pse coordinator workshop 2020

PSE COORDINATOR WORKSHOP 2020

TABLE OF CONTENTS

# Description Page 0.1 PSE COORDINATOR WORKSHOP 2020 AGENDA 1.0 INTRODUCTION 1.1 FNESC Fact Sheet 1 1.2 IAHLA Fact Sheet 2 1.3 FNESC Acronyms List 3 1.4 Protocol FNESC IAHLA AVED Post-Secondary Education Signed 5 1.5 FNESC-IAHLA Memorandum of Understanding Signed 12 2.0 PROVINCIAL GOVERNMENT PROGRAMS AND INITIATIVES 2.1 BC UNDRIP Legislation Factsheet 1 2.2 Aboriginal Post-Secondary Education and Training Policy Framework and Action

Plan 3

2.3 2019/2020 Adult Upgrading Grant Application 44 2.4 Tuition Waiver for Former Children and Youth in Care: Frequently Asked

Questions for Students 52

2.5 A Guide to: Scholarships, Bursaries, Tuition Waivers & Awards Available to Children in and from Government Care in British Columbia

54

2.6 Letter from Melanie Mark on Indigenous Skills Training 82 2.7 Indigenous Skills Training and Education Programs Information 86 2.8 FNESC Letter to Assistant Deputy Minister Sawchuck re: Indigenous Community-

Based Program Delivery 89

3.0 IAHLA AND FNESC PROJECTS 3.1 Draft Strategy for Support for First Nations Institutes 1 3.2 Executive Summary of Language Fluency Degree 4 3.3 Summary of Language Fluency Certificate/Diploma/Degree Structure 14 3.4 FNESC Children and Youth in Care Strategy 17 4.0 FEDERAL GOVERNMENT PROGRAMS AND INITIATIVES 4.1 Final Federal PSE Program Terms & Conditions 1 4.2 DISC 2019-2020 BC Region Program Guide – Education (Chapter 5) 28 5.0 ADMINISTRATION OF PSSSP AND UCEPP 5.1 Summary of Changes to PSSSP/UCEPP 2019-2020 1 5.2 2018-19 PSSSP/UCEPP National Program Guidelines 4 5.3 BC Living Allowance Rates Table 24 5.4 ISC BC Region Grade 12 Requirements 28 5.5 ISC Reporting Resources 29 6.0 ABORIGINAL STUDENT DATA 6.1 Aboriginal Student Data Report: “Aboriginal Learners in British Columbia’s Public

Post-Secondary System” 1

6.2 Assembly of First Nations Post-Secondary Education Factsheet 53

7.0 BC TRIPARTITE PSE MODEL 7.1 United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP)

Articles—Post-Secondary Education 1

7.2 Truth and Reconciliation (TRC) Calls to Action – Post-Secondary Education 2 7.3 Mandate Letter, Minister Melanie Mark, Minister of Advanced Education, Skills

and Training 4

7.4 Mandate Letter, Marc Miller, Minister of Indigenous Services Canada 7 7.5 Mandate Letter, Dr. Carolyn Bennett, Minister of Crown-Indigenous Relations and

Northern Affairs 11

7.6 AFN Policy Proposal First Nations Post-Secondary Education Version Eight 16 7.7 BC Tripartite PSE Model Graphic 27

HANDOUTS A. FNESC PSE Coordinator Workshop PowerPoint Presentation B. Local Operating Guidelines Toolkit – Updated December 2019 C. Feedback Workbook D. Event Evaluation E. Travel Claim Form

of 2

2020 PSE Coordinator Workshops DRAFT AGENDA

Daily schedule: Workshop 9:00 am – 4:00 pm Meals: Breakfast 8:30 am, lunch 12:00 pm

Special Notes: Travel claims due within 30 days with original receipts. Please forward travel claims to Sarah Lefebvre.

DAY 1 Welcome and Recognition of the Territory 1. Introduction

a. Overview: Post-Secondary Education b. Post-Secondary Education (PSE) Services and Resources c. Partnerships

2. Programs and Initiatives Update a. Provincial Programs

i. Aboriginal PSE Policy Framework ii. Aboriginal Student Data Report

iii. Student Housing iv. Adult Education v. Supports for Former Children and Youth in Care

vi. Indigenous Skills Training b. IAHLA and FNESC Projects

i. Racism in the Public Post-Secondary System Research ii. Language Fluency Degree

iii. First Nations-Mandated Institute Costing Project iv. Children and Youth in Care Education Strategy

c. Federal Programs i. Investments and Changes to Program Terms and Conditions

ii. Regional Post-Secondary Engagement Program iii. Post-Secondary Partnerships Program iv. Post-Secondary Student Support Program (PSSSP)/University and College Entrance

Preparation Program (UCEPP) 3. Administering PSSSP/UCEPP

a. Overview of PSSSP/UCEPP and Local Operating Guidelines b. Student, Institution, and Program Eligibility c. Priority Selection Criteria d. Eligible Expenditures

4. Indigenous Services Canada Presentation a. Federal Budget 2019 b. Applications c. Reporting

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DAY 2 1. Review of Previous Day and Discussion 2. BC Tripartite PSE Model

a. Context i. Government Commitments

ii. National Context iii. Provincial Context

b. Student Pillar i. Funding

ii. PSE Supports for Communities iii. Reporting iv. Guidelines

c. First Nations-Mandated Institutes Pillar i. Funding for Institutes

ii. Capacity Development iii. Reporting and Quality Assurance iv. Regional Body Support

d. Community-Based Program Delivery Pillar i. Allocation Process

ii. Regional Program Guidelines iii. Reporting

e. Responsive Public Post-Secondary Pillar i. Accountability

ii. Protecting Indigenous Intellectual Property iii. Programs/Services iv. Supporting Indigenous Public Post-Secondary Board Members

3. Workbook and Event Evaluation Completion and Draw ($50 prize draw)

First Nations Education Steering Committee

Suite 113-100 Park Royal South, West Vancouver, BC V7T 1A2 T: 604-925-6087 Toll-free in BC: 1-877-422-3672 F: 604-925-6097 www.fnesc.ca [email protected]

First Nations Education Steering Committee

Mandate: To facilitate discussion about education matters affecting First Nations in BC by disseminating information and soliciting input from First Nations

Vision: To improve education for all First Nations learners in British Columbia

Executive: Tyrone McNeil, FNESC President, Stó:lō Tribal Council Marlene Erickson, FNESC Vice-President Darrell Jones, FNESC Treasurer, Splatsin First Nation Barbara Barltrop, FNESC Secretary, Tk’emlups te Secwepemc

Executive Director: Deborah Jeffrey

Established: 1992

Structure: Independent, incorporated society directed by a board of 128 First Nations community representatives

Key Achievements: Provides a united voice on First Nations education in BC, as directed by First Nations leadership

Achieved the Tripartite Education Framework Agreement (2012) and the BC Tripartite Education Agreement: Supporting First Nations Student Success (2018), providing a new First Nations school funding model and core second and third level services to support the BC First Nations education system

Achieved legal recognition of First Nations education jurisdiction for on reserve Kindergarten to Grade 12 education in BC through the First Nations Jurisdiction over Education in British Columbia Act (2006) and the First Nations Education Act (2007)

Concluded Bilateral Protocols with the BC Ministry of Education (2015) and Ministry of Advanced Education (2016)

Developed English 12 First Peoples Course with Ministry of Education celebrating Indigenous literature and oral traditions (2007); course accepted for English 12 entrance requirements by 19 post-secondary institutes (2008)

Co-founded BC Aboriginal Post-Secondary Education and Training Partners Group, uniting stakeholders to improve levels of participation and success of Aboriginal learners in post-secondary education and training in BC (2005)

Co-founded the Education Partners Group, bringing together Kindergarten to Grade 12 education stakeholders to improve the success of Aboriginal students in BC (1999)

Key Events: FNESC Annual Aboriginal Education Conference Regional Sessions, community meetings Provincial meetings of First Nations community representatives

Communications: FNESC Annual Report www.fnesc.ca

Affiliates: First Nations Schools Association Indigenous Adult and Higher Learning Association

TAB 1 - PAGE 1

Indigenous Adult and Higher Learning Association Suite 113-100 Park Royal South, West Vancouver, BC V7T 1A2

T: 604-925-6087 Toll-free in BC: 1-877-422-3672 F: 604-925-6097 www.iahla.ca [email protected]

Updated Jan. 10, 2020

Indigenous Adult and Higher Learning Association

About IAHLA: The Indigenous Adult and Higher Learning Association (IAHLA) was created to support and represent Aboriginal-controlled adult and post-secondary education institutes in British Columbia. It coordinates research, professional development, networking opportunities and other collective work. IAHLA is committed to building strategic partnerships to enhance the quality of education available for Aboriginal adult and post-secondary learners.

Vision: To support quality post-secondary educational institutes that leverage Indigenous

language, culture and knowledge to create adaptable and competent, skilled citizens who are able to contribute to local, provincial, and national advancement

Board of Directors: Chair: Verna Billy-Minnabarriet, Secwepemc / Northern St’atl’imc / Nlaka’pamux

Vice-Chair: Ashley Joe, Member at Large Secretary: Louise Lacerte, Tsilhqot’in / Carrier Treasurer: Cathy Warren, Kaska / Dene / Tahltan / Tagish / Inland Tlingit Tracey Kim Bonneau, Kootenay / Okanagan Bonita Wallas, Kwakwaka’wakw / Heiltsuk / Nuxalk / Oweekeno/Nuu-chah-nulth Deanna Nyce, Haida / Tsimshian / Haisla / Nisga'a Nancy Seward, Coast Salish / Island Priscilla Michell, Gitksan / Wet’suwet’en Robert Schuster, Coast Salish Mainland / Lower St’atl’imc

Established: 2003 Structure: Incorporated society directed by 42 member institutes Administrative services provided by the First Nations Education Steering Committee Key Achievements: Actively worked with the Ministry of Advanced Education, Skills and Training in

developing the Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan, including systemic change in post-secondary education, community-based delivery of programs, and supports and transitions for Aboriginal learners.

Researched and created the Aboriginal-Controlled Post-Secondary Institutes in

British Columbia: Issues, Costs and Benefits which investigates overall funding issues that affect Aboriginal-controlled institutes; identifies costs of operating these institutes; and, highlights the benefits arising from Aboriginal-controlled institutes.

Co-developed Post-Secondary Education Partnership Agreement Toolkit with Ministry of Education and the University of Victoria to support post-secondary institutions to develop, implement and evaluate Aboriginal Service Plans (ASP) Co-founded BC Aboriginal Post-Secondary Education and Training Partners Group, (2005)

Key Events: Annual General Meeting each fall Communications: IAHLA Annual Report www.iahla.ca

TAB 1 - PAGE 2

Draft Acronym Guide

Acronym Meaning (*denotes non-current / historic term)

(* denotes legacy/historical term) ABCDE Association of BC Deans of Education

ABE Adult Basic Education

ACBDPP Aboriginal Community-Based Delivery Partnerships Program

ADM Assistant Deputy Minister

AEST Ministry of Advanced Education, Skills and Training

AFN Assembly of First Nations

AGM Annual General Meeting

ASP Aboriginal Service Plan

AVED Ministry of Advanced Education (now AEST)*

BCCPAC British Columbia Confederation of Parent Advisory Councils

BCACCS BC Aboriginal Childcare Society

BCAFN BC Assembly of First Nations

BCR Band Council Resolution

BCTEA BC Tripartite Education Agreement

BCTC British Columbia Teachers’ Council

BCTF British Columbia Teachers’ Federation

BCSSA British Columbia School Superintendents Association

BCSTA British Columbia School Trustees Association

CCOE Chiefs Committee on Education

CFNEJA Canada-First Nation Education Jurisdiction Agreement

CIC Children in Care

CIRNA Crown-Indigenous Relations and Northern Affairs Canada

CMEC Council of Ministers of Education, Canada

CYC Children and Youth in Care

DM Deputy Minister

DRUMS Data Records and User Management System for First Nations Schools

DSTC Developmental Standard Term Certificate

EA Enhancement Agreement

ECD Early Childhood Development

EFP English First Peoples

ELL English Language Learning

ELO Essential Learning Outcomes

FESL Framework for Enhancing Student Learning

FNECDC First Nations Early Childhood Development Council

FNESC First Nations Education Steering Committee

FNHA First Nations Health Authority

FNS First Nations Summit

FNSA First Nations Schools Association

FPCC First Peoples’ Cultural Council

FSA Foundation Skills Assessment

TAB 1 - PAGE 3

FTE Full-Time Equivalent

HAWD How Are We Doing? Report

iBOFF Interim Band Operated Funding Formula*

IAHLA Indigenous Adult Higher Learning Association

IFN Interested First Nation (in Jurisdiction process)

INAC Indigenous and Northern Affairs Canada* (now ISC)

ISC Department of Indigenous Services Canada

LEA Local Education Agreement

MARR Ministry of Aboriginal Relations and Reconciliation* (now MIRR)

MIRR Ministry of Indigenous Relations and Reconciliation

MOE Ministry of Education

MOU Memorandum of Understanding

MTA Master Tuition Agreement

MyED BC K-12 Student Information System

NEC Native Education College

NFN Negotiating First Nation (in Jurisdiction process)

NIEC National Indian Education Council

NITEP Indigenous Teacher Education Program (was Native Indian Teacher Education Pr.) Program) Education)Program) NVIT Nicola Valley Institute of Technology

OAG Office of the Auditor General

OGM Operating Grants Manual

OSR Own Source Revenue

OT Occupational Therapist

PFN Participating First Nation (in Jurisdiction process)

PGP Professional Growth Process

PLC Professional Learning Community

PSPP Post-Secondary Partnership Program

PSSSP Post-Secondary Student Support Program

SEP Special Education Program

SLP Speech Language Pathologist

SLP Skills Link Program

STEM Science, Technology, Engineering and Mathematics (or STEAM, with Art)

SWEP Summer Work Experience Program

TEFA Tripartite Education Framework Agreement* (2012)

TRC Truth and Reconciliation Commission of Canada

UBCIC Union of BC Indian Chiefs

UN United Nations

UNDRIP United Nations Declaration on the Rights of Indigenous Peoples

TAB 1 - PAGE 4

,, Post-Secondary Education

and Training Protocol JULY 8, 2016

fnesc ..... ~({ji~ . BRITISH

COLUMBIA JAHLA

TAB 1 - PAGE 5

POST-SECONDARY EDUCATION AND TRAINING PROTOCOL

BETWEEN

AND

AND

HER MAJESTY THE QUEEN IN RIGHT OF BRITISH COLUMBIA, as represented by the Minister of Advanced Education, ("British Columbia")

THE FIRST NATIONS EDUCATION STEERING COMMITTEE, a society incorporated under the Society Act, RSBC 1996, c. 433, ("FNESC")

THE INDIGENOUS ADULT AND HIGHER LEARNING ASSOCIATION, a society incorporated under the Society Act, RSBC 1996, c. 433, ("IAHLA")

(collectively the "Parties")

WHEREAS

A. FNESC, IAHLA and British Columbia have a longstanding and ongoing collaborative working relationship to improve post-secondary educational and training outcomes for First Nation and Aboriginal students in BC. ·

B. This partnership is consistent with the commitment in the New Relationship vision document to a "government-to-government relationship based on respect, recognition and accommodation of Aboriginal title and rights."

C. Under the Transformative Change Accord, British Columbia and First Nations, along with Canada, committed to work together to achieve the goals of closing the social and economic gap between First Nations and other British Columbians through a new relationship based upon mutual respect and recognition.

D. FNESC is mandated by and accountable to BC First Nations to serve as the lead policy and advocacy organization on First Nations education, based on direction from First Nations leadership, and as articulated in the Protocol between FNESC and the First Nations Leadership Council (BC Assembly of First Nations, First Nations Summit, Union of BC Indian Chiefs).

E. IAHLA is mandated by and accountable to its members, Aboriginal controlled postsecondary institutes, to undertake research, promote networking and communications and, when directed to do so by its members, to represent Aboriginal controlled institutes in discussions with government and other post-secondary stakeholders on matters that affect the institutes and their work. IAHLA's mandate is therefore specific to responding to the needs of Aboriginal controlled post-secondary institutes, including the needs of students within those institutes as described by IAHLA members.

TAB 1 - PAGE 6

F. The Aboriginal Post-Secondary Education and Training Policy Framework (2012) (the "Framework") was developed collaboratively by the Ministry with partners, including FNESC and IAHLA, setting out the following vision:

Aboriginal learners succeed in an integrated, relevant, and effective British Columbia post-secondary education system that enhances their participation in the social, cultural and economic life of their communities, the province, and global society.

G. The Framework includes key principles including, in particular:

An affirmation that First Nations, Metis and Inuit languages and cultures are critical components of quality educational programming and are essential to support the success of Aboriginal learners.

Recognition that First Nations, Metis and Inuit peoples are in the best position to inform the development of and decision-making around post-secondary education programs, policies and services for First Nations, Metis and Inuit peoples, working collaboratively within existing governance structures.

Recognition that the work needed to achieve systemic change is significant and will take time, thus long term investments are required to ensure programs, policies and services that meet the needs of Aboriginal learners are systemic, strategic and sustainable.

H. The Parties seek to formalize a process for their ongoing relationship by articulating a process by which they will continue to cooperate on matters related to improving educational outcomes and participation of First Nation and Aboriginal adult and postsecondary students, including the advancement of the Aboriginal Post-Secondary Education and Training Policy Framework and other matters as agreed.

THEREFORE the Parties agree as follows:

1.0 Definitions

1.1 The Parties agree that the following definitions apply in the context of this Protocol and its appendices and/or schedules:

"First Nation" means a Band as defined in the Indian Act, or a self-governing First Nation.

"FNESC" means the First Nations Education Steering Committee, a society incorporated under the Society Act, RSBC 1996, c. 433, to support First Nations to advance First Nations education in BC.

"IAHLA" means the Indigenous Adult and Higher Learning Association, a society incorporated under the Society Act, RSBC 1996, c. 433, to support Aboriginal-controlled adult and post-secondary institutes in BC.

2

TAB 1 - PAGE 7

2.0 Purpose, Scope and Information Sharing

2.1 This Protocol confirms the ongoing working relationship between the Parties and formalizes an effective bilateral process to assist the Parties to improve First Nations and Aboriginal post-secondary, training and adult educational participation and outcomes. This collaborative work will be guided by a jointly developed work plan and will include a focus on the advancement of the Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan.

2.2 British Columbia will treat as confidential all information or material supplied by First Nations as a result of collaborative projects, initiatives or activities, and will not, without the prior written consent of FNESC, IAHLA, or affected First Nation(s), as the case may be, permit the disclosure of such information or material, except as may be required by law or to the extent that such disclosure is necessary to enable British Columbia to fulfill its obligations under this Protocol.

2.3 When handling First Nation's information, the Parties agree to give full consideration to the principles of ownership, control, access and possession, a set of principles that outlines how First Nations exercise their right to make decisions regarding data collection and dissemination.

2.4 The Parties may, by mutual agreement between the Deputy Minister, the FNESC President and the IAHLA Board Chair:

a) add specific areas of collaboration and information sharing; and

b) extend discussions under this Protocol to include matters that would require or benefit from the participation of other ministries or agencies;

the details of which may be detailed and attached as appendices to this Protocol, in addition to the work plan as set out in section 7.0.

3.0 Biannual Meetings with Minister

3.1 FNESC, IAHLA and the Minister will meet a minimum of twice annually, and additionally as needed.

4.0 Quarterly Meetings with Deputy Minister

4.1 FNESC, IAHLA and the Deputy Minister will meet at least quarterly, and additionally as needed.

5.0 Bilateral Forum

5.1 The Parties hereby establish the joint FNESC, IAHLA-BC Bilateral Post-Secondary Education and Training Forum (the "PSE Bilateral Forum 11

), comprised of representatives

3

TAB 1 - PAGE 8

of the Parties, to implement this Protocol by formalizing their ongoing working relationship on matters related to First Nations post-secondary education and improving First Nation learner outcomes.

5.2 The lead contacts for the Bilateral Forum will be:

a) For British Columbia: • Assistant Deputy Minister responsible for Aboriginal Post-Secondary

Education and Training; and

b) For FNESC: • Executive Director.

c) For IAHLA: • Board Chair.

5.3 The Bilateral Forum will establish an annual meeting schedule and meet at least quarterly, and additionally as needed.

5.4 The lead contacts will share the responsibility of hosting and chairing meetings of the Bilateral Forum, as agreed.

5.5 The Bilateral Forum may establish committees or working groups to assist in carrying out activities to implement this Protocol.

5.6 The Bilateral Forum will establish administrative processes to maintain joint records of action items arising from each meeting.

6.0 Annual Meeting with Ministry of Education

6.1 The Parties will meet jointly with counterparts from the Ministry of Education a minimum of once annually, and additionally as needed.

7 .o Work Plan

7.1 The Parties will establish a work plan, to be reviewed at least once per year, for the Bilateral Forum to set out priority activities for the year, which may be amended by agreement in writing from time to time.

8.0 Dispute Resolution

8.1 Where a dispute arises between the Parties regarding the interpretation or implementation of this Protocol, the lead contacts and other representatives at the Bilateral Forum will endeavour to resolve any disputes in a co-operative, effective and timely manner.

4

TAB 1 - PAGE 9

8.2 If a matter remains unresolved after being considered at the Bilateral Forum, the dispute may be referred to the senior officials of the Parties for resolution:

a) For BC: • the Deputy Minister of the Ministry of Advanced Education; and

b) For FNESC: • the President; and

c) For IAHLA: • the Board Chair/Executive.

8.3 If a matter remains unresolved after being considered by the senior representatives, the Parties may by agreement refer the matter to a facilitated or mediated process to assist the Parties to resolve the matter in dispute within 60 days, or such period as agreed to by the Parties.

8.4 Each Party will bear its own costs to participate in any dispute resolution process under this Protocol.

9.0 Review

9.1 The Parties will review this Protocol annually to assess its effectiveness and determine any improvements that may be agreed to.

10.0 Term and Termination

10.1 This Protocol will remain in effect until it is replaced by agreement of the Parties.

10.2 Any of the Parties may terminate this Protocol with 90 days prior written notice.

11.0 General

11.1 This Protocol is not intended to be legally binding and does not create any contractual or other legal obligation or liability for the Parties related to the performance or nonperformance of any or all of the provisions of the Protocol, but is an expression and record of the understanding reached between the Ministry of Advanced Education, FNESC, and IAHLA.

11.2 This Protocol is in no way intended to create, amend, define, affirm, recognize, abrogate or derogate from any Aboriginal rights of any First Nation, or be legally binding or create legally enforceable rights or obligations between the Parties.

5

TAB 1 - PAGE 10

Signed this 8th day of July, 2016

For British Columbia:

Andrew Wilkinson, Mi

For the First Nations Education Steering Committee:

Tyrone McNeil, President

For the Indigenous Adult and Higher Learning Association:

6

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10-Jun-19

June 10, 2019 June 10, 2024

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TTAB 1 - PAGE 16

B.C. LEGISLATION ON A FRAMEWORK FOR RECONCILIATION WITH INDIGENOUS PEOPLES PAGE 1

The provincial government is preparing to introduce legislation to implement the United Nations Declaration on the Rights

of Indigenous Peoples, which the Truth and Reconciliation Commission confirms as the framework for reconciliation. This legislation will create a path forward that respects the human rights of Indigenous peoples while introducing better transparency and predictability in the work we do together.

The legislation will set out a process to align B.C.’s laws with the United Nations Declaration on the Rights of Indigenous Peoples (UN Declaration).

The Province has been working with the First Nations Leadership Council (BC Assembly of First Nations, First Nations Summit and Union of BC Indian Chiefs), who have been directed by First Nations Chiefs of B.C., to develop the legislation.

Similar to the former federal Bill C-262, the legislation is planned to require:

į Alignment of B.C.’s laws with the UN Declaration, and

į An action plan that includes consistent public reporting.

Over time as laws are modified or built, they will be aligned with the UN Declaration.

In addition to these core components, the legislation intends to allow for flexibility for the Province to enter into agreements with a broader range of Indigenous governments. An additional component being explored is how to create decision-making opportunities for Indigenous governments on matters that impact their citizens. This work has already started with environmental assessment and child welfare.

WHY LEGISLATE?

The Province recognizes its role in the enduring oppression and harms faced by Indigenous peoples due to colonialism – including vast numbers of Indigenous children in government

care, and disturbing levels of poverty, suicide and discrimination – and the need for real solutions.

B.C.’s relationship with Indigenous peoples has often been rife with conflict. First Nations have pursued litigation as their only recourse to protect their rights. The Constitution of Canada recognizes and protects Indigenous peoples’ rights on their territories, and the courts have clearly upheld those rights.

