/division support.

What Works – Grade 11 Core Issues

Source: What Works National Office, National Curriculum Services, Australia
Focus: Grade 11 students

Summary: What Works. The Work Program is a set of resources designed to help schools and those who work in them improve outcomes for Indigenous students. The ‘Core issues’ series is an attempt to distil some topic-based key directions for practical action.

Each Aboriginal and Torres Strait Islander student’s educational pathway is marked by key transitions. This Core Issues Paper provides a general framework for schools to enhance the effectiveness of these transitions.

The framework includes a goal that applies to all transitions: each Aboriginal and Torres Strait Islander student to be socially, emotionally and cognitively prepared and ready for the next stage of his or her educational or post-school pathway.

Three broad components of ‘readiness’ complete the framework – school readiness, student readiness, and family and community readiness for transition. Schools working in partnership with parents, families and community can act to improve readiness at the various transitions Aboriginal and Torres Strait Islander students’ experience: entering into, progressing through, and exiting school.

Métis Nations of Ontario Site – Métis Bursaries and Scholarships in Ontario

SourceMétis Nation of Ontario
Focus: Senior secondary students

Summary: Métis students can apply for the Métis Student Bursary Program (MSBP) at the Financial Aid Office, Aboriginal Student Liaison Centre or through Student Support Services at the participating college or university. Bursary applications are available to students following registration in the fall. Deadlines are school specific and bursary recipients are announced at the beginning of each school year. Students may reapply for bursaries and/or scholarships each year when they register for school. The amount of bursaries will vary depending on the accumulation of interest each year.

The MNO strives to expand and enhance the program to create more opportunities for Métis students in post-secondary education.

Métis Bursaries & Scholarships in Ontario [PDF]

Rekindling Traditions – Cross Cultural Science and Technology Unit

Source: A joint partnership among Northern Lights School Division, Île-à-la-Crosse School Division, Saskatchewan Education (Northern Division), and the College of Education (University of Saskatchewan). The CCSTU project was funded by the Cameco Access Program for Engineering and Science (CAPES), the Stirling McDowell Foundation, and by the participating partners.

Focus: Grades 6-12

Summary: Aboriginal student participation in science and engineering is very low in Saskatchewan. Among the many reasons proposed to explain this fact, Aboriginal educators emphatically point to the vast cultural differences between Aboriginal worldviews of many students and the Western science worldview expressed in science courses. Without instruction meaningfully set in the context of the local community, many students (Aboriginal and non-Aboriginal) find the science curriculum culturally foreign and inaccessible. Culturally sensitive approaches to teaching will treat science instruction as a cross-cultural event. There is a great diversity in cultures from community to community across the north. Thus, culturally sensitive instruction will vary from community to community.

The project focuses mainly on integrating Aboriginal science and technology with the provincial science curriculum (seven dimensions of scientific literacy). As the project expands in the future, science will be integrated with other subjects, much more than it will be in this preliminary project.

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