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Category: Relevant Research

A Literature Review of Factors that Support Successful Transitions by Aboriginal People from K-12 to Post Secondary Education

Source: The Council of Ministers of Education, Canada (CMEC) and Statistics Canada

Summary: The Council of Ministers of Education, Canada (CMEC), has just published a literature review on factors that support successful transitions by Aboriginal students from K-12 to postsecondary education.

The review was commissioned by CMEC in partnership with Statistics Canada, through the Canadian Education Statistics Council (CESC). It provides an overview of published and unpublished literature and information from key informants; outlines areas to be given emphasis in order to achieve further progress in Aboriginal transitions to PSE; and identifies key implications for data and research.

Aboriginal Education: Strengthening the Foundations

Source: Canadian Policy Research Networks (CPRN) – John Richards, Megan Scott (lead researchers)
Focus: Teachers and Researchers

Summary: The underlying conviction of this research is that the most important means to alleviate the poverty and marginalization of Aboriginals in Canadian society is via improved education outcomes. Other factors – including discrimination – matter, but in an industrial society, no community can prosper unless the overwhelming majority achieves reasonable rungs on the education ladder, starting with high school certification. A high school diploma is, however, a low rung. For a majority in any community to achieve what Canadians consider “middle class incomes,” most must achieve higher rungs. While achieving these higher rungs matters, they are inaccessible to those without high school. Given the severity of Aboriginal school dropout rates, this report concentrates on strengthening the K to 12 foundations.

Child care for First Nations children living off reserve, Métis children, and Inuit children

Source: Leanne C. Findlay and Dafna E. Kohen.

Summary: Previous research has shown that child care has an impact on children’s social and developmental outcomes. However, little is known about child care for First Nations, Métis and Inuit children.

The purpose of this study is to describe child care for First Nations children living off reserve, Métis, and Inuit children in Canada, including the cultural aspects within the care environment. In addition, the availability of culturally relevant activities and language spoken in care were examined as predictors of children’s outcomes.

Australia’s National Curriculum Services: Indigenous Education Resource Update

Source: Joint project among the Australian Government, Dare to Lead, and What Works: The Works Program

Summary: The Indigenous Education Resource Update is a comprehensive regular email newsletter about emerging resources in Indigenous education. It details nationally appropriate resources, their availability, a brief description of content and utility, and a hyperlink to the resource.

The Income Gap Between Aboriginal Peoples and the rest of Canada – April 2010

Source: Canadian Centre for Policy Alternatives: (growinggap.ca)

Authors: Dan Wilson and David MacDonald

Summary: This study examines data from Canada’s last three censuses — 1996, 2001 and 2006 — to measure the income gap between Aboriginal peoples and the rest of Canadians. The study concludes that not only has the legacy of colonialism left Aboriginal peoples disproportionately ranked among the poorest of Canadians, this study reveals disturbing levels of in­come inequality persist as well. While income disparity between Aboriginal peoples and the rest of Canadians narrowed slightly between 1996 and 2006, at this rate it would take 63 years for the gap to be erased.

National Indian Education Study (NIES) – 2009

Source: Sponsored by the Office of Indian Education and conducted by the National Center for Education Statistics of the U.S. Department of Education.

Summary of Findings: http://nces.ed.gov/nationsreportcard/nies/media/press_release.pdf

Summary: NIES is designed to assist policymakers and educators in making informed decisions as they work to improve the educational experiences of all American Indian and Alaska Native students. The results from NIES have already been used in congressional testimony and serve as a benchmark for measuring the effectiveness of existing programs. The addition of data from NIES 2009 will strengthen the study and enhance its impact on decisions affecting the education of American Indian and Alaska Native students.

The study was conducted in two parts, which focused on the academic achievement and educational experiences of fourth and eighth grade students across the country. The national sample included students from both public and non-public schools that have both large and small American Indian/Alaska Native (AI/AN).

iPortal – Indigenous Studies Portal Research Tool

Source: University of Saskatchewan

Summary: The Indigenous Studies Portal (iPortal) connects faculty, students, researchers and members of the community with electronic resources: books, articles, theses, documents, photographs, archival resources, maps, etc. The vision of the Indigenous Studies Portal is to provide one place to look to find resources for Indigenous studies.

The Indigenous Studies Portal is an initiative of the University of Saskatchewan Library. As of July, 2009, the iPortal has more than 17,000 records, including the Our Legacy archival records recently harvested. This includes photos, anthropological field notes, diaries, correspondence and other textual documents.

The iPortal also links to Indigenous programs and events at the University of Saskatchewan.

Free to Learn: Giving Aboriginal Youth Control over their Post-Secondary Education

Source: True North – March 2010 [The MacDonald Laurier Institute for Public Policy]

Summary: A research paper by principal writers Calvin Helin and Dave Snow concludes that: “Aboriginals continue to fare worse than all other Canadians on almost every social and economic indicator. Since education, particularly higher education, is the great contributor to social and economic success, Canada must embark on a sustained effort to get Aboriginal youth into higher education”.

CMEC Summit on Aboriginal Education: Strengthening Aboriginal Success – Summary Report 2009

Source: Council of Ministers of Education, Canada (CMEC)

Summary: Aboriginal education is a central priority for the Council of Ministers of Education, Canada (CMEC). The CMEC Summit on Aboriginal Education created an excellent opportunity for dialogue with the leaders of national and regional Aboriginal organizations.

This report documents and summarizes the summit’s key findings. It suggests possibilities for future collaboration and joint action. The report anticipates ways by which our education systems might be strengthened to benefit Aboriginal learners.

Redefining how success is measured in First Nations, Inuit and Métis Learning Canadian Council on Learning (CCL)

Source: Canadian Council on Learning (CCL)
Focus: CCL has introduced three online, interactive learning tools, accessible from CCL’s website. These online tools provide an opportunity to demonstrate how the Holistic Lifelong Learning Models can be used to identify data gaps, disseminate information to a larger audience and increase access to data and indicators.

Summary: First Nations, Inuit and Métis people have long advocated learning that affirms their own ways of knowing, cultural traditions and values. However, Aboriginal Peoples also desire Western education that can equip them with the knowledge and skills they need to participate in Canadian society. First Nations, Inuit and Métis recognize that “two ways of knowing” will foster the necessary conditions for nurturing healthy, sustainable communities.

Increasingly, Aboriginal communities are administering educational programs and services formerly delivered by non-Aboriginal governments. They are developing culturally relevant curricula and community-based language and culture programs, and creating their own educational institutions.

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