The legislation will provide a legislative framework for recognizing the constitutional and human rights of Indigenous peoples and aligning B.C.’s laws with the internationally recognized standards of the U.N. Declaration, as well as the legal rights of Canadian Indigenous peoples.

With the legislation, the Province, Indigenous peoples, businesses and local governments will have better tools to build effective relationships and a robust and sustainable economy together.

There are many examples in B.C. of how working together creates benefits for First Nations, industry and the province. These include forestry with shíshálh Nation near Sechelt and land-use planning with Tahltan Nation in Northwestern B.C.

The legislation will help create more opportunities for Indigenous peoples, families, businesses and communities in B.C. It will establish a more secure, predictable and collaborative path forward – which will help develop B.C.’s economy and create good jobs, and protect Indigenous rights and the environment.

HOW WILL IT SUPPORT INDIGENOUS GOVERNMENT AGREEMENTS WITH B.C.?

B.C. already makes some agreements with various kinds of Indigenous governments, and this legislation will simply provide a clearer mechanism to do so. The legislation is expected to allow the Province to enter into agreements

B.C. Legislation on Implementing the UN Declaration on the

Rights of Indigenous Peoples

TAB 2 - PAGE 1

B.C. LEGISLATION ON A FRAMEWORK FOR RECONCILIATION WITH INDIGENOUS PEOPLES PAGE 2

with Indigenous governments besides Indian Act Bands and incorporated organizations (such as societies). This will mean the provincial government could enter into agreements with other forms of Indigenous governments – for example multiple Nations working together as a collective, or hereditary governments – where those Nations so choose. An important criteria would be that the Indigenous government or entity is recognized by its citizens as representing their Nation.

WHAT WILL IT MEAN FOR DECISION-MAKING?

An element being contemplated for the new legislation is discretion for new decision-making agreements between the provincial government and Indigenous governments, where decisions directly affect Indigenous peoples.

A number of current pieces of legislation reference First Nations government involvement in provincial government statutory decision-making, such as the Heritage Conservation Act and Haida Gwaii Reconciliation Act. In addition, the 2018 Environmental Assessment Act includes collaborative decision-making. But many types of collaborative decision-making between the Province and First Nations have been informal and difficult to implement.

The new legislation would provide structure and add clear rules for how joint decision-making would happen, with administrative fairness and transparency. Like any other government, Indigenous governments exercising decision-making authority have clear processes and rules, as well as accountability for any decisions. Such agreements can support predictability for good projects to move ahead, and a mechanism for Indigenous peoples to fully participate in decisions that affect them.

ENGAGEMENT

In 2017, every Cabinet minister in the provincial government was tasked with a mandate to implement the UN Declaration and the Truth and Reconciliation Commission’s Calls to Action. The provincial government subsequently announced in 2018 its

commitment to legislation that implements the UN Declaration.

The organizations of the First Nations Leadership Council received mandates through resolutions from First Nations Chiefs in B.C. to work with the Province to implement the UN Declaration in B.C. The legislation is the first objective of the 2018 Joint Agenda: Implementing the Commitment Document

– Concrete Actions: Transforming Laws, Policies, Processes and Structures (news.gov. bc.ca/files/BC_FNLC_Actions.pdf), and was reiterated in the 2019 Throne Speech and Budget 2019.

The provincial government and the First Nations Leadership Council started engaging with Indigenous leaders and organizations, business and labour leaders and municipalities throughout the province in 2019, in anticipation of the legislation being introduced in the fall of 2019. Engagement with stakeholders will continue in the fall and beyond.

UN DECLARATION ON THE RIGHTS OF INDIGENOUS PEOPLES

In 2007, the United Nations General Assembly adopted the UN Declaration. It includes 46 articles covering all facets of the rights of Indigenous peoples such as culture, identity, religion, language, health, education and community.

The UN Declaration emphasizes the Indigenous rights to live in dignity, to maintain and strengthen Indigenous institutions, cultures and traditions and to pursue self- determined development, in keeping with Indigenous needs and aspirations.

The UN Declaration does not create new rights. It upholds the same human rights and fundamental freedoms recognized in the Charter of the United Nations, the Universal Declaration of Human Rights and international human rights law.

The UN Declaration has been adopted by 148 countries, including Canada.

The Truth and Reconciliation Commission called on all governments in Canada to fully adopt and implement the UN Declaration as a framework for reconciliation.

TAB 2 - PAGE 2

ABORIGINAL POSTSECONDARY EDUCATION and TRAINING POLICY FRAMEWORK and AC TION PLAN

2020 Vision for the Future

TAB 2 - PAGE 3

2020 VISION FOR THE FUTURE 1

Photo courtesy of: Thompson Rivers U

niversity

INTRODUC TION

Post-secondary education is key to unlocking the full potential of Aboriginal. 1

British Columbians and their communities, and to British Columbia’s success as a province.

British Columbia faces a decade of economic change, with over a million new job openings. Due to changing demographics, a shortage of newly trained skilled workers in British Columbia’s labour market is anticipated. First Nations, Métis and Inuit peoples are the fastest growing segment of British Columbia’s population. Investing in post-secondary education and training for First Nations, Métis and Inuit peoples will help address forecast labour market shortages, position Aboriginal British Columbians to take advantage of the economic opportunities that exist in the province, and enhance their participation in the social, cultural and economic life of their communities, the province and global society. The benefits of post-secondary education accrue to individuals, communities and society, and are associated with

1 “Aboriginal” and “First Nations, Métis and Inuit” are used interchangeably in this framework and are both used to be inclusive of all Aboriginal peoples in the province, whether or not they have status or have a connection to a particular community; recognizing that many peoples prefer the terms that are specific and traditional to their communities.

TAB 2 - PAGE 4

ABORIGINAL POST-SECONDARY EDUCATION AND TRAINING POLICY FRAMEWORK AND ACTION PLAN2

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better labour market outcomes, better health outcomes, better outcomes for children, lower crime rates, and higher levels of civic participation.2

This Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan outlines a plan for improving post-secondary opportunities and outcomes for First Nations, Métis and Inuit peoples. It sets out a Vision, Principles and Goals, informed by evidence-based policies and leading practices, to address systemic barriers and support systemic institutional change to support Aboriginal learners. The Framework places an emphasis on several key program areas, but it is important to note the Framework is broad-based and encompasses all post-secondary education and training programs, including adult basic education, vocational, career, business, trades, undergraduate and graduate degree programs.

Consistent with commitments made in the New Relationship document, the Transformative Change Accord, and the Métis Nation Relationship Accord, this policy framework was developed by a working group of British Columbia’s Aboriginal Post-Secondary Education Partners, including the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, the Métis Nation BC, the First Nations Public Service, BC Colleges, BC Association of Universities and Institutes, and the Research Universities’ Council of British Columbia.

LEGAL CONTEXTThe Ministry of Advanced Education (AVED) is responsible for the legislation under which the public post-secondary institutions operate including the University Act, College and Institute Act, Royal Roads University Act, and the Thompson Rivers University Act. AVED is also responsible for the Private Career Training Institutions Act, which regulates private career training institutions. In addition, AVED is responsible for the Degree Authorization Act, which establishes a quality assessment and approval process for all institutions wishing to grant degrees in the province.

Section 91(24) of the Constitution Act of 1867 provides the federal government with exclusive jurisdiction for “Indians, and Lands reserved for the Indians”, while the provinces have exclusive jurisdiction over education under section 93 of the same Act.

Section 35 of the Constitution Act of 1982 states that the existing Aboriginal and treaty rights of the Aboriginal peoples of Canada are hereby recognized and affirmed in which “Aboriginal peoples of Canada” includes the Indian, Inuit and Métis peoples of Canada.

2 Canadian Millennium Scholarship Foundation, “The Value of a Degree: Education, Employment and Earnings in Canada in The Price of Knowledge: Access and Student Finance in Canada,” Joseph Berger and Andrew Parkin, undated, Chapter 1.

TAB 2 - PAGE 5



niversity

Determining jurisdiction over Aboriginal adult and post-secondary education is complex. AVED is committed to engaging and working with the federal government regarding the respective roles, responsibilities and contributions of First Nations, Métis and Inuit peoples, the Government of Canada and the Province as they relate to support for students and for Aboriginal-controlled institutes.

“I think there’s a tremendous

motivation to really

make a difference in how

universities can serve the

Aboriginal students and their

communities. That window

of opportunity is helped by

the economic opportunities

that are coming.”

– Dr. Alan Shaver President, Thompson Rivers University

british columbia’s continuing commitmentsThe New Relationship was a vision document signed in 2005 between the provincial government and British Columbia First Nations. It lays the groundwork for developing a new government-to-government relationship based on respect, recognition and accommodation of Aboriginal title and rights.

The Transformative Change Accord was signed in November 2005 by the Government of British Columbia, the First Nations Leadership Council, British Columbia First Nations and the Government of Canada. It is intended to implement commitments made in the New Relationship, speci�cally: “to achieve the goals of closing the social and economic gap between First Nations and other British Columbians over the next 10 years … and of establishing a new relationship based upon mutual respect and recognition.”

The Métis Nation Relationship Accord was signed in May 2006 by the Government of British Columbia and Métis Nation British Columbia. The Accord commits to working collaboratively to close the gap on the quality of life between Métis people and other British Columbians.

The British Columbia Aboriginal Post-Secondary Education and Training Partners Group’s Memorandum of Understanding on Aboriginal Post-Secondary Education and Training was signed in March 2005. Members include the First Nations Summit, Assembly of First Nations, the United Native Nations Society, First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, the Métis Nation British Columbia, British Columbia Colleges, the British Columbia Association of Institutes and Universities, the Research Universities’ Council of British Columbia and provincial and federal ministries. The MOU commits to working collaboratively to improvepost-secondary outcomes for Aboriginal learners by building on successes, identifying needs, and implementing strategies.

TAB 2 - PAGE 6


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BACKGROUND ON ABORIGINAL POSTSECONDARY EDUCATION AND TRAINING IN BRITISH COLUMBIA

Over the past 15 years, education and employment outcomes for First Nations, Métis and Inuit peoples in British Columbia have improved significantly.

British Columbia’s 25 public post-secondary institutions have increased programs and services for Aboriginal learners throughout the province, and have endeavoured to respond to and accommodate the needs of Aboriginal communities. There are now also approximately 40 Aboriginal-controlled institutes in the province, which deliver adult education and post-secondary programs and services, primarily on reserve.

In 1995, AVED developed the Aboriginal Post-Secondary Education and Training Policy Framework, to increase participation, retention, and success in post-secondary education and training for Aboriginal people through three main strategies: strengthen public post-secondary institutions in meeting the needs of Aboriginal people; stabilize partnership agreements between public and Aboriginal-controlled institutes; and, provide for designation of Aboriginal-controlled institutes as public post-secondary institutions.

TAB 2 - PAGE 7


Photo courtesy of: North Island College

In 2007, AVED implemented the Aboriginal Post-Secondary Education Strategy and Action Plan (2007 Strategy), which committed to improving outcomes for Aboriginal learners in terms of higher education and employment outcomes. An external evaluation of the 2007 Strategy was completed in April 2011 that incorporated input from over 800 individuals via an online survey, six regional sessions, and focus group meetings. The results of the evaluation have informed the development of this policy framework.

“It’s about finding yourself

within an institution,

empowering yourself

and strengthening your

identity and hopefully you

can empower your people.”

– Cole Sayers Student, University of Victoria

The 1995 Aboriginal Post-Secondary Education and Training Policy Framework established the Nicola Valley Institute of Technology as British Columbia’s public Aboriginal post-secondary institution. The 1995 policy also helped to develop and support Aboriginal Advisory Committees and Aboriginal Coordinators in public post-secondary institutions.

The provincial government’s Aboriginal Special Projects Fund provided more than $16 million in funding to 309 special projects bene�ting over 6,500 Aboriginal learners from 2001-2009.

The 2007-2010 Aboriginal Post-Secondary Education Strategy included:

» Aboriginal Service Plans in 11 public post-secondary institutions in partnership with Aboriginal communities.

» Aboriginal-targeted seats for Aboriginal learners in strategic program areas.

» Scholarships and �nancial awards to support Aboriginal learners.

» Gathering Places, culturally welcoming spaces, on 24 public post-secondary institution campuses.

» Three Aboriginal Transitions Research projects that provide evidence for supporting learner transitions along the post-secondary education continuum.

» Policy to increase Aboriginal representation on public institution governance bodies.

TAB 2 - PAGE 8


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CALL TO ACTION

While education and employment outcomes have improved over the last 15 years, more work remains to be done. The Aboriginal population in British Columbia is growing at more than triple the rate of the non-Aboriginal population and as a result is younger, with nearly 50 per cent under the age of 25. The Aboriginal population in British Columbia is diverse, with over 200 First Nations in addition to Métis and other Aboriginal populations. Over 60 per cent of the Indigenous languages in Canada are spoken in British Columbia. Sixty per cent of the Aboriginal population live in urban areas, 26 per cent live on reserve and 14 per cent live in rural areas. In contrast, 85 per cent of the non-Aboriginal population live in urban areas and only 15 per cent live in rural areas. 3

Though a greater number of Aboriginal learners are graduating from high school than ever before, only 54 per cent of Aboriginal learners in the public system graduate from high school within six years of entering Grade 8 compared to 83 per cent of non-Aboriginal learners. 4

Fewer Aboriginal high school graduates (17 per cent) achieve academic prerequisites to attend university as is illustrated in Figure 1.

Figure 1: University Eligibility of High School Grads

8%

9%

83%

31%

15%

54%

High (Above 75% GPA)

Moderate (Less than 75% GPA)

Ineligible (No Academic GPA)

Aboriginal Graduates Non-Aboriginal Graduates

8%

9%

83%

31%

15%

54%

High (Above 75% GPA)

Moderate (Less than 75% GPA)

Ineligible (No Academic GPA)

Aboriginal Graduates Non-Aboriginal Graduates

Source: BC Student Transitions Project: Educational Achievements of Aboriginal Students in BC (2009)

3 2006 Census of Canada. An “urban area” has a minimum population concentration of 1,000 persons and a population density of at least 400 persons per square kilometre. All territory outside urban areas is classified as rural or on reserve.

4 How Are We Doing Report, Ministry of Education, 2010/11.

TAB 2 - PAGE 9



niversity

A greater number of Aboriginal learners are participating in post-secondary education. In 2009/10, over 24,000 learners enrolled in BC’s 25 public post-secondary institutions identified as Aboriginal. Approximately 5,000 of these were in short courses, under 15 days in length. 5 In addition, the Indigenous Adult and Higher Learning Association (IAHLA) reports that nearly 2,000 Aboriginal learners are enrolled in approximately 40 Aboriginal-controlled institutes in BC. 6

The number of credentials awarded to Aboriginal students has also increased, as is illustrated in Figure 2. Despite these increases, the latest Census (2006) data reveals that a lower proportion of the Aboriginal population has completed college or university compared to the non-Aboriginal population. As illustrated in Figure 3 (see next page), the disparity is most evident at the university level where 7 per cent of Aboriginal people have a university credential, compared to 26 per cent of the non-Aboriginal population. A higher proportion of the Aboriginal population has completed an apprenticeship or trades certificate or diploma than the non-Aboriginal population (15 per cent compared to 11 per cent).

Figure 2: Post-Secondary Credentials Awarded to Aboriginal Students

FISCAL YEAR: 2005/2006 Per cent 2009/2010 Per cent

Developmental 120 6 138 5

Certificate 1,064 51 1,421 54

Diploma 452 22 410 16

Bachelor 396 19 547 21

Graduate or First Professional 68 3 118 4

Total 2100 2634

As well, fewer male Aboriginal students are participating, a trend also observed in the non-Aboriginal population, though to a lesser degree. In 2009/10, the six-year high school graduation rate was 10 per cent lower for male Aboriginal students compared to female Aboriginal students,

5 The 21 institutions that report to the Ministry’s Central Data Warehouse (all institutions with the exception of the four research-intensive universities) have for the past two years been reporting using the government wide Aboriginal Administrative Data Standard. This means that new students were able to indicate more detail about their Aboriginal identity on their application forms: of the 12,558 who have provided this detailed information, 10,678 identified as First Nations, 1,802 identified as Métis, 78 identified as Inuit.

6 This is an average aggregate number based on annual IAHLA member institute data collection research projects conducted over the past five years.

“If our First Nations

are to advance themselves

in this world we find

ourselves in, it’s going to be

based on the education our

people are able to obtain.”

– Chief Bob Chamberlin VP, Union of BC Indian Chiefs

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while the gender difference was only five per cent for the non-Aboriginal population. 7 At the post-secondary level, 60 per cent of Aboriginal students earning credentials were female in 2008 (57 per cent of non-Aboriginal students earning post-secondary credentials were female). 8

Given even lower Grade 12 graduation rates in the past, there are also a large number of adults who are seeking to access post-secondary education in order to complete their Adult Dogwood diploma in order to access employment and post-secondary education and training.

Underlying these statistics are the social and economic factors known to undermine school success. For example, a 2007 report found that one in seven Aboriginal children had been in care at some point in their lives, compared to one in 50 non-Aboriginal children. Only 15.5 per cent of Aboriginal children in care graduated from high school, compared to 51 per cent of Aboriginal children who were not in care. Aboriginal children are also more likely to be identified as having special needs. Approximately 27 per cent of Aboriginal students who were not in care had special needs compared to 11 per cent of non-Aboriginal students not in care. 9

Figure 3: Per cent of Population by Education Level

ABORIGINAL

NON-ABORIGINAL

15% 11% 23% 26% 7% 26%

ABORIGINAL

NON-ABORIGINAL

15% 11% 23% 26% 7% 26%

Per cent of Population by Education Level(2006, AGED 25 to 54)

Apprenticeship or trades certificate

or diploma

College, CEGEP or other non-university

certificate or diplomaUniversity certificate,

diploma or degree

Source: Census Canada 2006

7 In 2009/10, 46 per cent of male Aboriginal students earned their British Columbia certificate of high school graduation within six years of entering Grade 8 compared to 56 per cent of female Aboriginal students; In contrast, 80 per cent of male non-Aboriginal students graduated within six years compared to 85 per cent of female non-Aboriginal students. Ministry of Education, 2009/10.

8 British Columbia Student Transitions Project, 2010.

9 Office of the Provincial Health Officer, “Pathways to Health and Healing”, 2007, p.58-61.

TAB 2 - PAGE 11



The Aboriginal population is also less likely to be participating in the labour force. The 2011 Labour Force Survey, which only includes the off-reserve population, found that the employment rate of the Aboriginal population was 13 per cent lower than the non-Aboriginal population (58 per cent vs. 71 per cent). The unemployment rate of the Aboriginal population was more than twice as high as the non-Aboriginal population (14 per cent vs. seven per cent). However, the data confirms the positive correlation between employment rate and highest level of education. As Figure 4 illustrates, when employment rates are compared between Aboriginal and non-Aboriginal populations with higher levels of education, differences in labour market participation largely disappear. Furthermore, Aboriginal women with a university degree earn more, on average, than their non-Aboriginal counterparts. 10

Figure 4: Employment Rate by Highest Level of Education

ABORIGINAL

NON-ABORIGINAL

40% 57% 60% 72% 79% 81%

ABORIGINAL

NON-ABORIGINAL

40% 57% 60% 72% 79% 81%

Employment Rate by Highest Level of Education

(2011, NON-STUDENTS AND OFF-RESERVE ONLY)

WithoutHighschool

WithHighschool

With Post-SecondaryCredential

Source: Labour Force Survey 2011

Although improvements have been made, Aboriginal learners continue to face barriers in accessing and completing post-secondary education. While the statistics in Figure 3 (see previous page) show that the greatest disparity exists in relation to undergraduate and graduate degree programs, there is a huge need across the whole spectrum of post-secondary education and training, including literacy and adult basic education, vocational, career,

10 An Aboriginal woman with a bachelor’s degree earns $2,471 more per year than a non-Aboriginal woman with the same level of education, while an Aboriginal woman with a master’s degree earns $4,521 more on average than her non-Aboriginal counterparts. This trend is not repeated among Aboriginal men with a bachelor’s degree, who on average earn $3,667 less than non-Aboriginal men with the same education level. “The Income Gap Between Aboriginal Peoples and the Rest of Canada,” Daniel Wilson and David Macdonald, April 8, 2010, p. 21.

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business, trades, certificate, diploma, as well as undergraduate and graduate degree programs. In addition, it is important to note that progression builds on earlier success, including in K–12.

Investments in Aboriginal learners’ post-secondary education are proven to have a significant positive impact on labour force participation, as well as other economic and social outcomes. As British Columbia faces an era of labour market shortages, support for the post-secondary education of the fastest growing segment of the population is a wise investment in British Columbia’s future.

Greater participation and increased presence of Aboriginal people within post-secondary education benefits the post-secondary education system itself. Aboriginal faculty, staff and administration continue to provide additional supports to Aboriginal learners and have helped promote understanding of Aboriginal cultures, values and worldviews.

Through shared responsibility, partnerships and reconciliation efforts, enhanced education outcomes for First Nations, Métis and Inuit peoples will make for a stronger and more productive province and a place where everyone can fully participate in a prosperous economy and civil society.

TAB 2 - PAGE 13



niversity

VISION

Aboriginal learners succeed in an integrated, relevant, and effective British Columbia post-secondary education system that enhances their participation in the social, cultural and economic life of their communities, the province, and global society.

CONTINUING COMMITMENTS

The framework recognizes the commitments previously made by the Government of British Columbia, First Nations, and the Métis Nation BC, including:

• A New Relationship between the provincial government and First Nations that is government-to-government and is based on respect, recognition and accommodation of Aboriginal title and rights.

• The Transformative Change Accord signed in November 2005 by the Government of British Columbia, British Columbia First Nations and the Government of Canada, “to achieve the goals of closing the social and economic gap between First Nations and other British Columbians over the next 10 years ... and of establishing a new relationship based upon mutual respect and recognition.”

• The Métis Nation Relationship Accord signed in May 2006 by the Government of British Columbia and the Métis Nation of British Columbia, to work towards closing the gap on the quality of life between Métis people and other British Columbians.

The framework also builds on commitments made by Aboriginal Post-Secondary Education and Training Partners in 2005. The Partners – consisting of the First Nations Summit, the Assembly of First Nations, Métis Nation BC, the United Native Nations Society, the Indigenous Adult and Higher Learning Association, the Ministry of Advanced Education, the Department of Aboriginal Affairs and Northern Development Canada, BC Colleges, BC Association of Institutes and Universities, and the Research Universities’ Council of BC – committed in the 2005 Memorandum of Understanding on Aboriginal Post-Secondary Education and Training to improve levels of participation and success for Aboriginal learners in post-secondary education and training in British Columbia.

TAB 2 - PAGE 14


PRINCIPLES

The framework will be guided by the following principles:

1. Recognition and support for the right of First Nations, Métis and Inuit

peoples to self-determination and the role of post-secondary education

in facilitating and supporting self-determination.

2. An acknowledgement of and respect for the diverse histories, languages,

cultures, values, ways of knowing, and knowledge systems of First

Nations, Métis and Inuit peoples, the importance of place and

land-based rights to First Nations, and recognition that the post-

secondary system has a role in sharing this understanding with

all British Columbians.

3. An affirmation that First Nations, Métis and Inuit languages and cultures

are critical components of quality educational programming and

are essential to support the success of Aboriginal learners.

4. Recognition that First Nations, Métis and Inuit peoples are in the

best position to inform the development of and decision-making

around post-secondary education programs, policies and services

for First Nations, Métis and Inuit peoples, working collaboratively

within existing governance structures.

5. A commitment to develop respectful and ethical educational

and research protocols and guidelines for addressing First Nations,

Métis and Inuit knowledge systems, language, and culture.

6. A commitment to informed leadership and governance, shared

responsibility, respectful relationships, and accountability for measurable

outcomes in relation to Aboriginal learner success and systemic change

within public post-secondary institutions.

7. Recognition of the unique, vital and complementary roles of Aboriginal-

controlled post-secondary institutes and public post-secondary

institutions in serving the needs of Aboriginal learners.

8. Support for successful transitions for Aboriginal learners throughout

the lifelong learning continuum, and between public post-secondary

institutions and Aboriginal-controlled post-secondary institutes.

9. Support for innovative and flexible approaches to meet the needs

of the diversity of Aboriginal learners in British Columbia’s post-

secondary education system.

10. Recognition that the work needed to achieve systemic change

is significant and will take time, thus long term investments are

required to ensure programs, policies and services that meet the

needs of Aboriginal learners are systemic, strategic and sustainable.

TAB 2 - PAGE 15


2020 VISION FOR THE FUTURE

Aboriginal learners succeed in an integrated, relevant, and effective British Columbia post-secondary education system that enhances their participation in the social, cultural and economic life of their communities, the province, and global society

Culturally Relevant Programs, Information and Services developed in collaboration with Aboriginal Communities and Organizations

SOCIAL, CULTURAL AND ECONOMIC WELLBEING

GOAL 1 Systemic change means that the public post-secondary education system is relevant, responsive respectful and receptive to Aboriginal learners and communities

GOAL 2 Community-based delivery of programs is supported through partnerships between public post-secondary institutions and Aboriginal institutes and communities

GOAL 3 Financial barriers to accessing and completing post-secondary education and training are reduced for Aboriginal learners

GOAL 4 Aboriginal learners transition seamlessly from K–12 to post-secondary education

GOAL 5 Continuous improvement is based on research, data-tracking and sharing of leading practices

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GOALS, OBJEC TIVES, AC TIONS, AND OUTCOMES

The following goals, objectives and actions have been identified as key elements for improving post-secondary outcomes for British Columbia’s Aboriginal learners. The goals support the long-term vision. Common themes woven throughout these goals are the importance of partnerships and Aboriginal cultures and languages. The objectives indicate the action needed to achieve the desired outcomes. The identified actions are meant as a starting point only. The goals, objectives and actions are limited to the mandate of post-secondary education, but align with other provincial initiatives underway, including Skills for Growth: British Columbia’s Labour Market Strategy to 2020, the BC Jobs Plan, and other federal, provincial and Aboriginal initiatives.

TAB 2 - PAGE 17


Photo courtesy of: University of N

orthern British Columbia

The framework aims to achieve the following long-term outcomes by the year 2020:

1. Increase the number of credentials 11 awarded to Aboriginal learners by 75 per cent (from 2,634 in 2010/11 to 4,609 in 2020/21);

2. Increase the percentage of Aboriginal youth making the transition from K–12 to post-secondary education to 90 per cent. 12

GOAL 1: Systemic change means that the public post-secondary education system is relevant, responsive, respectful and receptive to Aboriginal learners and communities and relationships between public post-secondary institutions and Aboriginal communities are based on mutual respect.

OBJECTIVE 1.1: Aboriginal voice is an integral part of the public post-secondary education system. (Links to principles 1, 2, 3, 4, 5, 6, 7 and 10)

Emerging institutional practices over the last 10 years in Aboriginal post-secondary education in British Columbia have seen an increase in Aboriginal representation in governance, faculty and administration.

Increasing Aboriginal voice, advice and decision-making can assist public institutions in developing more culturally relevant and responsive policies, programs and services for Aboriginal learners, while also enriching post-secondary education by recognizing and respecting Aboriginal knowledge. 13

The Ministry’s 1995 Aboriginal Policy Framework encouraged institutions to increase Aboriginal voice, by establishing Aboriginal advisory councils and supporting Aboriginal coordinator positions, for example.

The 2007 Strategy Evaluation indicated that many public institutions have implemented a number of measures to strengthen Aboriginal voice. These measures extend beyond representation on public institutions’ boards to include other institutional governance bodies, Aboriginal advisory committees, community “boards”, and Elders groups.

11 Includes the following credentials awarded by public post-secondary institutions: Doctorate, Master’s Degrees, First Professional Degrees, Graduate Diplomas, Graduate Certificates, Post-Degree Diplomas, Post-Degree Certificates, Diplomas, Associate Degrees, Advanced Diplomas, Certificates and Advanced Certificates. Apprenticeship completions by self-identified Aboriginal people will be included as part of the implementation of the strategy, with methodologies to be developed.

12 Target from Skills for Growth; measured by the five-year cumulative delayed-entry transition rate after high school graduation.

13 Council of Ministers of Education Canada, “A Literature Review of Factors that Support Successful Transitions by Aboriginal People from K–12 to Postsecondary Education,” 2010, p. 56

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Increasing Aboriginal voice and presence at all levels in public post-secondary institutions provides more opportunity for shared learning and understanding about Aboriginal perspectives, laying the groundwork for systemic changes to institutional policy, programs, curriculum, and services.

The 2007 Strategy Evaluation recommended that future policy should retain the goal of enhancing Aboriginal representation on institutional governance bodies with the view to increasing representation across the system. It also recommended that this policy be broadened beyond the board level to ensure there is a strong Aboriginal voice in establishing public post-secondary institutional direction. One of the ways of enhancing Aboriginal voice in the public post-secondary system is to have more Aboriginal faculty and staff, which in turn relies on ensuring that more Aboriginal students are supported to enter graduate studies.

Actions

1. Work with public post-secondary institutions and Aboriginal communities and organizations to increase Aboriginal voice in institutional governance and leadership by:

• Working with Aboriginal partners to build awareness in communities of public post-secondary institution board opportunities;

• Appointing Aboriginal people to public post-secondary institution boards;

• Working with Aboriginal post-secondary partners to develop leading practices for Aboriginal Advisory Councils.

2. Provide financial support to Aboriginal graduate students through the Irving K. Barber British Columbia Scholarship Society.

3. Continue to support the Aboriginal Post-Secondary Coordinators to meet to share leading practices regarding supports for Aboriginal learners.

Short-Term Results by 2013

• Number of appointments of Aboriginal people to public post-secondary institution boards is increased. 14

14 Baseline as at February 2012: 11 institutions have Aboriginal representation on their boards of governors.

TAB 2 - PAGE 19


Medium-Term Results by 2016

• At least 90 per cent of public post-secondary institutions have Aboriginal representation on boards of governors.

• The number of Aboriginal learners enrolled in graduate programs is increased. 15

• Aboriginal people are more broadly represented in faculty and administration.

Long-Term Outcomes by 2020

• Credentials awarded to Aboriginal learners increase by 75 per cent.

OBJECTIVE 1.2: Public post-secondary institutions work in partnership and collaboration with Aboriginal communities, organizations and institutes to create the systemic change needed for public post-secondary institutions to support First Nations, Métis and Inuit peoples’ success. (Links to principles 1, 2, 3, 4, 5, 6, 7, 8 and 10)

British Columbia’s public post-secondary system, like other post-secondary systems in Canada, is based on European models of higher education that are not congruent with First Nations, Métis and Inuit peoples’ history, cultures, and ways of knowing. Systemic change is needed to ensure that today’s public post-secondary system is reflective of the diversity of British Columbia’s population and, in particular, Canada’s First Peoples. Systemic change goes beyond building new systems and operational work roles and responsibilities. It requires change in organizational culture, values and beliefs.

15 Baseline: 650 Aboriginal students enrolled in graduate level programs. Source: Student Transitions Project, Fall 2010 submission.


“Selecting and legitimating

curricular knowledge are

issues based on power, voice,

and agency that require

Aboriginal people to be

participating in all aspects

of curriculum development,

deciding on the knowledge to

be included in the curriculum,

and in what languages the

curriculum is be delivered.

This requires new skills

and knowledge to bring

Aboriginal people into these

participatory realms as well

as power changes to systems

in policy making.”

Source: Marie Battiste, “State of Aboriginal Learning:

Background Paper for the National Dialogue on Aboriginal Learning,”

(2005).

TAB 2 - PAGE 20


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Inclusion of Aboriginal community is key to ensuring active participation and ownership in effecting the required change. In order to create systemic change, public post-secondary institutions and Aboriginal communities will need to work in partnership, in relationships based on mutual respect, to identify opportunities and to ensure that First Nations, Métis and Inuit knowledge systems, language and culture are respected in research and curriculum change processes. 16 As well, public post-secondary institutions play an integral role in improving all British Columbians’ understanding of Aboriginal people, helping Aboriginal learners to succeed in post-secondary and enriching all British Columbians’ understanding of their province. The First Nations Education Steering Committee has played a leadership role in advocating for systemic change and is a key partner in these efforts.

The Aboriginal Service Plan initiative was one of the key actions under the 2007 Aboriginal Post-Secondary Strategy, with the intent of supporting this systemic change. The 2007 Strategy Evaluation found that significant progress has been made in increasing access, retention, transition and completion opportunities for Aboriginal learners; improving receptivity and relevance of post-secondary institutions and programs for Aboriginal learners; and strengthening partnerships and collaboration in Aboriginal post-secondary education.

In collaboration with Aboriginal communities, organizations and institutes, post-secondary institutions are developing and delivering culturally relevant supports, programs and courses that better meet Aboriginal learners’ education and employment goals. Aboriginal languages are foundational components of Aboriginal cultures and require significant support. Some of the most successful initiatives identified include Elders-in-Residence programs; cultural events, feasts, celebrations and Aboriginal speakers; partnerships with Aboriginal communities and organizations; recruitment processes; academic planning; development of Aboriginal curriculum and courses; community-based education and bridging programs; and support services.

16 A framework for the ethical conduct of research involving Aboriginal peoples has been developed to guide research involving Aboriginal peoples in Canada. See the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans 2 - Chapter 9 “Research Involving the First Nations, Inuit and Métis Peoples of Canada.” http://www.pre.ethics.gc.ca/eng/policy-politique/initiatives/tcps2-eptc2/chapter9-chapitre9/

TAB 2 - PAGE 21


The 2007 Strategy Evaluation found that these initiatives should be continued, enhanced and shared. Ongoing evaluation and monitoring of the implementation of these initiatives is important for accountability not only to AVED, but also to Aboriginal communities.

Another key element of the 2007 Strategy was the establishment of Aboriginal Gathering Places. The Gathering Places initiative provided capital funding support to assist public post-secondary institutions in developing infrastructure that reflects Aboriginal cultures and traditions. This initiative was intended to provide a welcoming environment for Aboriginal learners and decrease their sense of isolation.

The 2007 Strategy Evaluation also indicated that the establishment of Gathering Places on the campuses of British Columbia’s post-secondary institutions has been a very positive development with respondents consistently identifying Gathering Places as one of the most important symbols of positive change at public post-secondary institutions.

Lack of affordable family housing can affect Aboriginal learners’ access and retention in post-secondary education. The difficulty of finding housing, particularly affordable family housing, is cited in the literature as a significant barrier for Aboriginal learners. 17 Rural institutions and those in smaller urban areas serve a high proportion of Aboriginal learners, many coming from on-reserve communities, who often need to relocate. The provincial government is working in partnership with Aboriginal people and organizations such as the Aboriginal Housing Management Association to build and manage affordable housing. Funding has been committed through the Aboriginal Housing Initiative to create culturally appropriate housing in predominantly urban and off-reserve communities.

17 Council of Ministers of Education, Canada, 2010, pp. 39, 40, 59- 60.

A range of measures is

required to enhance the

responsiveness of the post-

secondary education system

to the needs of Aboriginal

learners, including culturally

appropriate courses and

programs developed

in partnership with

Aboriginal communities

to meet Aboriginal learning

and employment needs;

Aboriginal faculty, teaching

and learning practice;

partnerships with Aboriginal

organizations and learning

institutions; and the

creation of an institutional

climate where Aboriginal

learners are welcomed,

respected and valued.

Initiatives need to be designed

and implemented in

partnerships with Aboriginal

organizations, communities

and learners, if they are to

have maximum benefit.

Source: Council of Ministers of Education, Canada and Statistics Canada (2010).

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Actions

1. Phase in the implementation of Aboriginal Service Plans in all public post-secondary institutions, ensuring that the Aboriginal Service Plans are developed, maintained and monitored on an ongoing basis in partnership and collaboration with Aboriginal communities, organizations and institutes in order to:

• increase access and success, including programming delivered in Aboriginal communities;

• increase the receptivity and relevance of post-secondary programming and services; and

• strengthen partnerships and collaboration.

2. Ensure that capital projects at public post-secondary institution campuses consider the need for culturally welcoming places for Aboriginal learners and that Aboriginal learners and communities are involved in the design and use of these places.

3. Work with Aboriginal post-secondary partners to develop and share leading practices regarding the use of Aboriginal Gathering Places.

4. Support student housing projects at public post-secondary institutions with an emphasis on serving Aboriginal learners and their families.

5. Work with Aboriginal post-secondary partners to develop and share leading practices regarding student housing for Aboriginal learners

and families.


• Aboriginal Service Plans continue in 11 public post-secondary institutions at which they were piloted and are developed, maintained and monitored on an ongoing basis in partnership with Aboriginal communities, organizations and institutes.

• Culturally welcoming spaces reduce a sense of isolation and alienation.


• Aboriginal Service Plans are implemented in a greater number of public post-secondary institutions and developed in partnership and collaboration with Aboriginal communities, organizations and institutes.

• Protocols and guidelines for researching and sharing Aboriginal history, culture and knowledge are developed and shared.

• All public post-secondary institution campuses have culturally welcoming spaces for Aboriginal learners.

• Housing spaces available to Aboriginal learners attending public post-

secondary institutions increase.

Long-term Outcomes by 2020


TAB 2 - PAGE 23


“ ... my professors worked

with me to give me the

time to fulfil my community

obligations and complete all

my exams and final reports.”

Atoine Archie’s �rst year of university was di�cult, but he’s proof that with the right guidance and support, and the drive to stay in school, you can turn things around.

Atoine is from the Canim Lake Band near 100 Mile House. After enjoying high school, he went straight into Thompson Rivers University—but struggled in all but one of his courses.

“I went in blind,” says Atoine. “I didn’t have any idea what going to university really meant, what programs were available, what the homework requirements would be, or even how to buy my own food and pay the rent.”

He took a year o� and worked.

“That convinced me that I didn’t want to move dirt for the rest of my life and that I had to return to school.”

This time he talked to an academic advisor and found a program that was well suited to his talents and ambitions – architectural and engineering technology.

After taking night school to pick up a couple of pre-requisite courses, he returned to TRU as a full-time student, completed six courses each semester for three years with A’s and B’s and earned his diploma. Along the way he was awarded a number of bursaries, and now he’s continuing his education, working toward a bachelor of technology degree.

“It wasn’t easy,” says Atoine. “I lost an uncle and two cousins in my third year and faced some tough personal issues. But my professors worked with me to give me the time to ful�l my community obligations and complete all my exams and �nal reports.”

Atoine is happy to see support for Aboriginal students growing at TRU, including the establishment of a peer mentoring program. Atoine is one of the inaugural mentors, helping students make a successful transition into university.

IF AT FIRST YOU DON’T SUCCEED:Perseverance and patience pays off

TAB 2 - PAGE 24


GOAL 2: Community-based delivery of programs is supported through partnerships between public post-secondary institutions and Aboriginal institutes and communities.

OBJECTIVE 2.1: British Columbia public post-secondary institutions and Aboriginal institutes and communities partner in the delivery of community-based programs for Aboriginal learners. (Links to principles 1-10)

Aboriginal people living in rural and remote communities are frequently unable to access post-secondary education programs and services. Community-based, culturally accessible programming enhances education outcomes for Aboriginal learners. A 2009 Canadian Council on Learning study examining who is missing out on post-secondary education in Canada describes the multiple and overlapping barriers faced by Aboriginal learners. The summary report cites research identifying key factors for keeping Aboriginal learners engaged in education, including community relevance, cultural sensitivity, and community-based education and training. 18

One effective delivery method for increasing access and providing more choice, flexibility and mobility for Aboriginal learners is distance and online learning. The Conference Board of Canada indicated that distance and online learning has the potential to help achieve education parity, by providing equality of access to education and minimizing distance as a barrier. 19

Many Aboriginal learners accessing programs in communities are older and have family and work responsibilities, making it difficult for them to relocate. Distance and online learning education programs provide students with the opportunity to take advantage of post-secondary studies from their home communities, including rural and remote areas. Blended delivery models that allow for use of technology supplemented with face-to-face delivery can be effective in meeting the needs of Aboriginal learners. Public post-secondary institutions often partner with Aboriginal institutes and communities to address Aboriginal learner needs.

The 2007 Strategy Evaluation recommended that reciprocal, respectful and collaborative relationship-building, communication and partnership with Aboriginal communities and institutes should be part of the accountability requirements for public post-secondary institutions under any new Aboriginal post-secondary funding initiatives.

18 Canadian Council on Learning, “Lessons in Learning: Post-secondary Education in Canada: Who is Missing Out?”2009.

19 Conference Board of Canada, “Optimizing the Effectiveness of E-Learning for First Nations,” May 2010.

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There is also a need to ensure that Aboriginal communities are able to participate in economic opportunities as they arise (e.g., new mines, liquefied natural gas developments) and community-based delivery of training, in partnership with Aboriginal communities and institutes, will be key to making this possible.

Actions

1. Provide funding for partnerships between public post-secondary institutions and Aboriginal institutes and communities to deliver programs in Aboriginal communities that meet community needs and position Aboriginal communities to take advantage of economic opportunities.

2. Support Aboriginal learners to access distance and online education opportunities in their communities.

3. Promote reciprocal partnerships 20 between public post-secondary institutions and Aboriginal institutes and communities by sharing the Post-Secondary Education Partnership Agreement Toolkit developed by the Indigenous Adult and Higher Learning Association, the University of Victoria, and the Nicola Valley Institute of Technology with both public post-secondary institutions and Aboriginal institutes.


• Initiatives to improve partnerships are implemented.


• Aboriginal learners in rural and remote communities accessing post-secondary education and training programs increase.



OBJECTIVE 2.2: Aboriginal institutes have a unique and critical role in British Columbia’s post-secondary system to increase Aboriginal learner participation and completion in post-secondary education. (Links to principles 1-10)

Aboriginal institutes offer Aboriginal adult learners development in academic, personal, leadership, cultural, wisdom and vocational skills and play a key role in the revitalization of language and culture in Aboriginal communities. They are geographically located in remote, Coastal and Northern communities, throughout the province’s interior, Vancouver Island as well as in urban centres. Aboriginal institutes are directed by community-driven,

20 Reciprocal partnerships are respectful and mutually beneficial to both parties.



Aboriginal students’

engagement and outcomes

improve when programs

are concretely linked to their

home communities.

Source: Canadian Council on Learning (2009).

TAB 2 - PAGE 26


Aboriginal-controlled governance structures. They have also developed

relationships with other Aboriginal organizations and with the broader

post-secondary community, often helping students complete programs that

increase their post-secondary preparedness. Some institutes offer certificates,

diplomas and degrees in partnership with public post-secondary institutions.

Aboriginal institutes also promote cultural learning; in particular, Elder support

and cultural guidance are often embedded in the learning experience to an

extent not found in mainstream institutions. 21

Aboriginal institutes wish to collaborate with public institutions to develop

respectful and mutually beneficial partnerships that will enhance Aboriginal

learner mobility.

In 2008, the First Nations Education Steering Committee made a number

of recommendations regarding Aboriginal institutes:

RECOMMENDATION #1: The Province of British Columbia should create

policy and legislation that establishes a more integrated post-secondary

education system in British Columbia by recognizing the unique and critical

role of Aboriginal institutes.

RECOMMENDATION #2: Recognizing the need for academic quality

assurance, which will facilitate student mobility, efficiency of the system,

as well as mutual accountability, the Indigenous Adult and Higher Learning

Association (IAHLA) will work with Aboriginal institutes to create an effective

and thorough quality assurance system based upon high standards and

rigorous review.

RECOMMENDATION #3: The Province of British Columbia should support

the establishment of effective, respectful partnerships between Aboriginal

institutes and public post-secondary institutions through policy development,

support for research of best practices, and the promotion of dialogue

and exchange.

RECOMMENDATION #4: Aboriginal representatives and the provincial

government should engage the federal government in a review of the

respective contributions and roles of Canada, British Columbia, and

Aboriginal Nations within an integrated British Columbia post-secondary

education system.

21 “ Aboriginal Controlled Post-Secondary Institutes in British Columbia: Issues, Costs and Benefits.” Juniper Consulting, (November 2010), p. 18-19

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Photo courtesy of: Nicola Valley Institute of Technology

RECOMMENDATION #5: Aboriginal institutes in British Columbia should have access to funding from the Province of British Columbia that will strengthen their programs and enhance their contributions to an integrated provincial post-secondary education system.

RECOMMENDATION #6: The “Provincial Education Number” (PEN) utilized by the Ministry of Education and soon to be used by the public post-secondary institutions should be used throughout the new integrated model of the BC post-secondary education system. Using a consistent data collection mechanism will ensure that the resulting data is comparable.

Source: First Nations Education Steering Committee, A Place for Aboriginal Institutes (2008)

This policy framework recognizes the unique and critical role of Aboriginal institutes in British Columbia’s post-secondary system, and proposes to exempt on-reserve First Nations-controlled institutes from private career training legislation and support partnerships between public post-secondary institutions and Aboriginal communities and institutes to better serve Aboriginal learners. In addition, AVED recognizes the need to work with the Federal Government to explore more fully the respective roles of the Province, the Federal Government and Aboriginal nations as they relate to post-secondary education, including support for Aboriginal institutes.

In British Columbia, the Private Career Training Institutions Agency (PCTIA) has authority under the Private Career Training Institutions Act to oversee regulation of private career training institutions including mandatory registration and voluntary accreditation of institutions that offer career training programs of 40 hours or longer and $1,000 or more in tuition. Registered institutions pay into the Student Training Completion Fund (STCF) to ensure consumer protection for students. Aboriginal institutes offering career training programs meeting the above mentioned criteria are currently required to register with PCTIA.

In response to a number of concerns raised by its member institutes, the Indigenous Adult and Higher Learning Association has recommended to AVED that Aboriginal institutes be exempted from registering with PCTIA. IAHLA has indicated that Aboriginal institutes differ from “private career training institutions” as they are not established as “for profit” entities and are usually directly or indirectly controlled by or mandated by a First Nation. As a result, the benefits to Aboriginal learners from registration with PCTIA are questionable. Quality of programming is ensured through partnerships between Aboriginal institutes and public post-secondary institutions. Exempting on-reserve First Nations institutes from the requirement to register with PCTIA would acknowledge First Nations governance of First Nations institutes.

Research into Canadian

Aboriginal populations

provided evidence that

connected greater

Indigenous control at the

community with both better

health and sustainable

economic prosperity.

Source: Ministry of Labour and Citizens’ Services (2008).

TAB 2 - PAGE 28


Actions

1. Exempt on-reserve First Nations institutes from the Private Career Training Institutions Act.

2. Work with Aboriginal institutes and public post-secondary institutions to support effective models that ensure the recognition of program quality and transfer and articulation of courses and programs.

3. Work with the Federal Government to explore mechanisms to mutually support Aboriginal institutes.


• On reserve First Nations institutes are exempted from the Private Career Training Institutions Act.


• Aboriginal learners are able to transfer seamlessly from Aboriginal institutes to public post-secondary institutions when they enroll in courses and programs that build on courses they have taken in Aboriginal institutes.

• Transferable courses from Aboriginal institutes to public post-secondary institutions increase in number.



OBJECTIVE 2.3: Aboriginal adult education programs enable Aboriginal learners to transition to post-secondary education and employment. (Links to principles 3, 4, 5, 6, 7, 8 and 9)

Although a greater number of Aboriginal learners are graduating from high school than in the past, currently only 54 per cent of Aboriginal learners graduate from high school within six years of entering Grade 8. As a result, Aboriginal learners are over-represented in developmental (adult basic education) and non-credit programs in British Columbia’s post-secondary system. Aboriginal learners in developmental programs tend to be in literacy level courses and tend to leave before completion. 22 Community-based delivery of programs and courses is key to the success of these learners. Their previous negative experiences in formal education and the residual impact of residential schools, make it necessary to provide learning opportunities in an environment that is supportive of all their needs in order to build confidence in their ability to succeed.

22 The 2005 Adult Basic Education Outcomes Survey

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There is a high percentage of First Nations, Métis and Inuit peoples in British Columbia who have low literacy levels (50 per cent compared to 38 per cent for the total British Columbia population). As a result, there is a pressing need to target holistic literacy resources and programs to Aboriginal learners to improve access and transitions to higher education. Adult literacy is also linked to improved education outcomes for children and youth. Improving data, monitoring and reporting of student outcomes and progress has been identified as a key component in ensuring that programs are relevant and responsive to learner needs.

The landscape of Aboriginal adult education is complex. Multiple stakeholders and partners across sectors and jurisdictions develop policy, programs and services for adult learner transitions, including public post-secondary institutions, Aboriginal institutes, school districts, Aboriginal Friendship Centres, and urban, rural and remote Aboriginal organizations. Overlapping mandates and service provision make transitions for adult learners challenging to navigate.

Actions

1. Continue to target Community Adult Literacy Program funding to Aboriginal learners.

2. Work with Aboriginal post-secondary partners to complete an environmental scan of Aboriginal adult education programs, policies and services, and prepare a discussion paper that examines issues and opportunities.

3. Work with Aboriginal post-secondary partners to support Aboriginal adult education program development and leading practices in assessment and benchmarking.


• Community Adult Literacy Program continues to support Aboriginal learners.

• Environmental scan of Aboriginal adult education programs, policies and services is completed.


• Issues and opportunities paper is completed.

• Aboriginal adult education assessment leading practices, tools and benchmarks are developed and utilized by partners.

• Aboriginal adult learners in literacy programs show skill gains as evidenced through culturally relevant assessment and benchmarks.

Long-Term Results by 2020




TAB 2 - PAGE 30


“I always loved to

learn but learning for

me usually happened

outside the classroom

with my parents and

my grandparents.”

Lelaina has always loved learning. It just took a while for her to warm up to education in a classroom setting.

“As I was growing up, I didn’t have a good relationship with school. I did it to pass time,” she said during her recent valedictory address at Vancouver Island University, having just earned a Bachelor of Education degree.

“Now I’m a high school teacher in Ahousaht with more than 170 students,” she proudly told graduating students and their families and friends.

Lelaina, a member of Hesquiaht First Nation, grew up in a reserve in Hot Springs Cove. “I always loved to learn but learning for me usually happened outside the classroom with my parents and my grandparents.”

She attended high school in Ahousaht but felt disconnected. Her con�dence began to grow 10 years ago when she took an English course through the Adult Basic Education program at VIU. She built relationships with classmates and had a very supportive adviser who listened and helped with challenges such as daycare.

Lelaina took additional ABE courses but admits she still wasn’t sure about her educational career until she got into upper level courses.

“It was enjoyable to have conversations with classmates and teachers about what I was thinking and what they were thinking,” noting that’s when she really fell in love with school and set her sights on teaching in high school.

“It’s come full circle -- I feel like I’m teaching students who are in the same situation I was in.”

VIU Chancellor Shawn A-in-chut Atleo is thrilled that Lelaina has “gone home” with her teaching skills.

“I’m ecstatic not only for Lelaina, but for our region,” said Atleo. “It’s an overwhelming feeling of joy, of hope for our people, that Lelaina is teaching our kids.”

FROM STUDENT TO TEACHER:Learning leads educator

back to Ahousaht

TAB 2 - PAGE 31


GOAL 3: Financial barriers to accessing and completing post-secondary education and training are reduced for Aboriginal learners.

OBJECTIVE 3.1: Financial supports to access and complete post-secondary education and training are available to Aboriginal learners who need them. (Links to principles 2, 4, 8 and 9)

Aboriginal people not planning to go on to college indicate that financial barriers are the main deterrent to pursuing post-secondary studies. 23 There is evidence to suggest that Aboriginal learners are more debt averse as well as more likely to default on student loans.

Federal funding for First Nations students has been capped since 1996, and program and policy eligibility requirements can be limiting. There is significant unmet demand for post-secondary student support funding, which cannot be accommodated within the current federal budget allocation.

The LE,NONET Project found that bursary and emergency relief funding were essential to Aboriginal learners’ success. 24 Many student respondents to the survey to evaluate the effectiveness of the LE,NONET Project said they would not have stayed in their post-secondary program if they had not received emergency relief funds and as a result, it should be seen as essential to supporting success.

As part of the 2007 Aboriginal Post-Secondary Strategy, AVED provided funding for a $10 million endowment to the Irving K. Barber British Columbia Scholarship Society to establish the British Columbia Aboriginal Student Award.

Actions

1. Review student financial assistance policy with goal of providing more effective support to the Aboriginal learners.

2. Establish an Aboriginal Emergency Assistance Fund to provide emergency relief funds to Aboriginal learners attending British Columbia public post-secondary institutions.

3. Continue to build and support the British Columbia Aboriginal Student Award, which was established as an endowment by the Ministry and is administered by the Irving K. Barber British Columbia Scholarship Society, and develop actions to encourage additional investment by industry.

23 Canada Millennium Scholarship Foundation, Changing Course: Improving Aboriginal Access to Post-Secondary Education in Canada. Millennium Research Note #2 (Montreal: Canada Millennium Scholarship Foundation, 2005)

24 Council of Ministers of Education, Canada, 2010, pp.58-60.

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4. Promote and raise awareness of financial support programs for Aboriginal post-secondary learners.

5. Continue to make the case that the federal government must improve post-secondary education funding for Aboriginal learners.


• Emergency Assistance Fund for Aboriginal learners is established.

• Review of student financial assistance policy is completed.

• The British Columbia Aboriginal Student Award is maintained and augmented as funding is available.

• Initiatives to promote awareness of financial assistance programs for Aboriginal learners are established.


• Retention of Aboriginal learners in post-secondary programs is increased.



The LE,NONET pilot project

demonstrated that financial

support for Aboriginal learners,

provided in the context of a full

range of supports, increased

retention of Aboriginal learners

at University of Victoria

by 100 per cent, and

reduced withdrawal

rates by 67 per cent.

TAB 2 - PAGE 33


“... my professors worked with

me to give me the time to fulfil

my community obligations

and complete all my exams

and final reports.”

Kelsey Louie is working toward his dream job while giving back to his community.

Kelsey, who comes from the Sliammon First Nation Coast Salish peoples from just outside Powell River, is studying to be a physician. He is a recipient of a doctorate scholarship through the Irving K. Barber Society for his �rst year at UBC’s medical program.

With future plans that include pursuing a career as an Aboriginal doctor, Kelsey has a true passion for medicine, along with a vision to help make Aboriginal communities stronger and healthier.

Having already had the opportunity to work in the community under a family doctor, learning how to e�ectively communicate with patients under their supervision and witnessing interactions in a real setting, he is enthusiastic and eager to learn more.

“It has truly been an amazing experience thus far, and I can’t wait to see what my future educational journey holds.”

He felt honoured to be selected to receive the scholarship and said that it helped him immensely during his �rst year of studies; without the �nancial support, he feels he would have had much more stress.

“The ongoing �nancial support from your organization to students like me helps to make our dreams become a reality. I am proud to be a recipient of your award, and thank you for the opportunities you provide to Aboriginal students in their pursuit of their academic dreams.”

“I want to extend my sincere gratitude to the Irving K. Barber Society for their generosity in assisting me to ful�ll a lifelong dream of becoming a physician. It is an honour to be selected amongst such a strong pool of candidates.”

A PASSION FOR HELPING HIS COMMUNITYScholarship helps medical student reach for dreams

TAB 2 - PAGE 34


GOAL 4: Aboriginal learners transition seamlessly from K–12 to post-secondary education.

OBJECTIVE 4.1: Teachers support Aboriginal learner success in the K–12 system. (Links to principles 2, 3, 4, 8 and 9)

A number of complex factors influence the retention and success of Aboriginal learners in completing their Grade 12 Dogwood Diploma. The Ministry of Education has the lead and is working on systemic initiatives such as supporting the development and implementation of Aboriginal Enhancement Agreements.

Literature indicates that one of the key factors in determining educational outcomes is teacher effectiveness. 25 Aboriginal people are under-represented among the teaching profession resulting in few role models for Aboriginal learners and their parents in the public system.

The challenges of recruiting and retaining Aboriginal learners into teacher education programs are well understood. Financial barriers often prevent Aboriginal people from considering teacher education. Bursaries, awards, and any other financial incentives attract applicants. 26

In addition to having more Aboriginal teachers, it is recognized that there is a need to ensure that all teachers are prepared to meet the needs of Aboriginal learners. Beginning in September 2012, all teacher education programs must include three credits or the equivalent in studies in First Nations pedagogy and issues related to the historical and current context of First Nations, Inuit and Métis learners. 27

Actions

1. Increase the number of Aboriginal teachers for the elementary and secondary system through a new Aboriginal Teacher Education Award available to Aboriginal students enrolled in teacher education programs, including First Nations language teacher programs.

2. Work with First Nation and post-secondary partners to increase the number of First Nation language teachers.

25 Alberta Education, “Promising Practices in First Nations, Métis and Inuit Education,” (2009).

26 “ Tracking Education Career Path and Employment Status of BC Teachers of Aboriginal Ancestry and the BC Education System: Learning and Career Pathways,” Jo-Ann Archibald, V. Glickman, I. McKinnon, D. Gajdosik, M. Pidgeon, and M. Trache. 2005, p.14.

27 BC College of Teachers bylaw P5.C.03.1, continued under the Teachers Act.

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3. Work with Aboriginal K–12 Partners and the Association of BC Deans of Education to support initiatives that better equip all teachers to meet the needs of Aboriginal learners in the K–12 system.


• Financial assistance available for Aboriginal learners in teacher education programs is increased.


• Aboriginal people with teaching credentials increase in number.

• First Nation language teachers increase in number.


• Ninety per cent of Aboriginal learners transition from K–12 to post-secondary education and training.

OBJECTIVE 4.2: Aboriginal learners and their families have information and are better supported to make choices for their transition from K–12 to post-secondary and the labour market. (Links to principles 4, 5, 6, 7, 8 and 9)

Aboriginal learners are less likely than non-Aboriginal learners to achieve their Grade 12 Dogwood with the required courses and grades for transition to post-secondary education, particularly at the university level. British Columbia is shifting to a knowledge-based economy that requires a highly skilled workforce. The latest projections suggest that approximately 78 per cent of job openings over the next decade will require a college diploma, trade certificate, university degree or higher. 28 Early career exploration and linking academic preparedness with labour market and occupational opportunities can assist Aboriginal learners, with support from their families, in making informed choices about K–12 courses, the necessary college and university prerequisites and career opportunities. 29

Aboriginal learners, like other first generation post-secondary learners, may overestimate the overall costs and underestimate the benefits of post-secondary education. Providing Aboriginal learners with better information early on in K–12 should also have an impact on course selection in K–12 and readiness for post-secondary education.

Aboriginal K–12 and post-secondary partners, Bands and secondary school education counsellors and coordinators, families and communities can work together to share career and educational planning tools and resources that will support Aboriginal learners in making informed decisions. The growing gender gap between Aboriginal male and female students means that tools and resources need to consider the needs of male students in particular.

28 “Skills for Growth, British Columbia’s Labour Market Strategy to 2020.” p. 6.

29 Council of Ministers of Education, Canada, 2010, p. 44.

Photo courtesy of: Nicola Valley Institute of Technology

High teacher expectations

are a factor in learner

success and schools in which

Aboriginal learners enjoy

a high rate of success are

those with principals who

actively promote strategies

for maximizing the academic

success of all their students,

including successfully

recruiting Aboriginal

teachers and assistants.

Source: Alberta Education (2008).

TAB 2 - PAGE 36


Aboriginal learners also benefit greatly from the support of mentors, including Elders and Peer Mentors, and Aboriginal youth mentoring programs for Aboriginal high school learners that focus on staying in school, goal setting and career planning. Peer mentoring relationships both in the K–12 and post-secondary systems combine social, cultural and educational activities.

Actions

1. Work with the Ministry of Education and Aboriginal K–12 and post-secondary partners, Band Education and school education counsellors to provide K–12 students and their families in public and First Nation schools with career and educational planning tools and resources to enable them to make informed choices that will support their transition to post-secondary education and the labour market.

2. Promote existing leading practices in supporting K–12 to post-secondary transitions.

3. Work with Aboriginal K–12 and post-secondary partners to identify specific strategies to increase the number of Aboriginal males participating in post-secondary education.

4. Explore, share and promote opportunities for mentoring.


• New initiatives to support career and academic planning are developed.

• Leading practices in supporting transitions, including mentoring, are shared.


• Aboriginal learners graduating from high school with the necessary prerequisites to transition into post-secondary education increase in number.


• Ninety per cent of Aboriginal learners transition from K–12 to post-secondary education and training.

TAB 2 - PAGE 37


“I want Aboriginal

students to have smooth

transitions, and I want them

to see themselves reflected in

post-secondary institutions.”

Amy knows �rsthand the challenges around attending a post-secondary institution for the �rst time, especially for Aboriginal students.

So when the Douglas student and member of the Nisga’a First Nation transferred to SFU, she wrote a guide to help other Aboriginal students in their transition to college or university.

Heart, Mind, Body and Spirit Connected: An Aboriginal Survival Guide to Post-Secondary o�ers First Nations students advice on everything from choosing the right school, to securing scholarships, to nutrition, to the importance of seeking out elders and mentors.

“De�nitely one of the things that helped me was always looking to people who were older than me for answers,” Amy remembers. “And I would ask questions of people I saw who were really successful in some way.”

Now at UBC, Amy is working toward a PhD in education, with a specialization in Indigenous education. Her dissertation will explore early university promotion initiatives and high-school-to-university transition programs for Aboriginal youth. Her hope is to gain and share insights into how the university can be transformed to enhance Aboriginal high school to university pathways in a meaningful way.

“I want Aboriginal students to have smooth transitions, and I want them to see themselves re�ected in post-secondary institutions.”

Amy’s also a new mom. Daughter Willow is still a baby, but Amy is already thinking about her education. She’d like to see more Indigenous knowledge infused into the curriculum, and has been working with UBC faculty and other graduate students to redesign teacher education programs to educate teachers about First Nations peoples, culture and knowledge.

“I want Willow to go to a school where she doesn’t ever feel that a piece of her isn’t being met within the curriculum. And that if there are questions she wants to ask, that there will be somebody there who, even if they don’t know those answers, will work with

her to �nd them out.”

STUDENT PENS HOWTO GUIDEBook of Advice Helps Ease the Transition to Post-Secondary

TAB 2 - PAGE 38


GOAL 5: Continuous improvement is based on research, data-tracking and sharing of leading practices.

OBJECTIVE 5.1: Sharing of leading practices creates an environment of informed leadership, effective practices and results in Aboriginal post-secondary education. (Links to principles 4, 5, 6, 7, 8, 9 and 10)

By facilitating the sharing of leading practices and creating avenues for communication, government can assist in creating an environment of informed leadership, collaboration and reciprocal learning. For instance, the protection and propagation of Indigenous knowledge and culture is of vital importance to First Nations, Métis and Inuit peoples and could be supported by developing and sharing leading practices for both curriculum and research. The 2007 Strategy Evaluation indicated AVED could consider playing a stronger role in coordination, including ensuring that leading practices are shared with institutions through regional or provincial forums.

Actions

1. Work with Aboriginal post-secondary education partners to facilitate the sharing of leading practices, research, information, and events to support Aboriginal learner success via the AVED website, social media, Aboriginal and post-secondary communication networks, and by hosting an annual forum.

2. Work with Aboriginal post-secondary partners to develop and share protocols and guidelines for researching and sharing Aboriginal history, culture and knowledge.


• Coordinated strategy ensures that institutions and Aboriginal communities and organizations have the information to make well-informed decisions for program and service development.


• Public post-secondary institutions and Aboriginal-controlled institutes are implementing policies, programs and services based on leading practices.



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TAB 2 - PAGE 39


OBJECTIVE 5.2: Governments, Aboriginal institutes and public post-secondary institutions make evidence-based decisions with respect to Aboriginal post-secondary education. (Links to principles 1, 4, 5, 6, 7, 8, 9 and 10)

There is a need to increase the amount of consistent, accurate and reliable data relating to Aboriginal post-secondary education so that governments, post-secondary institutions and Aboriginal institutes can work together to improve policy decisions and determine the effectiveness of various actions over the short, medium and long-term.

In 2008, AVED worked with the Ministry of Aboriginal Relations and Reconciliation, the Aboriginal Post-Secondary Education Partners Data Working Group and the Post–Secondary Application Service of British Columbia (PASBC) to implement a system-wide standard for Aboriginal data collection. 30

The Student Transitions Project (STP) is a collaborative effort of British Columbia’s education ministries, public post-secondary institutions and school districts. STP links data about students in the British Columbia public post-secondary education system with information from their years in kindergarten to grade 12 using the unique nine-digit personal education numbers (PENs) assigned to every student entering the British Columbia education system. Information from STP helps school districts, post-secondary institutions and government plan and manage programs to increase student success.

The 2007 Strategy Evaluation recommends that comprehensive and consistent evaluation and reporting requirements be identified from the outset of projects and monitored more closely throughout the duration of the project and that ongoing analysis be built into the process so that funding is directed to projects that are demonstrating success. Reporting should include documentation of resources shared with Aboriginal partners and more detailed evidence of respectful, collaborative and productive partnerships and relationship-building with Aboriginal communities, including urban Aboriginal populations, and Aboriginal institutes.

30 Government of British Columbia, “Government Standard for Aboriginal Data,” March 2007. Available at: http://www.cio.gov.bc.ca/local/cio/standards/documents/standards/aboriginal_administrative_data_standards.pdf.

Any process to redefine

how success is measured

in First Nations, Inuit and

Métis learning should

identify the partners needed

to address data gaps

and challenges, foster a

dialogue on data gaps and

challenges in measuring

Aboriginal learning,

develop comprehensive

information and data

strategies to fill the data gaps

on Aboriginal learning.

Source: Canadian Council on Learning (2007).

TAB 2 - PAGE 40


Factors affecting Aboriginal learners’ access to post-secondary education include a lack of information about which approaches are most effective in increasing enrolment in and completion of post-secondary education. New initiatives should be tied to research and incorporate Aboriginal and mainstream definitions of success.31

Actions

1. Work with Aboriginal post-secondary partners to report accurately and regularly on post-secondary education and training progress and outcomes, including the results and outcomes contained in this framework.

2. Develop an “Aboriginal Institutes Identifier” that will allow the use of Personal Education Numbers to identify learners enrolled in programs delivered in partnership with Aboriginal institutes, in order to better understand and respond to learner pathways.

3. Undertake research, in partnership with public post-secondary institutions and Aboriginal communities and institutes, to test leading practices in Aboriginal post-secondary education, beginning with K–12 to post-secondary and post-secondary to labour market transition points.


• Regular reports on progress are implemented.

• Learners enrolled in programs delivered in partnership with Aboriginal institutes are identified.


• Data quality is sufficient to make well informed decisions and provide meaningful reporting and accountability on progress.

• Evidence-based research is available and utilized by governments, Aboriginal communities and institutes and public post-secondary institutions.



31 Council of Ministers of Education, Canada, 2010, p. 37

TAB 2 - PAGE 41




THE PATH AHEAD

This Framework sets out important goals, objectives and actions to make certain that Aboriginal learners succeed in an integrated, relevant, and effective British Columbia post-secondary education system that enhances their participation in the social, cultural and economic life of their communities, the province, and global society. It is widely recognized that investments in education pay substantial economic and social dividends for individuals, communities, and nations. This is particularly true for Aboriginal peoples who will make up an increasing proportion of British Columbia’s population in coming years.

As British Columbia faces a decade of economic change, post-secondary education and training for First Nations, Métis and Inuit peoples will help address anticipated labour market shortages and position Aboriginal British Columbians to take advantage of the economic opportunities that exist in the province.

Their achievements, however, will require the coordinated efforts from provincial and federal governments, Aboriginal communities, institutes and organizations, public post-secondary institutions and the communities they serve.

The Framework and its actions will ensure that Aboriginal people are comfortable coming to, and are supported to be successful in, BC’s public post-secondary institutions. It focuses on the importance of community-based delivery of programs and services to ensure Aboriginal communities are positioned to take advantage of emerging economic opportunities. It recognizes the important role of Aboriginal post-secondary institutes in providing access to education and training in communities and assisting learners to transition into further education, training and employment. Lastly, it works to remove financial barriers that are preventing Aboriginal people from accessing post-secondary education and training, so that learners can seamlessly transition from K–12 to post-secondary and into the labour market.

These actions will lead to enhanced education and training outcomes and by extension social, cultural and economic well-being, not only for Aboriginal peoples, but for all British Columbians.

The province is committed to ongoing engagement of Aboriginal partners to ensure that Aboriginal perspectives are reflected in the design and implementation of post-secondary policy, programs and services. The province and its partners will develop a monitoring and evaluation plan to report on progress towards the goals and outcomes set out to 2020 in the Framework.

TAB 2 - PAGE 42

“ It’s the very first time in 30 years now that I’ve been involved in education

that I’ve seen a document that actually has strategies to move forward

and to empower Aboriginal students and communities.

When we empower Aboriginal students and communities,

we empower all of B.C. and all of Canada.”

– Deanna Nyce, President and CEO

Wilp Wilxo’oskwhl Nisga’a Institute

TAB 2 - PAGE 43

Adult Upgrading Grant2019/2020

ADULT UPGRADING GRANT

The Adult Upgrading Grant (AUG) provides needs-based support to students enrolled in Adult Education Programs. This grant helps cover costs associated with fees, books, unsubsidized childcare and transportation for students most in need of financial assistance. This grant also supports the cost of tuition for Adult Special Education programs.

WHO IS ELIGIBLE?

Applicants must:

HOW DO I APPLY?

To apply for the Adult Upgrading Grant, you must complete and sign the application. Once complete, you are required to attach all required information outlined above with the signed application and submit it to the Financial Aid Office at your post-secondary institution.

When completing the application, please refer to page 2 (Application Instructions) for additional information.

Please note: Section 7 of the application form is for Finance Aid Office use only. This section will be used to determine your grant amount.

1 of 8

• Be a Canadian Citizen, permanent resident, or protected person.- If you are not a Canadian Citizen, you must provide a copy of a Canadian immigration document (IMM 1000, IMM 5292, IMM 5509, permanent resident card, or other Canada issued documentation).

• Be a B.C. resident.• Be enrolled in one or more of the following approved course(s): Adult Basic Education, Adult

Special Education, or English as a Second Language.• Demonstrate financial need.

- You and your spouse (if applicable) must provide a copy of your previous year's tax return or other proof of income. If you are under the age of 22 and reside with your parent(s), your parent(s) must provide proof of income.- Income is defined by the amount of yearly income (line 150 of income tax return) and income derived from assets such as investments, rental property, and businesses inside and outside of Canada and monetary gifts.

Examples of proof of income may include:• A copy of Notice of Assessment from Canada Revenue Agency• Proof of income statement (option 'C' print)• T4 Statement of Remuneration Paid• T1 General (LINE 150)• T5007 Statement of Benefits• ROE Record of Employment• PAY STUB• T5 Statement of Investment Income• Letter from employer(s) verifying income amount

TAB 2 - PAGE 44


Application instructions

INSTRUCTIONS FOR COMPLETING THIS APPLICATION

Question Instruction

1-12 Please provide your most up-to-date information.13 Identify your Marital Status; choose one of the choices provided that best describes your status.

You are a single parent if you have custody of your child(ren), or your child(ren) live with you at least two days per week during your entire study period. Common-law relationship is a person with whom you are living in a marriage-like relationship at least 12 continuous months; s/he is the parent of your child by birth or adoption; or has custody and control of your child (or had custody and control immediately before the child turned 19 years of age) and your child is wholly dependent on this person for support.

14 Indicate whether you are a Canadian Citizen, Landed Immigrant/Permanent resident; or Protected Person/Convention Refugee. Note: you must attach a copy of the appropriate legal documentation (IMM 1000, permanent resident card, or other legal documentation) that confirms your status or that your application for permanent resident has been successful.

15-16 Indicate whether you identify yourself as an Indigenous person and Indigenous identity group (optional).17 Identify that you meet the B.C. residency requirement. You are a B.C. resident if:

• You have lived in B.C. all your life; or• B.C. is the province where you last lived for 12 continuous months, as of your study start date, not including months of

full-time post-secondary study; or• You arrived in B.C. as a permanent resident or landed immigrant, or protected person.

18 Identify that you have a Person With a Disability (PWD) designation as determined by the Ministry of Social Development and Poverty Reduction.A confirmation from the Ministry of Social Development and Poverty Reduction indicating that you have a PWD designation may be required along with this application.

20 If ANY of the following criteria applies to you, check the "yes" box: "Yes" means you are an independent applicant. • You are 22 years of age or older; or• You are a single parent, common-law, married, divorced or widowed as indicated in question 13; or• You have a PWD designation as indicated in question 18; or• You do not currently live in your parent’s or legal guardian's home.

Guardian means the person who is charged with the legal right and duty of care for a person, including children, dueto the person’s inability (due to age, mental or physical inability) to care for him/herself.

If you answered “No”, it means you are a dependent applicant. Please have your parent(s) answer questions 22-24 where applicable.

21 If you answered ‘yes’ for question 20, please include: • Yourself• Your spouse/common-law partner• Your dependent children.

If you answered ‘no’ for question 20, please have your parent(s) or legal guardian(s) complete this section to include: • The applicant (yourself)• Your parents• Your parents’/legal guardians’ dependent children under the age of 19 and dependent children over 19 with special

needs.

22-23 Enter line 150 from your 2018 income tax return. IF YOU DID NOT FILE INCOME TAX in 2018, go to question 23 andindicate your total income as shown in your proof of income. If you answered "No" for question 20, have your parent(s) answer questions 22-24 where applicable. If your income is above the income threshold listed in Section 2 and you received the AUG between April 1, 2018 and March 31, 2019, please see Financial Aid Office to confirm your eligibility.

24 Other sources of income include income derived from assets such as investments, rental property and businesses owned inside and outside of Canada, and monetary gifts.

25 The total of unsubsidized day-care cost is the amount of licensed childcare cost not covered by child care subsidy from other agencies or governments.

26 Enter the amount of travel cost needed in order to attend the registered course or program during the study period.

27 Indicate the school and campus where you will be attending this period of study. Indicate the type of course(s), the course dates and the number of course weeks. Course Type is categorized as follows: Adult Basic Education, English as a Second Language, Adult Special Education.

2 of 8

TAB 2 - PAGE 45


SECTION 1: STUDENT INFORMATION(01) Legal LAST NAME

(02) Legal FIRST NAME and MIDDLE Initial(s)

(03) MAILING ADDRESS – IMPORTANT: All mail will be sent to this addressApt/box/suite number

(04) Use this line for any part of your address not indicated above

(05) CITY/TOWN

(06) PROVINCE (07) POSTAL CODE

(08) AREA CODE

( )TELEPHONE NUMBER

-

(9) E-MAIL ADDRESS - Notifications MAY be sent to this address

(10) SOCIAL INSURANCE NUMBER

(11) DATE OF BIRTHYEAR MONTH DAY

(12) STUDENT NUMBER

(13) Marital Status on the first day of classes

Single

Single Parent

Married

Common Law

Divorced/Separated/Widowed

(14) Citizen Status:

Canadian Citizen

Landed Immigrant/Permanent Resident

Protected Person/Convention Refugee

(15) Do you identify yourself as an Indigenous person, that is, First Nations, Métis or Inuit? (Optional) YES NO

(16) If you identify yourself as an Indigenous person, are you: (Optional) First Nations Métis Inuit

YES NO(17) Residency: Have you lived in B.C. for 12 continuous months, not including full-time post-secondary study?

(18) Do you have a Person With a Disability (PWD) designation?

(19) Will you be receiving a full-time BC-Canada integrated student loan for this study period? YES NO

YES NO

(20) Select "YES" if ANY of the following criteria applies to you?• You are 22 years of age or older;• You are a single parent, married, common-law, divorced or widowed as indicated in question 13;• You have a PWD designation as indicated in question 18;• You do not currently live in your parent’s home.

YES NO

(21) If you answered "YES" for question 20, list your dependents (if applicable); if you answered "NO" have your parents list you andand your siblings (if applicable).

Name Date of Birth Was this dependent claimed on your 2018 tax return?

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO

3 of 8

TAB 2 - PAGE 46


SECTION 2: INCOME (INSIDE AND OUTSIDE OF CANADA)

To be considered for the Adult Upgrading Grant, you must demonstrate financial need. Eligibility is determined based on income and family size.

It is the responsibility of the applicant to ensure that receiving the Adult Upgrading Grant does not impact Income Assistance and Employment Insurance eligibility.

(25) Enter the total unsubsidized day-care costs you need during class hours for the study period.

SECTION 3: EXCEPTIONAL EXPENSES (Complete only if applicable)

$ .00

$ .00(26) Enter the total amount of travel costs needed to get to your class during the study period.

You may be required to provide documentation to support these estimate amounts.

Family Size Income Level1 $30,6002 $47,2753 $53,0014 $61,2005 $68,4246 $74,955

7 or more $80,960

APPLICANT PARENT(S)/ LEGAL GUARDIAN(S)

SPOUSE / COMMON-LAW

PARTNER

(22) Reported income from line 150 of your 2018 income Tax Return.

Note: If you did not file a tax return in 2018, leave blank andproceed to question 23.

$ .00Parent 1

$

Parent 2

$

.00

.00

$ .00

Note: question 23 should be left blank if you answered question 22. You Must provide a copy of proof of income (see page 1).

(23) What was your gross income in 2018?(Include wages/earnings,Income Assistance, EmploymentInsurance benefits, Employment Program for Persons withDisabilities income (EPPD), and any other source of taxableincome.)

$ .00$

$Parent 2

Parent 1

.00

.00

$ .00

(24) Other sources of income (investments, rental property,businesses inside and outside of Canada, and monetary gifts). $ .00

$

$

Parent 1

Parent 2

.00

.00

$ .00

If the amount on line 150 of your 2018 income tax return is above the income threshold and you received the AUG between April 1, 2018 and March 31, 2019, please see the Financial Aid Office to confirm your eligibility.

• DEPENDENT applicant must have parent(s) or legal guardian(s) complete the necessary income field.• INDEPENDENT applicant must have spouse or common-law partner complete the necessary income field (if applicable).

4 of 8

Note: All additional sources of income must be declared. Eligibilityis determined based on the total indicated on question 22 or 23plus 24.

TAB 2 - PAGE 47


SECTION 4: APPLICANT DECLARATIONThis is the declaration and Canada Revenue Agency consent form. Read the declaration carefully. If you do not understand it, ask for assistance at your financial aid office.

I am applying for financial assistance under the terms and conditions of the Ministry of Advanced Education, Skills and Training.

I. I understand that:1. It is my responsibility to make sure the information on this application, and/or all the documents forming part of it is accurate;2. The post-secondary institution will determine the amount of money I may be eligible to receive;3. It is against the law to make false or misleading statements on this application or all documents forming part of it;4. If I do not provide complete, accurate information or if I obtain or attempt to access financial assistance by fraudulent means, I will be denied the

Adult Upgrading Grant;5. All information is subject to audit and verification;6. If I receive money and then it is discovered that my application, or documents forming a part of it, is not accurate, I may be required to repay all or

part of the money. I will be required to do this if the mistake was made by me, my spouse/common-law partner, parent(s), legal guardian; and7. If I receive the Adult Upgrading Grant financial assistance, a portion or all of the money may be sent directly to my school to pay educational fees.

II. I understand that by signing below it means:1. I have read the instructions provided with this application;2. I have accurately answered all questions on the application and all documents forming a part of it;3. I certify that all information is complete and accurate and I have not altered or added to any of the pre-printed application;4. I need student financial assistance to continue my education;5. For the purposes of research and verifying information about this application and related documents, I agree to the collection, use and disclosure

of my personal information between the Ministry of Advanced Education, Skills and Training, educational institutions, financial aid offices, FirstNations governments/bands, and federal, provincial, municipal ministries/departments/agencies. This consent takes effect when I sign thisDeclaration.

Collection and use of information. The information included in this form and authorized above is collected and managed in accordance with Section 26 of the Freedom of Information and Protection of Privacy Act and under the authority of the Canada Student Financial Assistance Act, R.S.C. 1994, Chapter C-28 and the Ministry. The information provided will be used to determine eligibility for a benefit through the Ministry. If you have any questions about thecollection and use of this information, contact Ministry of Advanced Education, Skills and Training, PO Box 9173, Stn Prov Govt, Victoria, BC V8W 9H7, call1-800-561-1818 (toll-free in Canada/U.S.) or 250 387-6100 (outside North America).

(IMPORTANT DOCUMENT – READ, SIGN AND DATE )

CANADA REVENUE AGENCY CONSENTFor the purpose of verifying the data provided in this application for student assistance, I agree to the release, by the Canada Revenue Agency, to the Ministry of Advanced Education, Skills and Training (or a person delegated by the ministry), of taxpayer information from any portion of my income tax records that pertains to information given by me on any Ministry application. The information will be relevant to, and used solely for the purposes of determining and verifying my eligibility for the Adult Upgrading Grant. This authorization is valid for the two taxation years prior to the year of signature of this consent, the year of signature of this consent and for any other subsequent consecutive taxation year for which assistance is requested.


APPLICANT SIGNATURE PRINT NAME DATE SIGNED

MUST BE SIGNED PRINT HEREY Y Y Y M M D D/ /

APPLICANT SIGNATURE PRINT NAME DATE SIGNED


5 of 8

TAB 2 - PAGE 48


SECTION 5: PARENT(S) OR LEGAL GUARDIAN(S) AND SPOUSE OR COMMON-LAW DECLARATIONI. I understand that:

1. The student will have access to information provided in this document;2. Post-secondary institution will have access to information provided in this application form;3. It is against the law to make false or misleading statements on this application or all documents related to it;4. It is my responsibility to make sure the information on this application is accurate; and5. All information is subject to audit and verification.

II. I understand that signing my name on this application form means:

1. I certify that the information I have given is correct and complete and that I have not altered or added to any of the Adult Upgrading Grantapplication and/or questions;

2. I have authorized the student to immediately notify the Financial Aid Office of the post-secondary institution of any increase in my income;3. I consent to the exchange of information between the post-secondary institution and the Province of British Columbia about my financial

status. This consent takes effect when I sign this declaration.

For the purposes of verifying information about this application, I agree to the collection, use and disclosure of my personal information between the Ministry of Advanced Education, Skills and Training, educational institutions, financial aid offices, First Nations governments/bands, and federal, provincial, municipal ministries/departments/agencies. This consent takes effect when I sign this Declaration.

Collection and use of information. The information included in this form and authorized above is collected and managed in accordance with Section 26 of the Freedom of Information and Protection of Privacy Act and under the authority of the Ministry. The information provided will be used to determine eligibility for a benefit through the Ministry. If you have any questions about the collection and use of this information, contact Ministry of Advanced Education, Skills and Training, PO Box 9173, Stn Prov Govt, Victoria, BC V8W 9H7, call 1-800-561-1818 (toll-free in Canada/U.S.) or 250 387-6100 (outside North America).


APPLICANT PARENT 1/LEGAL GUARDIAN SIGNATURE (IF APPLICABLE) PRINT NAME DATE SIGNED




APPLICANT SPOUSE SIGNATURE (IF APPLICABLE) PRINT NAME DATE SIGNED


6 of 8

TAB 2 - PAGE 49


SECTION 5: (continued)

I agree to the release, by the Canada Revenue Agency, to the Ministry of Advanced Education, Skills and Training (or a person delegated by the ministry), of taxpayer information from any portion of my income tax records that pertains to information given by me on any Ministry application. The information will be relevant to, and used solely for the purposes of determining and verifying the student's eligibility for the Adult Upgrading Grant. This authorization is valid for the two taxation years prior to the year of signature of this consent, the year of signature of this consent and for any other subsequent consecutive taxation year for which assistance is requested.






APPLICANT SPOUSE SIGNATURE (IF APPLICABLE) PRINT NAME DATE SIGNED


7 of 8

TAB 2 - PAGE 50


SECTION 6: COURSE DETAILS(27) Indicate the school and campus where you will be attending this period of study. Indicate the type of course(s), thecourse dates and the number of course weeks.

Name of Institution Campus

Course Type Course Code/Number Course Name

Previously received funding for this

course

Course Start Date

Course End Date

Number of

Weeks

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

SECTION 7: FOR FINANCIAL AID OFFICE USE ONLYAdult Upgrading Grant Recommendation

Tuition(ASE only)

Fees Books Supplies Transportation Unsubsidized Daycare Total Award

$ $ $ $ $ $ $

Important : All funded activity must be reported through the electronic reporting system

APPROVED DENIED

FINANCIAL AID OFFICER SIGNATURE PRINT NAME DATE SIGNED


Financial Aid Officer Comments

8 of 8

TAB 2 - PAGE 51

MINISTRY OF ADVANCED EDUCATION, SKILLS AND TRAINING | December 2018 1

PROVINCIAL TUITION WAIVER PROGRAMMinistry of Advanced Education, Skills and Training

WHAT IS THE PROVINCIAL TUITION WAIVER PROGRAM?

§ The program waives tuition and mandatory fees for B.C. students who are former youth in care between the ages of 19 and up to their 27th birthday.

§ The program applies to full-time and part-time certificates, diplomas and undergraduate degrees at 25 public post-secondary institutions, Native Education College and 10 Union Institutes.

§ Currently, 687 former youth in care are benefiting compared to about 189 former youth in care in 2016-17.

§ Students are enrolled in all types of programs—social work, academic arts, nursing, pre-medical studies, trades, business administration and graphic design.

Quick Facts:

§ About 2,200 students in the post-secondary education system may be eligible.

§ Top three schools with the most students receiving the waiver are VIU (83), Camosun College (76) and TRU (55).

§ $2.6 million paid in tuition and fees to 24 public post-secondary institutions for 687 students as of November 2018.

Quotes:

§ “People should keep in mind that youth in care come from very traumatizing pasts. Communication is something that a lot of youth in care really struggle with because they are moving around so much or are isolated." Rose, Selkirk College

§ “Overall, it’s been a big stress reliever and allowed me to focus on my studies.” Kyle, SFU

§ “Now, my narrative is more than my past. I identify as a university student, professional and activist.” Ruby, VIU

Timeline:

§ Pre-September 2017: A voluntary patchwork of bursaries and grants at 11 public post-secondary institutions

§ September 1st, 2017: Expansion to all 25 public post-secondary institutions

§ Budget 2018: $2 million annually for the provincial tuition waiver program

§ Budget 2018: Expansion of the Ministry of Children and Family Development's Agreements with Young Adults

§ June 2018: Announced $250,000 contribution to the Youth Futures Education fund for additional wrap around supports

§ July 1, 2018: expanded to 10 union-based training providers

WHAT IS THE ELIGIBILITY CRITERIA?

§ from British Columbia;

§ aged between 19 to 26 years; and

§ have been in care for a minimum total of 24 months.

§ attend a B.C. public post-secondary institution, Native Education College or one of 10 union trades training schools.

§ Care is defined as:

� Continuing Custody Order

� Temporary Custody Order

� Special Needs Agreement

� Voluntary Care Agreement

� Youth Agreement

� Adoption

� Extended Family Program

� Permanent Transfer of Custody Order

� Temporary Transfer of Custody

� Interim Custody Order

� Child in Home of Relative

HOW DO I APPLY?

§ Want to learn more? Visit gov.bc.ca/tuitionwaiver

§ Got a question? Email [email protected]

§ Current students can visit the institution's financial aid office and complete a consent form to validate your eligibility.

HONOURABLE MELANIE MARK Hli Haykwhl Ẃii Xsgaak MINISTER OF ADVANCED EDUCATION, SKILLS AND TRAINING

TAB 2 - PAGE 52

http://gov.bc.ca/tuitionwaiver

mailto:[email protected]

MINISTRY OF ADVANCED EDUCATION, SKILLS AND TRAINING | December 2018 2

25 post-secondary institutions

10 union institutes (all Lower Mainland)

Native Education College

Union InstitutesBOILERMAKER TRAINING CENTRE

CONSTRUCTION & SPECIALIZED WORKERS

D.C. 38 JOINT TRADE SOCIETY

ELECTRICAL JOINT TRAINING COMMITTEE

FLOORLAYERS UNION

IUOE LOCAL 115 TRAINING ASSOCIATION

PILE DRIVERS LOCAL 2404

PIPING INDUSTRY APPRENTICESHIP BOARD

SHEET METAL WORKERS TRAINING CENTRE SOCIETY

TROWEL TRADES TRAINING ASSOCIATION

WHERE CAN I STUDY?

UNIVERSITY OF NORTHERN BRITISH COLUMBIA5 students

COAST MOUNTAIN COLLEGE2 students

COLLEGE OF NEW CALEDONIA26 students

NORTH ISLAND COLLEGE2 students

VANCOUVER ISLAND UNIVERSITY83 students

THOMPSON RIVERS UNIVERSITY55 students

SELKIRK COLLEGE5 students

COLLEGE OF THE ROCKIES8 students

UNIVERSITY OF BRITISH COLUMBIA–OKANAGAN2 students

UNIVERSITY OF VICTORIA26 students

CAMOSUN COLLEGE76 students

ROYAL ROADS UNIVERSITY

OKANAGAN COLLEGE34 students

DOUGLAS COLLEGE46 students

JUSTICE INSTITUTE OF BRITISH COLUMBIA6 students

SIMON FRASER UNIVERSITY–SURREY29 students

BRITISH COLUMBIA INSTITUTE OF TECHNOLOGY21 students

KWANTLEN POLYTECHNIC UNIVERSITY36 students

UNIVERSITY OF BRITISH COLUMBIA–VANCOUVER32 students

LANGARA COLLEGE48 students

EMILY CARR UNIVERSITY OF ART AND DESIGN3 students

NATIVE EDUCATION COLLEGE8 students

VANCOUVER COMMUNITY COLLEGE24 students

CAPILANO UNIVERSITY18 students

UNIVERSITY OF THE FRASER VALLEY54 students

NICOLA VALLEY INSTITUTE OF TECHNOLOGY35 students

NORTHERN LIGHTS COLLEGE3 students

TAB 2 - PAGE 53

A Guide to Scholarships, Bursaries, Tuition Waivers & Awards Available to Children in and from Government Care in British Columbia●FPSS Society●January 2018

A Guide to:

Scholarships, Bursaries, Tuition Waivers and Awards Available to Children in and from Government Care in British Columbia

FPSS Foster Parent Support Services Society 145-735 Goldstream Ave., Victoria V9B 2X4 www.fpsss.com

TAB 2 - PAGE 54


This document is compiled by FPSS Society from public websites. FPSS Society cannot guarantee the accuracy

of this information as organizations may change their policies and procedures from time to time. For current

information on bursary/scholarship availability, eligibility requirements, and application deadlines, please

contact the educational/training institute directly.

If you know of other scholarships, bursaries, tuition waivers or awards available to children in and from

government care in British Columbia that should be included in this guide, please contact FPSS Foster Parent

Support Services Society at [email protected] or 1-888-922-8437.

Last Updated: January 25th, 2018

http://fpsss.com/resources/tuition-guide/

TAB 2 - PAGE 55




TABLE OF CONTENTS

PAGE

DEFINITIONS 4

GOVERNMENT OF BRITISH COLUMBIA TUITION WAIVERS 5

YOUTH EDUCATION ASSISTANCE FUND (YEAF) 6

AGREEMENTS WITH YOUNG ADULTS (AYA) 7

ABORIGINAL AFFAIRS AND NORTHERN DEVELOPMENT CANADA POST SECONDARY STUDENTS SUPPORT PROGRAM (PSSSP) 8

ADOPTIVE FAMILIES ASSOCIATION OF BC 9

BC FEDERATION OF FOSTER PARENT ASSOCIATION BURSARIES 10

BCIT YOUTH IN CARE SKILLED TRADES TUITION WAIVER 10

CANADA POST ABORIGINAL EDUCATION INCENTIVE AWARDS 11

CHILDREN’S AID FOUNDATION BURSARIES 11

CHILDREN’S AID FOUNDATION GRADUATION AWARDS 12

CHILDREN’S AID FOUNDATION SCHOLARSHIP 12

FEDERATION OF COMMUNITY SOCIAL SERVICES OF BC YOUTH EDUCATION BURSARY 13

FEDERATION OF YOUTH IN CARE NETWORKS OF BC DREAM FUND 13

HOWARD LEGACY YOUTH FUND 14

JUSTICE INSTITUTE OF BRITISH COLUMBIA YOUTH IN CARE TUITION BURSARY 15

KEN DRYDEN SCHOLARSHIP 16

KWANTLEN POLYTECHNIC SUPPORT PROGRAM FOR FORMER YOUTH IN CARE 16

LANGARA COLLEGE YOUTH IN CARE BURSARY 16

NICOLA VALLEY INSTITUTE OF TECHNOLOGY TUITION WAIVER 17

PUBLIC GUARDIAN AND TRUSTEE EDUCATION ASSISTANCE FUND 18

RBC ABORIGINAL STUDENT AWARDS PROGRAM 19

ROYAL ROADS UNIVERSITY FORMER YOUTH IN CARE BURSARY 20

Selkirk College Current and Former Youth in Care (FYC) Financial Assistance Program Application 21

Storwell's Foster Children Bursary Program 22

SIMON FRASER UNIVERSITY YOUTH IN CARE TUITION ASSISTANCE PROGRAM 22

UNIVERSITY OF BRITISH COLUMBIA TUITION WAIVERS FOR FORMER YOUTH IN CARE 23

UNIVERSITY OF NORTHERN BRITISH COLUMBIA 25

UNIVERSITY OF VICTORIA YOUTH IN CARE TUITION AWARD 25

VANCOUVER ISLAND UNIVERSITY YOUTH IN CARE TUITION WAIVER 25

BURSARY CHART 26

PUBLIC POST-SECONDARY EDUCATION IN BRITISH COLUMBIA 27

TAB 2 - PAGE 56


DEFINITIONS

Bursary

A bursary is typically an award for a student with financial need. Bursaries may have academic requirements, but are generally

focused on helping students who do not have the resources to pay for school on their own. Applications for bursaries typically

require you to show you are in need of the assistance and how great your need is.

http://www.scholarshipscanada.com/News/ArticleProfile.aspx?SectionID=8&ID=2974

Scholarships

Traditionally, scholarships are based on academic merit, such as an entrance scholarship which is awarded based on the grade

average from high school. Modern usage of the term, however, is much more liberal, with providers of non-academic awards using

the term to describe any financial prize that will be used towards tuition payment. Scholarship application procedures are different

for each scholarship, but can include a request for your academic transcripts.


Tuition Waiver

A Tuition Waiver is a type of financial award where a university waives all tuition fees.

TAB 2 - PAGE 57




GOVERNMENT OF BRITISH COLUMBIA TUITION WAIVER PROGRAM

This program waives tuition fees for B.C. students who are former youth in care between 19 – 26 years of age, attending a B.C.

public post-secondary institution.

What is available?

The tuition and mandatory fees charged by your institution, which are required to be paid in order for you to successfully complete

your studies, could be waived so your institution may admit you to your program of study without collecting tuition fees.

This program waives tuition fees for former youth in care and is not intended to replace existing programs. Other programs that

help offset educational costs for you will continue. Contact your institution’s financial aid department to determine eligibility for

other programs and bursaries.

Am I eligible?

You may be eligible if you:

Are 19-26 years old (inclusive), attending a B.C. public post-secondary institution; and,

Have received care from the Ministry of Children and Family Development (MCFD) or a Delegated Aboriginal Agency (DAA)

through the Child, Family and Community Service Act for a minimum of 24 months (consecutive or accumulated) in any, or a

combination, of the following categories:

Continuing Custody Order pursuant to sections 41 (1) (d), 42.2 (4) (d) or (7) or 49 (4), (5) or 10 (a) of the Act

A protective order in which the court has assigned permanent custody of the child to the Director of Child

Welfare (the Director)

Temporary Custody Order

A protective order in which the court has assigned custody of the child to the Director on a temporary basis

Special Needs Agreement pursuant to section 7 of the Act

A parent of a child with special needs may voluntarily and temporarily agree to place the child in the care of

the Director

Voluntary Care Agreement pursuant to section 6 of the Act

A parent voluntarily and temporarily places the child in the care of the Director

Youth Agreement pursuant to section 12.2 of the Act

The Director enters into an agreement with a youth (ages 16 – 19) who needs assistance to live independently

and cannot be re-established with family

Extended Family Plan pursuant to section 8 of the Act

A parent voluntarily and temporarily places the child in the care of an adult who has an established familial,

relational, or cultural connection to the child

Permanent Transfer of Custody Order pursuant to section 54.01 or 54.1 of the Act

An order in which the court permanently transfers custody to another (non-parent) family member or another

adult with an established relational or cultural connection to the child

Temporary Transfer of Custody pursuant to section 41(1)(b) of the Act

A protective order in which the court temporarily places the child in the custody of an adult who has an

established familial, relational, or cultural connection to the child

If you fall outside of the eligibility criteria, exceptions will be considered on an individual basis. Submit your request to the System

Navigator at [email protected] for consideration.

How do I apply?

1. Visit your institution's financial aid office and complete a consent form to allow your institution to disclose information,

verify your identity, and validate your eligibility with the MCFD.

2. Your institution will submit your consent form to the MCFD. The verification process can take a couple of days to a month

depending on the complexity of your records search.

TAB 2 - PAGE 58



3. If you are found to be eligible, your institution will admit you to your program of study without collecting tuition fees. If you

have already paid your fees, your tuition fees will be reimbursed.

Frequently Asked Questions

1. Can I claim a waiver retroactively?

The Tuition Waiver Program is effective as of September 1, 2017. You will not be able to claim tuition fee reimbursements

for study periods prior to September 1, 2017. For September 2017 and beyond, you may claim reimbursement at any time

during your study period (a study period is defined as the first day of classes to the final class or exam, whichever is later).

If a you have paid for September 2017 enrollment, or in the case of some trades programs, August 2017 enrollment, the

Program applies and your tuition fees will be reimbursed.

If you fall outside of the eligibility criteria but wish to make a case to be considered, you or your institution can submit a

request to the System Navigator at [email protected] for consideration.

2. What about part-time students?

This program applies to part-time students as long as you remain enrolled beyond the drop date for each study period.

3. Is successful completion a determinant of whether or not a tuition waiver is issued?

This program applies as long as you are still enrolled in a course or program beyond the drop date for each study period.

4. What are the limits on the type of programs (e.g., can you get tuition waived for a masters or medical degree)?

This program applies to the wide range of study programs outlined below. There is no minimum course duration, course

load, or maximum tuition fee coverage.

Credit and non-credit courses leading to a certificate, diploma, credential or undergraduate degree

Courses taken during unclassified qualifying years, non-credit-based trades programs and continuing education programs

eligible for student financial assistance

Apprenticeship training

Any non-credit courses associated with lifelong learning or competencies related to the labour market

This Program does not apply to graduate or post-graduate courses or programs.

YOUTH EDUCATION ASSISTANCE FUND (YEAF)

The Youth Education Assistance Fund (YEAF) makes a difference in the lives of young adults who have spent time in the care of the

Ministry of Children and Family Development or a delegated Aboriginal agency.

YEAF provides grants to 19 to 24 year-olds attending university, college, a university-college, an institute or designated private

school. The YEAF grant amount is currently up to $5,500.

Approved applicants will receive a grant cheque from the Victoria Foundation. You can apply once a year, up to a maximum of

four years or until you turn 24. The money you receive can be used for tuition, books or living expenses. This is a non-refundable,

taxable grant. You will get a T4A form for your taxes. You can apply and receive funds at any time during the education year.

To receive the grant, you must be attending a designated post-secondary school. The institution does not have to be in BC. A

designated post-secondary school is an accredited school that has been approved by the Ministry of Advanced Education.

You must be registered in courses that are part of a program leading to a degree, diploma or certificate. This includes academic,

vocational and trade programs. The program must be at least 12 weeks in length. You will have at least 60 per cent of a full time

course load or 40 per cent if you have a permanent disability.

TAB 2 - PAGE 59


http://www.mcf.gov.bc.ca/yeaf/index.htm


The YEAF endowment fund is made possible by a partnership between the Ministry of Children and Family Development, the

Ministry of Advanced Education and the Victoria Foundation.

For more information, and to access the application visit: http://www.mcf.gov.bc.ca/yeaf/index.htm

AGREEMENTS WITH YOUNG ADULTS (AYA) *UPDATED*

If you’ve been in foster care or had a Youth Agreement, you may qualify for the Agreements with a Young Adult (AYA) program to

help cover the cost of things like housing, child care, tuition and health care while you go back to school, or attend rehabilitation,

vocational or approved life skills program.

To apply for an agreement, you must be at least 19 and not yet 26 years old, and on your 19th birthday were in one of the following

care arrangements:

• The custody of a director or permanent custody of the Superintendent

• The guardianship of a director of adoption

• The guardianship of a director under the Family Relations Act

• A Youth Agreement

Money to Help

In most cases, an AYA will cover living expenses while you go to school or attend a rehabilitation, vocational or approved Life Skills

program, including things like:

• Basic needs (e.g. food and housing) for you and your children if you have any

• Babysitting and child care

• Health care

Education and skills training programs: Tuition and other expenses are generally covered by the Youth Education Assistance Fund

(YEAF). If not, an AYA may help pay for your tuition, books, uniforms, and any other expenses required by the education program.

Rehabilitation programs: An AYA can support you while you attend a mental health or addictions program. If you've completed a

residential treatment program for alcohol and drug use and now require support to keep from relapsing, a post-treatment support

program can be part of your plan. Your worker can help you create a strategy for doing this.

Life Skills programs: You can be participating in an approved Life Skills program while on AYA. Life Skills programs are intended to

help you to gain the needed skills and provide hands-on guidance in life skills like financial literacy, time management, decision-

making and problem solving in order to achieve your goals. A worker can help you to understand the life skills that you wish to learn

and to develop a plan. A full list of eligible programs is available at http://www2.gov.bc.ca/gov/content/family-social-supports/

youth-and-family-services/teens-in-foster-care/agreements-with-young-adults.

Apply for an Agreement

Step 1: Four to six weeks before the program you're interested in begins, complete an AYA application form (PDF). In the section

"Program and Support Need", describe the program you'd like to take and what kind of financial assistance or other support you

may need.

Step 2: Mail or drop off your application form at an MCFD office.

Step 3: Within two weeks, a social worker will contact you to prepare a written plan together that explains your goals and the

support you need to reach them. If you do not hear back, follow up with a phone call.

Besides outlining what the provincial government or social worker will do to help you with your plan, this meeting will also outline

TAB 2 - PAGE 60

http://www.mcf.gov.bc.ca/yeaf/index.htm

http://www.mcf.gov.bc.ca/youth/aya.htm

http://www2.gov.bc.ca/gov/content/safety/public-safety/protecting-children/youth-agreements

http://www2.gov.bc.ca/gov/content/family-social-supports/youth-and-family-services/teens-in-foster-care/agreements-with-young-adults



what's expected of you. For example, you will need to complete one of the following requirements:

• 60% course load in an educational or skills training program (40% if you have a permanent disability)

• A minimum of 15 hours a week participation in a rehabilitation program

• A combination of educational / skills training and rehabilitation program time that equals at least 15 hours a week

• An approved Life Skills program that is at least 12 hours a week (or 48 hours per month)

Aboriginal young adults with a plan that meets AYA criteria can ask for support from their band or tribal council– they may be

able to assist with funding. If not, you can enter into an AYA if you're living on or off a reserve.

Length of an Agreement

You can have more than one AYA. For example, you could:

• Attend a training program for six months with AYA support

• Work for a year without an AYA

• Then, go back to school and enter into another AYA

Here are the criteria for how long you can be on an AYA:

• AYAs can last for up to six months at a time

• The total amount of time you have for being on AYAs is 48 months

• AYAs can’t extend past your 26th birthday

For more information, and to access application visit: http://www2.gov.bc.ca/gov/content/family-social-supports/youth-and-

family-services/teens-in-foster-care/agreements-with-young-adults

ABORIGINAL AFFAIRS AND NORTHERN DEVELOPMENT CANADA

POST-SECONDARY STUDENT SUPPORT PROGRAM (PSSSP)

This program provides financial assistance to Status Indian and Inuit students who are enrolled in eligible post-secondary

programs, which includes: community college and CEGEP diploma or certificate programs; undergraduate programs; and

advanced or professional degree programs.

Eligibility

First Nations

Students must be Registered Status Indians (residing on or off-reserve) who have been residing in Canada for 12 consecutive

months prior to the date of application for funding. Students must be enrolled in a certificate, diploma or degree program in an

eligible post-secondary education institution and must maintain continued satisfactory academic standing within that institution.

Self-governing First Nation members in the Yukon that have not yet assumed responsibility for post-secondary education through

a Programs and Services Transfer Agreement are eligible for funding under this program.

Inuit

Inuit students who have been residing outside of the Northwest Territories or Nunavut for 12 consecutive months could be

eligible for funding through the Post-Secondary Student Support Program. Inuit students residing in these territories are eligible

TAB 2 - PAGE 61



https://www.aadnc-aandc.gc.ca/eng/1100100033682/1100100033683



for funding support from their respective territorial governments.

What Costs are Covered?

Financial assistance may be provided in the following areas:

• Tuition support for part-time and full-time students that may include fees for registration, tuition and the cost of books and

supplies required for courses.

• Travel support for full-time students who must leave their permanent place of residence to attend college or university.

Students may qualify for funding to return home twice per academic year.

• Living expenses for full-time students to help cover the costs such as food, shelter, and transportation.

Eligible Status Indian Students

Administration of the program is done through the First Nation or designated First Nation organization that determines the funding

and selection criteria in accordance with national guidelines.

First Nation students who want to pursue post-secondary studies and access available funding programs should contact their local

band office.

Self-governing First Nation members in the Yukon that have not yet assumed responsibility for post-secondary education through a

Programs and Services Transfer Agreement are eligible for funding under this program.

Eligible Inuit Students

Eligible Inuit students seeking more information on how to apply for available funding for post-secondary education should contact

the designated organizations or the AANDC regional office in the province where they have resided for the past 12 consecutive

months.

For more information, and to access the application visit: https://www.aadnc-aandc.gc.ca/eng/1100100033682/1100100033683

ADOPTIVE FAMILIES ASSOCIATION OF BC YOUTH BURSARY APPLICATION

The AFABC Youth Bursary awards financial assistance to youth who have joined their families by legal adoption, and plan to pursue

a vocational, trade or academic post-secondary program at an accredited BC institution. This fund will award two $1,000 bursaries

on an annual basis, intended to directly offset tuition and/or other expenses associated with educational programs. Awards will be

announced and paid through the Adoptive Families Association of BC.

Eligibility

• You have joined your family by legal adoption.

• You are currently a BC resident.

• You are over 17, and under 25 years of age, on the date of the bursary application deadline.

• You are registered in a vocational, trade or academic post-secondary program at an accredited BC institution.

Disbursement of Funds

The Howard Legacy Youth Fund (see page 15) and the AFABC Youth Fund both allow for annual scholarships that will be awarded

once per year, to two individuals for each bursary, at $1,000 each.

Guidelines

All approved applications, (completed, meeting all eligibility requirements and submitted on time) will be forwarded for an initial

screening process. The strongest applicants will be presented to the selection committee.

• Bursary applicants can apply for either AFABC bursary fund, but may only be chosen for one award per year.

TAB 2 - PAGE 62




• Previous AFABC bursary award recipients are permitted to re-apply in a new bursary year.

• All AFABC program clients are permitted to apply for either AFABC bursary.

• Current AFABC staff, board members, committee members, contractors and their respective children are not eligible to apply

for either AFABC bursary.

Former AFABC staff, board members, committee members, contractors and their respective children are eligible to apply for either

AFABC bursary, 12 months after their organizational role has concluded.

Contact

If you have any questions or need assistance, please contact Tanika at [email protected] or 604-320-7330 ext 135.

Application Form: https://www.bcadoption.com/sites/default/files/ayb_application_2017_fillable_1.pdf

BC FEDERATION OF FOSTER PARENT ASSOCIATION BURSARIES

The General Scholarship Fund

BCFFPA occasionally receives funds from donors that they request to be put toward scholarships for children and youth who were

formerly in care. The Board of Directors has outlined a General Scholarship Fund into which we can place donations from these

generous donors. Unless directed to do otherwise, scholarships will be distributed under the name of the donor(s) until the funds

are expended. One bursary will be distributed annually to any youth who is or has been in the care of the Ministry and wants to

pursue further education.

The Maurice Graydon Bursaries

The Maurice Graydon Bursaries, which are awarded annually, have been established for youth currently and formerly in care who

wish to continue their education.

The William Curtis Memorial Fund Bursary

The William Curtis Memorial Fund, which is awarded annually, has been established for youth currently and formerly in care who

wish to continue their education. Applications are accepted in May of each year.

For more information, and to access the applications visit:

http://bcfosterparents.ca/children-youth-bursaries/education-bursaries/

or contact the BCFFPA Office at 1-800-663-9999

BCIT YOUTH IN CARE SKILLED TRADES TUITION WAIVER

The BCIT Youth in Care Skilled Trades Tuition Waiver Program will provide up to five (5) students, who grew up in the BC care

system, and are currently enrolled in, or students accepted to enter BCIT, in one of the top 10 skilled trades programs offered by

BCIT with tuition waivers. Tuition waivers apply only towards the completion of a first certificate or diploma at BCIT.

What Does the Tuition Waiver Cover?

The Tuition waiver covers the costs of program tuition, BCIT student association activity and health and dental fees, other fees and

lab, material or certification fees.

Eligibility

To be eligible for the BCIT Youth in Care Skilled Trades Tuition Waiver Program individuals must be a resident of BC who is living, or

has lived a significant part of their life, as a youth in care in BC as defined by the Child, Family and Community Service Act (CFCSA):

• A Continuing Custody Order pursuant to sections 41 (1) (d), 42.2 (4) (d) or (7) or 49 (4), (5) or 10 (a) for a minimum of one year

TAB 2 - PAGE 63


https://www.bcadoption.com/sites/default/files/ayb_application_2017_fillable_1.pdf

http://bcfosterparents.ca/bursaries/

http://bcfosterparents.ca/children-youth-bursaries/education-bursaries/

http://www.bcit.ca/files/finaid/pdf/youthincarewaiver.pdf


• An Agreement with Youth pursuant to section 12.2 of the Act,

• A Transfer of Custody Order pursuant to section 54.1 of the Act.

If applicants are unsure whether they meet any of the above criteria, they should contact their former social worker, any Ministry

of Children and Family Development office or any delegated Aboriginal agency for clarification.

In addition, applicants must meet the following criteria:

• Be at least 18 years of age.

• Be in receipt of a BCIT offer of acceptance into program.

• Be in need of financial assistance (priority will be given to students receiving government student loan and/or grant funding

through the province of BC).

• Meet with an Advisor in the Student Financial Aid and Awards department.

• Complete and sign this BCIT Youth in Care Skilled Trades Tuition Waiver Program Application form including the Declaration and

Release of Information Consent form.

Upon applicant consent, BCIT will verify the applicant’s eligibility with the Ministry of Children and Family Development office or

any delegated Aboriginal agency.

For more information, and to access the application visit: http://www.bcit.ca/files/finaid/pdf/youthincarewaiver.pdf

or contact the Stephanie Williams at 604-456-8136 or [email protected].

For information on Financial Aid at the British Columbia Institute of Technology visit: http://www.bcit.ca/finaid/

CANADA POST ABORIGINAL EDUCATION INCENTIVE AWARDS

This unique awards program is part of Canada Post's Progressive Aboriginal Relations Program. It's just one way Canada Post

proudly shows its commitment to making a difference in our communities and giving back to Aboriginal Canadians. Aboriginal Link

will manage candidates' applications to the Aboriginal Education Incentive Awards.

For more information visit: https://www.canadapost.ca/web/en/pages/aboutus/details.page?article=aboriginaleducation

CHILDREN’S AID FOUNDATION BURSARIES

Eligibility Criteria

Funding is available to students demonstrating both financial need and the potential to succeed in their program of study. To

meet the eligibility criteria, a student must be:

• A current Crown (permanent) Ward, or have been a Crown (permanent) Ward (or BC equivalent) for at least one year, including

those who were adopted; OR youth eligible for Renewed Youth Support or Continued Care and Support for Youth

• Under 26 years of age at the start of their current school program, or under 30 if the student has received CAF funding for the

same program in previous years

• Registered at or planning to attend a recognized post-secondary institution

• Are attending school part-time OR

• Are attending school for less than two semesters in any school year OR

• Did not apply for a scholarship before the application deadline

Students who submit a complete scholarship application will automatically be considered for a bursary if they are not awarded a

scholarship.

TAB 2 - PAGE 64

http://www.bcit.ca/files/finaid/pdf/youthincarewaiver.pdf


http://www.bcit.ca/finaid/

https://www.canadapost.ca/web/en/pages/aboutus/details.page?article=aboriginaleducation

https://www.canadapost.ca/web/en/pages/aboutus/details.page?article=aboriginaleducation


When Do I Apply?

Bursary applications are accepted on a rolling basis throughout the year. There is no deadline, but it may take three weeks to

review your application, and an additional three weeks to process your first payment, so it is best to apply as early as possible. We

cannot accept applications for semesters that you have already completed.

Application Checklist

To apply for a bursary, students must submit the following documents:

1. Bursary application form

2. Recent transcript (sent directly from your school to the Foundation)

3. Child protection worker reference (Foundation staff will contact your worker directly once you have submitted the online

application form)

For more information visit: http://www.cafdn.org/bursaries/

CHILDREN’S AID FOUNDATION GRADUATION AWARDS

Graduation Awards are $500 for each year that it would take a full-time student to complete your program (for example, $1,500

for a three-year degree)

Who Can Apply? Students who have completed a post-secondary program for which they received scholarship or bursary

support from the Children’s Aid Foundation who are under the age of 30 at the time of their submission.

When Do I Apply? Graduation Award applications are reviewed every July. These awards are presented at our annual

Recognition Night event.

For more information visit: http://www.cafdn.org/graduation-awards/

CHILDREN’S AID FOUNDATION SCHOLARSHIP

Eligibility Criteria

Funding is available to students demonstrating both financial need and the potential to succeed in their program of study. To meet

the eligibility criteria, a student must be:

• A current Crown (permanent) Ward, or have been a Crown (permanent) Ward for at least one year, including those who were

adopted; OR youth eligible for Renewed Youth Support or Continued Care and Support for Youth

• Under 26 years of age at the start of their current school program, or under 30 if the student has received CAF funding for the

same program in previous years

• Attending a recognized post-secondary institution full-time for two semesters within one academic year (i.e. September 2018-

April 2019 or January-August 2019).

Who Can Apply? Student meeting the eligibility criteria, and who will be attending school full-time for two semesters within

one academic year (September-August).

When Do I Apply? Online scholarship application forms are generally due at the end of February for September admission.

Successful applicants will be notified in late June or July, and scholarships are presented at our annual Recognition Night event.

For more information visit: http://www.cafdn.org/for-youth/help-with-higher-education/

TAB 2 - PAGE 65

http://www.cafdn.org/bursaries/

http://www.cafdn.org/graduation-awards/

http://www.cafdn.org/for-youth/help-with-higher-education/


FEDERATION OF COMMUNITY SOCIAL SERVICES OF BC

YOUTH EDUCATION BURSARY

The Youth Education Bursary assists young people that are or have been in care and want to pursue a career in social, health or

education services. Bursaries support students with the financial costs of tuition, books, and supplies for post-secondary academic,

technical or vocational training or academic upgrading.

The Youth Education Bursary was established by Federation members in 2009, as a way to help address recruitment and retention

issues in the sector, and to encourage and support young people to develop a career in our sector. The bursary program supports

young people 25 or younger who either are or have been in care and who want to pursue post-secondary education towards a

career in the social services, health or education fields. Students are welcome to apply over multiple years as we share a long-term

interest in their studies and development into social service professionals.

In its first year, the bursary program supported five young people with financial support for tuition, books and supplies as well as

several computers. In 2010, the program grew to support 23 youth who received financial awards ranging from $250 to $2000! This

program is possible because of the generosity of Federation members and agencies, and people like you who believe in the value

of post-secondary education.

Eligibility

1. You are currently in care or you are a former youth in care in the province of BC. This includes being under a continuing custody

order (CCO); temporary custody order (TCO, Voluntary Agreement or Special Needs Agreement); or a Youth Agreement under

British Columbia’s Child, Family and Community Services Act.

2. You are a Canadian Citizen or a Landed Immigrant.

3. You are 25 years old or younger in the year of your application.

4. You are currently attending or planning to enroll in a post-secondary academic program in recognized public post-secondary

institution. If you are unsure whether your school is a recognized Public institution, consult the list of Public Institutions on the

BC Ministry of Advanced Education website.

5. Your education plans relate to a career in the field of Human and Social Services. Examples include Social Work, Counselling,

Child & Youth Care, Psychology, Community, Family & Child Studies, Gerontology & Social Work, Mental Health & Addictions,

Pre-Social Work.

For more information, and to access the application visit: http://fcssbc.ca/youth-bursary/ or email [email protected].

FEDERATION OF YOUTH IN CARE NETWORKS OF BC DREAM FUND

The Dream Fund bursaries offers financial support to young people interested in career training and/or education opportunities.

We distribute the Dream Fund to successful applicants three times a year.

Education Achievement Bursary provides young people with up to $2500 in funding for post-secondary school per academic

year. What makes this bursary unique is young people can use this for all accredited schools, not just the usual designated post-

secondary schools.

Eligibility

1. You are currently in care or a former youth in care either under a continuing custody order (CCO) or temporary custody order

(TCO, Voluntary Care Agreement or Special Care Agreement) or Youth Agreement in BC under the Child, Family and Community

Services Act.


3. You are 14 and over and under the age of 25.

TAB 2 - PAGE 66

http://fcssbc.ca/about/youth-bursary/

http://fcssbc.ca/about/youth-bursary/

http://fcssbc.ca/youth-bursary/


http://fbcyicn.ca/programs/education/dream-fund/


4. You are currently enrolled or planning to enroll in a secondary, post-secondary academic, technical or vocational program, a

recognized public post-secondary institution, or a registered private post-secondary institution.

**Note: A list of registered private post-secondary institutions in BC can be found on The Private Career Training Institutions

Agency (PCTIA) website: www.pctia.bc.ca.)

5. Must have a cumulative total of 1 year in government care.

Reach for Success Bursary is $500 per year and can be used for a variety of workshops, courses and other skill building

activities. Examples of this include driver’s lessons, music lessons, food safe, fork lift certificate, sports and recreation fees etc.

This bursary is not for post-secondary courses or programs.

Eligibility

1. You are currently in care or a former youth in care either under a continuing custody order (CCO) or temporary custody order

(TCO, Voluntary Care Agreement or Special Care Agreement) or Youth Agreement in BC under the Child, Family and

Community Services Act.


3. You are 14 and over and under the age of 25.

4. You are currently enrolled or are planning to enroll in a personal or professional development course or activity.

5. Must have a cumulative total of one year in government care.

For more information, and to access the application visit: http://fbcyicn.ca/sites/default/files/Dream%20Fund%20Reach%20for%

20Success%20-%20fillable%20ex.pdf or contact the Sam Pothier at 1-800-565-8055 or [email protected]

HOWARD LEGACY YOUTH FUND

The Howard Legacy Youth Fund awards financial assistance to youth in or from government care who plan to pursue trade,

vocational, or academic programs. If you know of a youth who might benefit from this bursary, or if you would like to apply

yourself, please review the eligibility requirements below to see if this opportunity is right for you. The fund awards two $1000

bursaries per year.

Bursary Structure

• Applications will be accepted January 1st to March 31st,

• Bursary deadline is March 31st

• Selection Committee will review applications April 1st to June 1st

• Recipients will be notified and awarded by June 15th

Eligibility

• You are a current or former youth in care of the BC Ministry of Children and Family Development (MCFD) or Delegated

Aboriginal Agency

• You were formerly or are currently under a Continuing Custody Order (CCO) or Temporary Custody Order (TCO, Voluntary Care

Agreement or Special Care Agreement) or Youth Agreement in BC under the Child, Family and Community Services Act

• You have experienced a minimum cumulative total of 1 year in government care

• You are a BC resident

• You are under 25 years of age

TAB 2 - PAGE 67

http://www.pctia.bc.ca

http://fbcyicn.ca/sites/default/files/Dream%20Fund%20Reach%20for%20Success%20-%20fillable%20ex.pdf

http://fbcyicn.ca/sites/default/files/Dream%20Fund%20Reach%20for%20Success%20-%20fillable%20ex.pdf


https://www.bcadoption.com/node/68856/


• You are currently enrolled or planning to enroll in a trade, vocational, or academic program at an accredited BC institution

• You have met the program entry requirements

Guidelines for Applicants

Confirmation of program registration will be required from award recipients prior to release of Bursary funds. If award candidate

does not show confirmation of program registration within 18 months of bursary award notification, then the award is forfeited.

AFABC staff, board, and their family members are not eligible to apply for this Bursary. This restriction applies to AFABC contractors

and committee members as well. Former staff and board are eligible to apply 12 months after their organizational role has

concluded.

For more information, and to access the application visit: https://www.bcadoption.com/node/68856/

or contact Yvonne at [email protected]

Justice Institute of British Columbia Youth in Care Tuition Bursary

JIBC is interested in supporting former youth in care to access post-secondary education with a tuition bursary program.

The tuition bursary program is administered through the student financial aid and awards office in cooperation with the relevant

program area.

Prospective students for this program must:

• Submit a complete and signed Application for the Youth In Care Tuition Bursary and Authorization for Release of Information to

the Student Financial Aid and Awards Office;

• Be at least 18 years of age during the academic year of study;

• Demonstrate a need for financial assistance as outlined on the application;

• Be accepted into a JIBC certificate, diploma or degree for the upcoming semester OR be a continuing student and maintaining a

minimum GPA of 2.00 each semester and registered in a program leading to the completion of a certificate, diploma or degree;

• Provide evidence from a current or former agency worker, of eligibility for the Youth in Care Tuition waiver as a current or former

youth in care in the Province of British Columbia. Within the Authorization for Release of Information, JIBC will verify each

student's eligibility with the Ministry of Child and Family Development or a delegated Aboriginal Child and Family services

agency.

• Have exhausted or be ineligible for theYouth Education Assistance Fund.

Limitations

• The bursary is not applicable for tuition in professional training courses.

• The bursary applies only to the tuition fees for the course; any other expenses necessary for participation in the course such as

books, supplies, equipment rental, etc., must be paid by the student.

• This bursary is part of the general bursary fund and will be adjudicated within the constraints of the annual budget allocation.

• As a minimum number of tuition-paying students are required in each course to enable it to be offered, the Institute reserves

the right to limit the number of bursaries admitted to a course and/or to apply the regular course fees in high cost courses.

• The bursary is intended to provide tuition support for JIBC programs and will be awarded to a maximum of $2000 annually per

student.

The bursary will be adjudicated three times in the year; February, May and October.

For more information go to Justice Institute of British Columbia: http://www.jibc.ca/procedure/3211-001

TAB 2 - PAGE 68

https://www.bcadoption.com/node/68856/


http://www.jibc.ca/procedure/3211-001

https://studentaidbc.ca/explore/grants-scholarships/youth-educational-assistance-fund-former-youth-care

http://www.jibc.ca/procedure/3211-001


KEN DRYDEN SCHOLARSHIP

Ken Dryden Scholarships are awarded to select young people, currently or formerly in the care of the Canadian child welfare

system, who demonstrate great achievement and promise. Each scholarship covers up to $3,000 or 80% of the cost of tuition

and fees, whichever is less, and is renewable annually, based on reasonable progress toward the completion of a first

undergraduate diploma or certificate from an accredited trade school program.

For more information, and to access the application visit: http://www.youthincare.ca/ken-dryden-scholarship

KWANTLEN POLYTECHNIC SUPPORT PROGRAM FOR FORMER YOUTH IN

CARE

The Support Program for Former Youth-in-Care extends financial and other supports to youth who are transitioning from

government care to adulthood and who are pursuing post-secondary studies. The program provides funding for tuition and

student fees for a full academic year (Fall and Spring semesters) for up to 5 students. Eligible students must be residents of

British Columbia who are living or who have lived as youth-in-care under one of the following conditions as defined by the

Child, Family and Community Service Act (CFCSA):

• A Continuing Custody Order pursuant to sections 41 (1) (d), 42.2 (4) (d) or (7) or 49 (4), (5) or 10 (a) of the Act for a minimum

of one year, or

• An Agreement with Youth pursuant to section 12.2 of the Act, or

• A Transfer of Custody Order pursuant to section 54.1 of the Act

Students must apply annually to be considered for funding with eligible students selected by a committee.

The Support Program for Former Youth-in-Care serves to complement other funding sources such as student loans and grants,

and the Youth Education Assistance Fund (YEAF) available from the Government of BC’s student assistance program. More

information on these programs can be found online at: https://studentaidbc.ca/.

For more information visit: http://www.kpu.ca/fyic

LANGARA COLLEGE YOUTH IN CARE BURSARY

Starting in Fall 2014, the Youth in Care bursary Pilot Program will be offered as a four (4) year pilot program. The Youth in Care

Bursary is intended to assist with education costs for students who are living or have lived as youth in care in British Columbia.

Bursaries are subject to available funds.

Eligibility

Is a resident of British Columbia who has received care from the Ministry of Children and Family Development or a Designated

Aboriginal Agency in one of the following ways through the Child, Family, and Community Service Act (CFCSA):

• a continuing Custody Order pursuant to sections 41(1)(d), 42.2(4)(d) or (7) or 49(4),(5), or 10(a) of the Act for a minimum of

one year

• a Youth Agreement pursuant to section 12.2 of the Act

• a Transfer of Custody Order pursuant to section 54.01 or 54.1 of the Act

• If you are not aware whether you meet the above criteria, please contact your former social worker, any Ministry of

Children and Family Development office, or any delegated Aboriginal Agency.

• Currently is, or has been accepted as, a Regular Studies student.

TAB 2 - PAGE 69

http://www.youthincare.ca/ken-dryden-scholarship

http://www.youthincare.ca/ken-dryden-scholarship

https://studentaidbc.ca/




http://www.kpu.ca/fyic

http://www.langara.bc.ca/student-services/financial-aid/bursaries/youth-in-care.html


• Funding will be targeted to students completing their first academic credential, or first bachelor degree program.

• Is enrolled in, or will be enrolling in, a minimum of a 60% course load (or 40% for students with disabilities)

• Is in Good Standing*

• If a returning student, holds a cumulative GPA of 2.00 or higher

• Has demonstrated financial need as per the Langara bursary formula**

*For the purpose of this bursary, the Registrar defines a 'student in good standing' as a person who:

I. is not on academic suspension or required to withdraw from all courses;

II. has not been suspended or expelled from the College for any reason.

** Students are required to apply for the Youth Education Assistance

If approved, the Youth in Care Bursary will cover up to the total of tuition fees, Material/Lab Fees, and the Capital Building Legacy

Fees for the semester approved. Langara reserves the right to prorate the bursary based on financial need of the applicant and

available funding.

For more information, and to access the application visit:


For more information on Financial Aid at Langara College visit: http://www.langara.bc.ca/student-services/financial-aid/

NICOLA VALLEY INSTITUTE OF TECHNOLOGY TUITION WAIVER

NVIT’s Youth in Care Tuition Waiver Program is open to both current and prospective NVIT learners, across all programs/courses

being delivered at either the NVIT Merritt or NVIT Vancouver Campus. For the purpose of the program, a youth in care is defined as

an individual who is a resident of British Columbia and is living or has lived as a youth in care in British Columbia under one of the

following conditions as defined by the Child, Family, and Community Service Act (CFCSA):

• a Continuing Custody Order for a minimum of one year [pursuant to sections 41(1)(d), 42.2(4)(d) or (7) or 49(4), (5) or 10(a)];

• an Agreement with Youth [pursuant to section 12.2]; or

• a Transfer of Custody Order [pursuant to section 54.1]

If students are unsure whether they meet any of the above criteria, they should contact their former social worker, any Ministry of

Children and Family Development office, or a delegated Aboriginal Child and Family services agency for help.

Eligibility

In addition to the above, current and prospective learners will be eligible if they meet the following criteria:

• submit a complete and signed Application for the Youth In Care Tuition Waiver and an Authorization for Release of Information

to the Enrolment Services Office;

• be at least 18 years of age during the academic year of study;

• demonstrate need for financial assistance;

• have an offer of admission to NVIT for the upcoming semester in a program leading to the completion of a certificate, diploma

or undergraduate degree, OR be a continuing student maintaining a minimum GPA of 2.00 each semester and registered in a

program leading to the completion of a certificate, diploma or undergraduate degree;

• Students are required to meet with an NVIT Academic Planner to review educational goals and preparedness. To book an

appointment or for more information call NVIT Merritt campus at 250-378-3300, NVIT Vancouver campus at 604-602-9555, or

toll-free at 1-877-682-3300.

TAB 2 - PAGE 70


http://www.langara.bc.ca/student-services/financial-aid/

http://www.nvit.ca/financialaidtuitionpaymentplansforstudentswithstudentloans.htm


Terms of the Youth In Care Tuition Waiver include, but may not be limited to, the following:

• the waiver is not applicable to tuition for Community Education or Continuing Studies courses;

• the waiver applies only to the tuition fees for the course; any other expenses necessary for participation in the course such as

books, supplies, Student Society fees, lab fees, UPASS BC fees, theatre tickets, equipment rental, etc., must be paid by the

student;

• as a minimum number of tuition-paying students are required in each course to enable it to be offered, NVIT reserves the right to

limit the number of waivers admitted to a course under this policy and/or to apply the regular course fees in high cost courses;

• all refunds are subject to the Refund of Fees Policy – C.3.12.

If approved, NVIT will contact you to confirm your eligibility and details of funding. NVIT reserves the right to change criteria based

on funding availability.



For information on Financial Aid at the Nicola Valley Institute of Technology visit:

http://www.nvit.ca/financialaiddocumentnew.htm

PUBLIC GUARDIAN AND TRUSTEE EDUCATIONAL ASSISTANCE FUND

History

The Public Guardian and Trustee Educational Assistance Fund was established in June 1989. The Fund was derived from the

generous donations of three private benefactors. The charitable intention of all three benefactors was to financially assist British

Columbians in pursuing educational development for their future careers. In establishing the Fund, the government of British

Columbia has attempted to reflect the charitable intentions of the original benefactors. Since 1989, the Fund has provided annual

bursaries to individuals who meet the requirements of the terms of the trust document and demonstrate a strong desire to develop

a future career path through their educational goals.

Purpose

The purpose of the Fund, as set out in the trust document is, "to assist any beneficiary selected under the provisions of the Trust to

further his or her educational goals, whether academic or vocational, provided that the bursary shall not be used as a sole means of

support but rather as a supplement to existing funding to cover shortfalls in fees, books, maintenance and/or transportation which

might otherwise cause the individual affected to terminate his or her studies prematurely."

In accordance with the trust document, annual bursaries are awarded to individuals "who are over the age of 19 years, and have

been permanent wards of the Superintendent of Family and Child Service in the Ministry of Social Services and Housing (or its

successors), and who meet the criteria deemed appropriate by the Trustee."

Bursaries

Successful applicants are awarded annual bursaries ranging in value up to a maximum of approximately $3,300.00 (amount is

indexed annually with the cost of living).

Eligibility

Applications are evaluated on the following criteria:

1. General Eligibility

An applicant must:

• be a former permanent ward of the Ministry of Social Services of British Columbia, its predecessor or successor, or have been in

TAB 2 - PAGE 71



http://www.trustee.bc.ca/services/estate-and-personal-trust-services/Pages/pgt-educational-assistance-fund.aspx


continuing custody of the British Columbia Ministry for Children and Family Development under the Child, Family and

Community Services Act or predecessor laws;

• be at least 19 years of age as of the date studies commence;

• be a high school graduate or equivalent currently enrolled or planning to enroll in a post-secondary academic, technical or

vocational program;

• submit a completed current year application form;

• provide transcripts from the last year of school attended; and

• have other sources of funding for the educational year; the bursary shall not be the sole means of support.

(Note: Permanent ward or continuing custody means a child, who by court order, was placed in the permanent or continuing

custody of the Province of British Columbia. The custody order terminated when the child attained the age of 19 years, was

married prior to attaining the age of 19 years, or the court cancelled the order prior to the child attaining the age of 19 years.)

2. Financial Need

An applicant must:

• demonstrate a financial shortfall which might cause the individual to be unable to pursue their studies;

• demonstrate some means of financial support;

• demonstrate an inability to access additional means of financial support to make up the shortfall; and

• provide an estimated descriptive budget for the upcoming academic year based on reasonable expenses and reasonable means

of financial support.

3. Post Academic Performance

An applicant must demonstrate:

• an academic, technical or vocational ability to pursue the intended educational goal; and

• an academic, technical or vocational commitment to obtaining the educational goal.

4. Career Goals

An applicant must demonstrate:

• a clear career goal;

• a direct relationship between the educational goal and the career goal;

• a personal commitment to the career goal (e.g., related education to date, related volunteer experience, related work

experience, or references from educators, counsellors or field workers); and

• personal suitability to the chosen career (e.g., references from educators, career counselors, or field workers).



RBC ABORIGINAL STUDENT AWARDS PROGRAM

The RBC Aboriginal Student Awards Program was launched in 1992 to assist Aboriginal students to complete post-secondary

education, and provide an opportunity for RBC to strengthen its relationship with the Aboriginal community. Selected students are

awarded up to $4,000 each academic year for two to four years to use towards tuition, textbooks, supplies and living expenses.

RBC awards 10 scholarships in two categories:

• For students majoring in disciplines related to the financial services industry

TAB 2 - PAGE 72


http://www.rbc.com/careers/aboriginal_student_awards.html


• For students majoring in disciplines unrelated to the financial services industry

We also consider scholarship recipients who are interested in careers in financial services for summer and post-graduate

employment

Eligibility

You are eligible to apply to the RBC Aboriginal Student Awards Program if you are a Status Indian*, a Non-status Indian, Inuit or

Métis and meet these criteria:

• You are a permanent resident or citizen of Canada

• You have applied or are currently attending an accredited post-secondary institution in Canada

• You maintain a full course load that leads to a recognized degree, certificate or diploma

• You have at least two years remaining in post-secondary academic program as of September

• You require financial assistance to pursue your education

If you are already receiving partial funding from other sources, you may still apply to the RBC Aboriginal Student Awards Program

to cover additional educational and living expenses.

**Indian as defined in Section 2(1) of the Indian Act

How it Works

Applications and supporting documents are to be received by RBC by 11:59 pm EST on February 28th, of each year. If selected, the

applicant must provide proof of her/his acceptance to university or college and eligible status by July 31st.

You will receive up to $4,000 per academic year for educational and living expenses for two to four years.

How Award Recipients are Selected

A committee of Aboriginal academics and RBC representatives review all completed applications and makes the final selection of

the award recipients primarily based on personal and academic achievements and individual financial need. Successful applicants

are notified of the committee's decision by May 30th of each year. All decisions of the committee are final.

For more information, and to access the application visit: https://www.aadnc-aandc.gc.ca/eng/4078514441507/4078514441507

ROYAL ROADS UNIVERSITY FORMER YOUTH IN CARE BURSARY

Starting in 2015, Royal Roads University will offer a Former Youth in Care Bursary up to the value of the cost of tuition. The aim of

this bursary is to reduce the financial barrier to education for former Youth in Care and assist the Canadian Council of Provincial

Child and Youth Advocates further the voice, rights and dignity of children. It will be offered for three years as a pilot program and

reviewed after the Fall of 2017 to determine its potential continuance.

The value of the supplement will be equal to the cost of tuition for one (or up to three) students for academic years 3 and 4 of the

below-listed undergraduate program at RRU. There is a maximum of $20,000 each year in this pool of funding and awarded on a

first-come-first-served basis to qualified candidates. Funding applies only to RRU-delivered courses. Ancillary fees and other fees,

textbooks, and normal cost of living will be the responsibility of the recipient. Qualified programs are:

BA in Global Tourism Management BA in Interdisciplinary Studies BA in International Hotel Management

BA in Justice Studies BA in Professional Communication Bachelor or Business Administration

BCom in Entrepreneurial Management BSc in Environmental Management BSc in Environmental Science

Eligibility

• have received care through the child welfare/protection system through the Ministry of Children & Family Development

TAB 2 - PAGE 73


http://www.royalroads.ca/prospective-students/entrance-awards


within the past five years

• be accepted into an RRU undergraduate degree program through an established transfer agreement

• be studying towards obtaining his or her first degree

• demonstrate financial need

• be a current resident of BC

Application deadlines

• February 1st

• May 1st

• August 1st

• November 1st

For more information visit


SELKIRK COLLEGE CURRENT AND FORMER YOUTH IN CARE (FYC) FINANCIAL

ASSISTANCE PROGRAM APPLICATION

Selkirk College’s Current and Former Youth in Care (FYC) Financial Assistance Program, is an initiative aimed at making post-

secondary education more accessible for youth in care, by waiving tuition for eligible students.

Who is Eligible?

To be eligible for this Program, students must be a resident of British Columbia who is living or has lived as a youth in care in British

Columbia under one of the following conditions as defined by the Child, Family and Community Service Act (CFCSA):

• A Continuing Custody Order pursuant to sections 41 (1) (d), 42.2 (4) (d) or (7) or 49 (4), (5) or 10 (a) of the Act for a minimum of

one year

• An Agreement with Youth pursuant to section 12.2 of the Act

• A Transfer of Custody Order pursuant to section 54.1 of the Act

If students are not aware whether they meet any of the above criteria, they should contact their former social worker or any

Ministry of Children and Family Development office or any delegated Aboriginal agency for help.

In addition, students should meet the following criteria (please check all that apply):

You are 19 years of age or older (If you are under 19 check with your social worker or any Ministry of Children and Family

Development office to access funding available)

You are working towards completing your first certificate or diploma program

You are in need of financial assistance (first consideration will be given to students receiving government student loan and/

or grant funding, through the province of British Columbia)

You have obtained an offer of admission from Selkirk College

You have attached an “Authorization for Release of Information” available at http://selkirk.ca/student-experience/

studentconnection/current-student-info under Information and Forms tab.

TAB 2 - PAGE 74



You have included your most recent social worker’s name on the last page of this application

You have met with a Selkirk College Counsellor to review educational goals and preparedness. To book an appointment and

for more information please call Selkirk College at 250-365-1273.

*If you do not meet any of the criteria outlined above you may provide an explanation under “Extenuating Circumstances” in

“Section 3 – Additional Information” of this application.

What Does the Selkirk College Former Youth in Care Financial Assistance Program Cover?

If approved, the financial assistance program will provide up to $_____ towards your first certificate or diploma program at Selkirk

College. Financial Aid will review the funding needs (tuition or other costs) of participating students each semester and determine

whether other sources of funds are available.

Application deadlines are August 15 (fall and/or winter semester) and October 31 (spring and/or summer semester) If approved,

you will be contacted by Selkirk College to confirm your eligibility and details of funding. Selkirk College reserves the right to

change criteria based on funding availability.


http://www.selkirk.ca/financial-information/financial-aid/scholarships-awards-bursaries/youth-care-financial-assistance-program

STORWELL'S FOSTER CHILDREN BURSARY PROGRAM

Storwell offers an annual bursary of $2,000 in support of foster children to help them attend post-secondary schools and to offer a

hand up as they make their way forward in life.

Eligibility:

• Applicant must have been a foster child with an official Canadian or American foster care program and agrees to having the

above organization verify the same.

• Will be enrolled as a full-time student at a recognized general/ vocational College or post-secondary institution in Canada or USA

as of September.

• Canadian or American Citizen or Permanent Resident

• Applicant must be 24 years of age or less at the time of application

• Winner agrees to having his/her name, photo and post secondary institution displayed on the Storwell website.

Application Process:

Fill out their application by December to be considered. All information submitted on the form is strictly confidential


https://www.storwell.com/bursary-application#bursary-application

SIMON FRASER UNIVERSITY YOUTH IN CARE TUITION ASSISTANCE PROGRAM

Amount Awarded: Equivalent of tuition and mandatory fees

If you are currently living as a youth in care or have lived as a youth in care (as defined below) in BC for at least one year, you may

be eligible to receive an award up to the equivalent of tuition and mandatory fees towards the completion of your first

undergraduate degree. If eligible, awards may be renewable for up to a maximum of 10 terms or the completion of your first

TAB 2 - PAGE 75

http://www.selkirk.ca/financial-information/financial-aid/scholarships-awards-bursaries/youth-care-financial-assistance-program

https://www.storwell.com/bursary-application#bursary-application

http://www.sfu.ca/students/financialaid/youth-in-care/assistance-program.html


undergraduate degree, whichever comes first.

**A maximum of five awards are available each academic year to students entering Simon Fraser University.

Definition of Youth in Care

• In the continuing custody of the director, under the Child, Family and Community Service Act of a delegated Aboriginal agency

• In the permanent custody of the Superintendent of Family and Child Service (under former Family Child Service Act) or

• Under the guardianship of a director as referred to in the Family Law Act or Were in the temporary custody of the director under

the Child, Family and Community service Act or a delegated Aboriginal agency, or under a Youth Agreement at your 19th birthday

or

• Were in the temporary care of the director under the Child, Family and Community Service Act, or a delegated Aboriginal

agency, for a minimum period of three years between the ages of 12 and 19

Eligibility

To apply for the Youth in Care Tuition Assistance Program, you must:

• be currently living in care, or have lived as a youth in care (as defined above) in BC for at least one year

• be a resident of BC

• have been admitted to SFU

• must have started your post-secondary education within five years of being in care

• must start classes at SFU within five years of initiating your post-secondary education

• must be enrolled full-time (i.e., in nine or more units for the term)

In addition to the above, if you are selected for this program, you must meet the following criteria:

• In collaboration with SFU Financial Aid and Awards, establish a financial plan to address your other costs related to post-

secondary education, such as books and living expenses

• meet with an SFU Academic Advisor to review your educational goals and preparedness, and course selection

Renewal Criteria

To maintain your award, you must:

• be enrolled full-time (i.e., in nine or more units); have a CGPA of 2.00 and be in good academic standing

• meet with an SFU Academic Advisor to review your course selection each term

• meet with SFU Financial Aid and Awards to review your financial plan each term

• maintain continued contact with the University and authority officials satisfactory to facilitate the administration of the program



For information on Financial Aid at Simon Fraser University visit: https://www.sfu.ca/students/financialaid.html

UNIVERSITY OF BRITISH COLUMBIA TUITION WAIVERS FOR FORMER YOUTH

IN CARE

The Youth in Care Tuition Waiver covers the cost of tuition for eligible students' undergraduate studies. The purpose of this waiver

is to reduce the financial cost of post-secondary education for youth ageing out of care who might not otherwise be able to attend

university. Effective September 2014, the waiver will cover full tuition for residents of BC who are currently living in care or who

TAB 2 - PAGE 76


https://www.sfu.ca/students/financialaid.html

http://students.ubc.ca/enrolment/finances/awards/youth-care

http://students.ubc.ca/enrolment/finances/awards/youth-care


have lived as a Youth in Care in BC.

Definition of Youth in Care

As defined by the Child, Family and Community Service Act, youth in care is someone who is or currently has been one of the

following:

• Is in the continuing custody of the director under the Child, Family and Community Service Act or a delegated Aboriginal agency

for at least one year;

• In the permanent custody of the Superintendent of Family and Child Service (under the former Family and Child Service Act) for

at least one year;

• Under the guardianship of a director as referred to in the Family Law Act for at least one year;

• Under a Youth Agreement at their 19th birthday; or

• In the temporary care of the director under the Child, Family and Community Service Act or a delegated Aboriginal agency for a

minimum period of three years between the ages of 12 and 19

Eligibility

Applicants for the waiver must have started post-secondary education within five years of being in care, and enroll in their first

undergraduate degree at UBC within an additional five years.

You must be admitted to an eligible undergraduate degree program.

For more information, and to access the application visit: https://students.ubc.ca/enrolment/finances/awards-scholarships-

bursaries/tuition-waivers-former-youth-care

For information on Financial Aid at the University of British Columbia visit:

http://students.ubc.ca/enrolment/finances/financial-advice

Eligible programs: Vancouver campus

Bachelor of Applied Science

Bachelor of Arts

Bachelor of Business in Real Estate*

Bachelor of Commerce*

Bachelor of Dental Science (Dental

Hygiene)

Bachelor of Environmental Design

Bachelor of Fine Arts

Bachelor of International Economics*

Bachelor of Kinesiology

Bachelor of Media Studies

Bachelor of Medical Laboratory Sciences

Bachelor of Music

Bachelor of Midwifery

Bachelor of Science

Bachelor of Science in Forestry

Bachelor of Science in Forestry Sciences

Bachelor of Science in Nursing

Bachelor of Science in Pharmacy*

Bachelor of Science in Agroecology

Bachelor of Science in Applied Biology

Bachelor of Science in Wood Products

Processing

Bachelor of Science in Natural Resource

Conservation

Bachelor of Science in Food, Nutrition and

Health

Bachelor of Science in Global Resource

Systems

Bachelor of Social Work

*indicates a program with differentiated

tuition

Eligible programs: Okanagan campus

Bachelor of Applied Science

Bachelor of Arts

Bachelor of Fine Arts

Bachelor of Human Kinetics

Bachelor of Management

Bachelor of Science in Nursing

Bachelor of Science

TAB 2 - PAGE 77

https://students.ubc.ca/enrolment/finances/awards-scholarships-bursaries/tuition-waivers-former-youth-care

https://students.ubc.ca/enrolment/finances/awards-scholarships-bursaries/tuition-waivers-former-youth-care



UNIVERSITY OF NORTHERN BRITISH COLUMBIA

UNBC has created a New Youth in Care Tuition Waiver for undergraduate students who are a resident of BC and who are currently

living in care or have lived as a Youth In Care in BC for at least one year and are enrolled in full-time studies at UNBC

The new Youth in Care Tuition Waiver will cover the full tuition cost of a first undergraduate degree or certificate for a young

person who has spent time as a youth in care under the provincial Child, Family and Community Services Act.

Application Forms should be returned to the UNBC Office of the Registrar, Attn: Awards & Financial Aid, 3333 University Way,

Prince George, BC V2N 4Z9.

Eligibility

In order to qualify for the tuition waiver, prospective students must be residents of British Columbia, currently live or recently have

lived as a youth in care, and meet all the admission requirements for the program they wish to enter. The waiver is renewable each

year the student maintains satisfactory academic standing until the student completes a first undergraduate degree or certificate

program.

For more information visit

http://www.unbc.ca/releases/35411/unbc-offers-full-tuition-waiver-youth-care#sthash.d10ZIV30.dpuf

Or to download an application go to http://www.unbc.ca/sites/default/files/news/35148/new-youth-care-tuition-waiver/

youth_in_care_tuition_waiver_application.pdf

UNIVERSITY OF VICTORIA YOUTH IN CARE TUITION AWARD

Up to five awards are given to students in their first undergraduate degree program. To be eligible for this award, students must

demonstrate financial need and be a resident of British Columbia, who is living or has lived as a youth in care in British Columbia

under one of the following conditions as defined by the Child, Family and Community Service Act (CFCSA):

• a Continuing Custody Order pursuant to sections 41 (1) (d), 42.2 (4) (d) or (7) or 49 (4), (5) or 10 (a) of the Act for a minimum of

one year

• an Agreement with Youth pursuant to section 12.2 of the Act

• a Transfer of Custody Order pursuant to section 54.1 of the Act

The award covers up to eight terms of funding or the terms required for completion of a first degree, whichever comes first, to

cover actual tuition costs (excluding mandatory fees). Students who transfer to UVic from a university or college to complete their

first undergraduate degree and meet all eligibility criteria will be considered for the award. Applicants must submit the application

form, including the Release of Information consent form required to confirm eligibility, to Student Awards and Financial Aid by the

application deadline of June 30th.

For more information, and to access the application visit: http://www.uvic.ca/registrar/safa/bursaries/index.php

For information on Financial Aid at the University of Victoria visit: http://www.uvic.ca/registrar/safa/

VANCOUVER ISLAND UNIVERSITY YOUTH IN CARE TUITION WAIVER PROGRAM

Vancouver Island University (VIU) offers the Youth in Care Tuition Waiver Program to eligible students who have grown up in the

care system in British Columbia.

Eligibility

To be eligible for this Program, students must be a resident of British Columbia, who is living or has lived as a youth in care in

British Columbia under one of the following conditions as defined by the Child, Family and Community Service Act (CFCSA):

TAB 2 - PAGE 78

http://www.unbc.ca/sites/default/files/news/35148/new-youth-care-tuition-waiver/youth_in_care_tuition_waiver_application.pdf

http://www.unbc.ca/releases/35411/unbc-offers-full-tuition-waiver-youth-care#sthash.d10ZIV30.dpuf



http://www.uvic.ca/registrar/safa/bursaries/index.php

http://www.uvic.ca/registrar/safa/bursaries/index.php

http://www.uvic.ca/registrar/safa/

http://www2.viu.ca/financialaid/applications.asp#TuitionWaiver


• a Continuing Custody Order pursuant to sections 41 (1) (d), 42.2 (4) (d) or (7) or 49 (4), (5) or 10 (a) of the Act for a minimum of

one year

• an Agreement with Youth pursuant to section 12.2 of the Act

• a Transfer of Custody Order pursuant to section 54.1 of the Act

If students are not aware whether they meet any of the above criteria, they should contact their former social worker or any

Ministry of Children and Family Development office or any delegated Aboriginal agency for help.

** Students must complete and sign the "Release of Information" consent form, and submit with their completed application.

For more information, and to access the application visit: http://www2.viu.ca/financialaid/applications.asp#TuitionWaiver

For information on Financial Aid at Vancouver Island University visit: http://www2.viu.ca/financialaid/

AWARD CCO

< 19 YRS CCO

19-24 YRS CCO

24+ YRS TCO

< 19 YRS TCO

19-24 YRS TCO

24+ YRS YA

< 19 YRS YA

19-24 YRS YA

24+ YRS

AGREEMENTS WITH YOUNG ADULTS <26yrs <26 yrs

BC FEDERATION OF FOSTER PARENTS ASSOCIATIONS

DREAM FUND

FEDERATION OF COMMUNITY SOCIAL SERVICES ** ** ** ** ** ** ** ** **

PUBLIC GUARDIAN AND TRUSTEE

YOUTH EDUCATIONAL ASSISTANCE FUND * *

YOUTH IN CARE CANADA

*Must Appeal** Must be enrolled in a program that will lead to a career in Social Service, Health, or Education

TAB 2 - PAGE 79

http://www2.viu.ca/financialaid/applications.asp#TuitionWaiver

http://www2.viu.ca/financialaid/


Universities

Capilano University, North Vancouver

Tel: 604-986-1911 Website: http://www.capilanou.ca

Financial Aid: http://www.capilanou.ca/financial-aid/

Emily Carr University of Art and Design, Granville Island

Tel: 604-844-3800 Website: http://www.ecuad.ca/

Financial Aid: http://www.ecuad.ca/studentservices/financial

Kwantlen Polytechnic University, Surrey

Tel: 604-599-2100 Website: http://www.kwantlen.bc.ca

Financial Aid: http://www.kpu.ca/awards

Royal Roads University, Victoria

Tel: 250-391-2511 Website: http://www.royalroads.ca

Financial Aid: http://www.royalroads.ca/prospective-students/prospective-students/

financial-aid

Simon Fraser University, Burnaby

Tel: 604-291-3111 Website: http://www.sfu.ca

Financial Aid: https://www.sfu.ca/students/financialaid.html

Thompson Rivers University, Kamloops

Tel: 250-828-5000 Website: http://www.tru.ca/

Financial Aid: http://www.tru.ca/awards.html

University of British Columbia, Vancouver

Tel: 604-822-2211 Website: http://www.ubc.ca

Financial Aid: http://students.ubc.ca/enrolment/finances/financial-advice

University of the Fraser Valley, Abbotsford

Tel: 604-504-7441 Website: http://www.ufv.ca

Financial Aid: http://www.ufv.ca/fineaid/

University of Northern British Columbia, Prince George

Tel: 250-960-6300 Website: http://www.unbc.ca

Financial Aid: http://www.unbc.ca/financial-aid

University of Victoria, Victoria

Tel: 250-721-7211 Website: http://www.uvic.ca

Financial Aid: http://www.uvic.ca/registrar/safa/

Vancouver Island University, Nanaimo

Tel: 250-753-3245 Website: http://www.viu.ca

Financial Aid: http://www2.viu.ca/financialaid/

Colleges

Camosun College, Victoria

Tel: 250-370-3000 Website: http://www.camosun.bc.ca

Financial Aid: http://camosun.ca/services/financialaid/

College of New Caledonia, Prince George

Tel: 250-562-2131 Website: http://www.cnc.bc.ca

Financial Aid: http://www.cnc.bc.ca/exploring/services/student_services/

financial_aid.htm

College of the Rockies, Cranbrook

Tel: 250-489-2751 Website: http://www.cotr.bc.ca

Financial Aid: http://www.cotr.bc.ca/financialaid/

Douglas College, New Westminster

Tel: 604-527-5400 Website: http://www.douglas.bc.ca

Financial Aid: http://www.douglascollege.ca/student-services/financial/financial-aid

Langara College, Vancouver

Tel: 604-323-5511 Website: http://www.langara.bc.ca

Financial Aid: http://www.langara.bc.ca/student-services/financial-aid/

North Island College, Courtenay

Tel: 250-334-5000 Website: http://www.nic.bc.ca

Financial Aid: http://www.nic.bc.ca/services/educationplanning/financialaid.aspx

Northern Lights College, Dawson Creek

Tel: 250-782-5251 Website: http://www.nlc.bc.ca

Financial Aid: http://www.nlc.bc.ca/admissions/financialassistance.aspx

Northwest Community College, Terrace

Tel: 250-635-6511 Website: http://www.nwcc.bc.ca

Financial Aid: http://www.nwcc.bc.ca/financial-aid

Okanagan College, Kelowna

Tel: 250-762-5445 Website: http://www.okanagan.bc.ca/

Financial Aid: http://www.okanagan.bc.ca/Student_Services/students/

financialaid.html

Selkirk College, Castlegar

Tel: 250-365-7292 Website: http://www.selkirk.bc.ca

Financial Aid: http://selkirk.ca/financial-information/financial-aid/financial-aid-support

Vancouver Community College, Vancouver

Tel: 604-871-7000 Website: http://www.vcc.ca

Financial Aid: http://www.vcc.ca/applying/registration-services/financial-aid/

Institutes

British Columbia Institute of Technology, Burnaby

Tel: 604-434-5734 Website: http://www.bcit.ca

Financial Aid Information: http://www.bcit.ca/finaid/

Justice Institute of British Columbia, New Westminster

Tel: 604-525-5422 Website: http://www.jibc.ca

Financial Aid: http://www.jibc.ca/student-services/financial-aid-awards

Nicola Valley Institute of Technology, Merritt

Tel: 250-378-3300 Website: http://www.nvit.bc.ca

Financial Aid: http://www.nvit.ca/financialaiddocumentnew.htm

PUBLIC POST-SECONDARY EDUCATION IN BRITISH COLUMBIA

British Columbia offers a wide range of post-secondary options so students in this province can have the best possible education with more choices and more access, closer to home. The are other sources of financial support that you may qualify for at the educational institute nearest you. Give them a call!

TAB 2 - PAGE 80

http://www.capilanou.ca

http://www.capilanou.ca/financial-aid/

http://www.ecuad.ca/

http://www.ecuad.ca/studentservices/financial

http://www.kwantlen.bc.ca

http://www.kpu.ca/awards

http://www.royalroads.ca

http://www.royalroads.ca/prospective-students/prospective-students/financial-aid

http://www.royalroads.ca/prospective-students/prospective-students/financial-aid

http://www.sfu.ca/

https://www.sfu.ca/students/financialaid.html

http://www.tru.ca/

http://www.tru.ca/awards.html

http://www.ubc.ca


http://www.ufv.ca

http://www.ufv.ca/fineaid/

http://www.unbc.ca

http://www.unbc.ca/financial-aid

http://www.uvic.ca

http://www.uvic.ca/registrar/safa/

http://www.viu.ca

http://www2.viu.ca/financialaid/

http://www.camosun.bc.ca

http://camosun.ca/services/financialaid/

http://www.cnc.bc.ca

http://www.cnc.bc.ca/exploring/services/student_services/financial_aid.htm

http://www.cnc.bc.ca/exploring/services/student_services/financial_aid.htm

http://www.cotr.bc.ca

http://www.cotr.bc.ca/financialaid/

http://www.douglas.bc.ca

http://www.douglascollege.ca/student-services/financial/financial-aid

http://www.langara.bc.ca

http://www.langara.bc.ca/student-services/financial-aid/

http://www.nic.bc.ca

http://www.nic.bc.ca/services/educationplanning/financialaid.aspx

http://www.nlc.bc.ca

http://www.nlc.bc.ca/admissions/financialassistance.aspx

http://www.nwcc.bc.ca

http://www.nwcc.bc.ca/financial-aid

http://www.okanagan.bc.ca/

http://www.okanagan.bc.ca/Student_Services/students/financialaid.html

http://www.okanagan.bc.ca/Student_Services/students/financialaid.html

http://www.selkirk.bc.ca

http://selkirk.ca/financial-information/financial-aid/financial-aid-support

http://www.vcc.ca

http://www.vcc.ca/applying/registration-services/financial-aid/

http://www.bcit.ca

http://www.bcit.ca/finaid/

http://www.jibc.ca

http://www.jibc.ca/student-services/financial-aid-awards

http://www.nvit.bc.ca



View A Guide to: Scholarships, Bursaries, Tuition Waivers & Awards Available to Children

in and from Government Care in British Columbia online at:


TAB 2 - PAGE 81


December l 0, 2019

BRITISH COLUMBIA

Our Ref. 117757

I am very pleased to share with you information about upcoming opportunities for funding through my Ministry to support skills training and post-secondary education for Indigenous people. $24M has been allocated for 2020/21 to assist Indigenous communities to deliver programming in community.

At the recent First Nations Leadership Gathering, leaders expressed challenges with capacity and the need for better access to education and training in community. In response to the need for capacity, my Ministry has allocated an additional $4M to programs. As part of this increase, $ l .9M has been set aside this fiscal year to support communities that have not had access to Advanced Education, Skills & Training programs to build their capacity to participate in programming.

The delivery approach for these programs is directly aligned with the United Nations Declaration on the Rights of Indigenous Peoples and BC's own legislation. Using a collaborative process, Ministry staff will work with Indigenous communities to support access to programming, respecting their goals for post-secondary education, skills training, and employment. The attached information provides details about the opportunity, process and contact information.

As the Minister responsible for post-secondary education, skills and training, l am excited to support the delivery of programming with Indigenous communities for Indigenous learners. I thank you for your leadership to empower members of your community in our province and look forward to working together to achieve shared prosperity for all British Columbians.

Staff will be available to answer questions and support you through the process. If you have any questions regarding this opportunity, please contact the Indigenous Programs Unit at [email protected] or phone by at (250) 475-7472.

Respectfully,

~~ Melanie Mark Hli Haykwhl Wii Xsgaak Minister

Attachment

Ministry of Advanced Education, Skills and Training

Office of the Minister

Mailing Address: PO Box 9080 Stn Prov Govt Victoria BC VSW 9E2

Location: Parliament Buildings Victoria

TAB 2 - PAGE 82

Ministry of Advanced Education,

c~m~JtA Skills and Training

INDIGENOUS SKILLS TRAINING AND EDUCATION PROGRAMS INFORMATION

The Ministry of Advanced Education, Skills and Training (AEST) delivers two programs that provide funding to Indigenous communities to access skills training and post-secondary education leading to employment or self-employment. The intent of these programs is to support communities in meeting their education, skills and labour needs to ensure Indigenous peoples can fully participate in the province's labour market opportunities (BC Labour Market Outlook 20 18).

This information package is to advise you of upcoming funding opportunities for the delivery of skills training and post-secondary education through the Aboriginal Community-Based Training Partnerships (ACBTP) and/or Indigenous Skills Training Development Fund (ISTDF) programs. First Nations, Metis Chartered Communities and Friendship Centres will have access to funding for skills training and post-secondary education under one or both of these programs based on training needs.

Background:

Program Description

' Proe:ram Tvne of Trainine: Anticipated Outcomes 1. Aboriginal Post-secondary education, including Post secondary education leading

Community-Based Adult Basic Education, in to employment or further Training Partnerships community that leads to a credential education and training (ACBTP) (certificate, degree, diploma, etc.)

2. Indigenous Skills Skills training to obtain transferrable Moving along the employment Training Development skills that respond to labour needs continuum, employment, self-Fund (ISTDF) and/or priorities identified by employment or further post-

community. secondary education

The ACBTP and ISTDF share the following elements:

• Programming is delivered in community and led by community, with flexibility to meet the diverse needs of communities;

• Encourages partnerships between Indigenous communities, Indigenous organizations including federal Indigenous Skills and Employment Training Services (ISETS) providers, post-secondary institutions, Aboriginal-controlled institutes, employers, unions and others involved in training and employment;

• Cultural elements are included in the training approach, such as Elder support and training in traditional knowledge; and

• Includes wraparound student supports, such as transportation, childcare, mentoring, and work experience.

TAB 2 - PAGE 83

While both programs support a learner's journey from skills training and post-secondary education to employment and self-employment, the unique aspects of each program are as follows:

1) Aboriginal Community-Based Training Partnerships program

• Focus on participants obtaining post-secondary education, leading to employment, selfemployment, or further education.

• Requires partnership with one or more public post-secondary institution - must result in recognized public post-secondary credentials (certificate, degree, diploma) or credits that are transferable to other post-secondary institutions, or that allow students to fulfill the prerequisites towards completion of the adult graduation program (adult dogwood).

2) Indigenous Skills Training Development Fund

• Focus on participants obtaining employment-related skills, occupational certificates and apprenticeships, leading to employment or self-employment or moving on to postsecondary education.

• Participants acquire transferrable skills for employment, self-employment or further education.

Some of you may have been involved in the Indigenous Skills Training Alignment (ISTA) Review and attended an ISTA Gathering in June 2019. What we heard from the Gathering, as it applies to programming, has been included in the approach for programming in 2020/21 in the following ways:

• The process will be inclusive, flexible and responsive to Indigenous communities' unique needs;

• The Ministry is not using the BC Bid procurement process. The process will be simplified and collaborative to support community success in accessing funding;

• Programming will be community-led and flow directly to communities, unless they choose otherwise;

• Communities will have access to skills training and post-secondary education programming that supports a continuum of needs on the path to employment or selfemployment or further education and training; and

• Communities will be able to provide wraparound supports and cultural elements for Indigenous learners to increase their success.

The Opportunity:

The Ministry has a budget of $24M to support delivery of skills training and post-secondary education in community for 2020/21. Based on an equitable funding allocation model, each community has been notionally allocated $90,000. Communities are invited to work together to support increased capacity to deliver programming, although this is not a requirement. AEST recognizes that some communities may not be able to partner with other communities for various reasons, including their remote location. Staff will be available for assistance or support.

Page 2 of3

TAB 2 - PAGE 84

Funding for 2020/21 programming will be determined through a two-step process:

I. Expression of Interest (EOI) which will let the Ministry know of your interest in the delivery of post-secondary education and skills training programs in your community - due February 14, 2020

2. Proposal and agreement negotiations which are expected to take place between March 1 to May 30, 2020

2020/21 Funding Timelines

Process Dates I. Expression of Interest submission February 14, 2020 2. Program Delivery Proposal information sent to communities who March 2, 2020

submitted EOis 3. Proposal and funding agreement negotiations March - May 30, 2020 4. Program delivery April 1, 2020 - June 30, 2021

We recognize that some communities may not be in a position to deliver skills training and education in their communities. To assist, the Ministry has committed $1.9M in one-time funding for 2019/20 to support capacity building for communities to participate in offering skills training. Priority for this funding will be given to communities that have not previously had access to AEST skills training programming.

A program package with more information about these funding opportunities will be sent in the coming week. Details about criteria and eligible expenses will be provided as part of the Program Delivery Proposal package.

Staff will be available to answer questions and support you through the process. If you have any questions regarding this opportunity, please contact the Indigenous Programs Unit at [email protected]. or by phone at (250) 475-7472. ·

Respectfully,

Janet Hanuse Director, Indigenous Programs Unit Program Design and Delivery Branch Ministry of Advanced Education, Skills and Training

Page 3 of3

TAB 2 - PAGE 85

Ministry of Advanced Education, Skills and Training

1

INDIGENOUS SKILLS TRAINING AND EDUCATION PROGRAMS INFORMATION The Ministry of Advanced Education, Skills and Training (AEST) delivers two programs that provide funding to Indigenous communities to access skills training and post-secondary education leading to employment or self-employment. The intent of these programs is to support communities in meeting their education, skills and labour needs to ensure Indigenous peoples can fully participate in the province’s labour market opportunities (BC Labour Market Outlook 2018). This information package is to advise you of upcoming funding opportunities for the delivery of skills training and post-secondary education through the Aboriginal Community-Based Training Partnerships (ACBTP) and/or Indigenous Skills Training Development Fund (ISTDF) programs. First Nations, Metis Chartered Communities and Friendship Centres will have access to funding for skills training and post-secondary education under one or both of these programs based on training needs. Background: Program Description

Program Type of Training Anticipated Outcomes 1. Aboriginal

Community-Based Training Partnerships (ACBTP)

Post-secondary education, including Adult Basic Education, in community that leads to a credential (certificate, degree, diploma, etc.)

Post secondary education leading to employment or further education and training

2. Indigenous Skills Training Development Fund (ISTDF)

Skills training to obtain transferrable skills that respond to labour needs and/or priorities identified by community.

Moving along the employment continuum, employment, self-employment or further post-secondary education

The ACBTP and ISTDF share the following elements:

• Programming is delivered in community and led by community, with flexibility to meet the diverse needs of communities;

• Encourages partnerships between Indigenous communities, Indigenous organizations including federal Indigenous Skills and Employment Training Services (ISETS) providers, post-secondary institutions, Aboriginal-controlled institutes, employers, unions and others involved in training and employment;

• Cultural elements are included in the training approach, such as Elder support and training in traditional knowledge; and

• Includes wraparound student supports, such as transportation, childcare, mentoring, and work experience.

TAB 2 - PAGE 86

https://www.workbc.ca/getmedia/1dce90f9-f2f9-4eca-b9e5-c19de9598f32/BC_Labour_Market_Outlook_2018_English.pdf.aspx

of 3

While both programs support a learner’s journey from skills training and post-secondary education to employment and self-employment, the unique aspects of each program are as follows: 1) Aboriginal Community-Based Training Partnerships program

• Focus on participants obtaining post-secondary education, leading to employment, self-employment, or further education.

• Requires partnership with one or more public post-secondary institution - must result in recognized public post-secondary credentials (certificate, degree, diploma) or credits that are transferable to other post-secondary institutions, or that allow students to fulfill the prerequisites towards completion of the adult graduation program (adult dogwood).

2) Indigenous Skills Training Development Fund

• Focus on participants obtaining employment-related skills, occupational certificates and apprenticeships, leading to employment or self-employment or moving on to post-secondary education.

• Participants acquire transferrable skills for employment, self-employment or further education.

Some of you may have been involved in the Indigenous Skills Training Alignment (ISTA) Review and attended an ISTA Gathering in June 2019. What we heard from the Gathering, as it applies to programming, has been included in the approach for programming in 2020/21 in the following ways:

• The process will be inclusive, flexible and responsive to Indigenous communities' unique needs;

• The Ministry is not using the BC Bid procurement process. The process will be simplified and collaborative to support community success in accessing funding;

• Programming will be community-led and flow directly to communities, unless they choose otherwise;

• Communities will have access to skills training and post-secondary education programming that supports a continuum of needs on the path to employment or self-employment or further education and training; and

• Communities will be able to provide wraparound supports and cultural elements for Indigenous learners to increase their success.

The Opportunity: The Ministry has a budget of $24M to support delivery of skills training and post-secondary education in community for 2020/21. Based on an equitable funding allocation model, each community has been notionally allocated $90,000. Communities are invited to work together to support increased capacity to deliver programming, although this is not a requirement. AEST recognizes that some communities may not be able to partner with other communities for various reasons, including their remote location. Staff will be available for assistance or support.

TAB 2 - PAGE 87

of 3

Funding for 2020/21 programming will be determined through a two-step process: 1. Expression of Interest (EOI) which will let the Ministry know of your interest in the delivery

of post-secondary education and skills training programs in your community – due February 14, 2020

2. Proposal and agreement negotiations which are expected to take place between March 1 to May 30, 2020

2020/21 Funding Timelines

Process Dates 1. Expression of Interest submission February 14, 2020 2. Program Delivery Proposal information sent to communities who

submitted EOIs March 2, 2020

3. Proposal and funding agreement negotiations March – May 30, 2020 4. Program delivery April 1, 2020 – June 30, 2021

We recognize that some communities may not be in a position to deliver skills training and education in their communities. To assist, the Ministry has committed $1.9M in one-time funding for 2019/20 to support capacity building for communities to participate in offering skills training. Priority for this funding will be given to communities that have not previously had access to AEST skills training programming. A program package with more information about these funding opportunities will be sent in the coming week. Details about criteria and eligible expenses will be provided as part of the Program Delivery Proposal package. Staff will be available to answer questions and support you through the process. If you have any questions regarding this opportunity, please contact the Indigenous Programs Unit at [email protected]. or by phone at (250) 475-7472. Respectfully, Janet Hanuse Director, Indigenous Programs Unit Program Design and Delivery Branch Ministry of Advanced Education, Skills and Training

TAB 2 - PAGE 88

mailto:[email protected]?subject=IST%20Program%20Funding

December 6, 2019

Bindi Sawchuk Assistant Deputy Minister PO BOX 9189 STN PROV GOVT Victoria BC, V8W9E6 [email protected]

RE: Indigenous Community-Based Program Delivery

Dear Ms. Sawchuk:

# 113 - 100 Park Royal South

West Vancouver, BC V7T IA2

Tel (604) 925-6087

Toll-Free 1-877-422-3672

Fax (604) 925-6097

www.fnesc.ca

The First Nations Education Steering Committee has appreciated being involved in discussions related to the path forward on Indigenous community-based program delivery and the extent to which our feedback has been incorporated to date. While we are in principle supportive of the approach being considered, I am writing to outline some reservations we have regarding specific elements of the plan. It is our expectation that these concerns will be addressed as BC First Nations work to establish a Tripartite First Nations Post-Secondary Education model which will include funding for community based delivery of programming.

We have heard consistently from First Nations that they object to proposal-based allocation models. The change to a set allocation for each community responds to that call and is a significant step forward in that it increases First Nations control, provides stability and consistency of funding, and removes the competitive element of previous models. We are also very pleased that funding will now flow directly to communities rather than to public post-secondary institutes. This is consistent with the Province's recent passage of legislation to implement the United Nations Declaration on the Rights of Indigenous Peoples.

While these changes are very positive, given the limited overall funding available, we are deeply concerned that the $90,000 being allocated to each community is inadequate for the delivery of meaningful programming. This concern is confirmed by a review of the amounts that have been requested under previous iterations of the program and our understanding of the amounts charged by public post-secondary institutions for program/course delivery. In 2016/17 for example, the average funding per project under the Aboriginal Community Based Delivery Partnerships Program (ACBDPP) was $343,566.

We have heard from Ministry staff that they expect this gap to be overcome by potential partnerships between communities. As we have previously stated, First Nations have been clear that while partnerships can be effective in some circumstances, they are not always possible and cannot be required. If a community cannot reasonably be expected to deliver meaningful programming without a partnership, then the approach is flawed.

First Nations Education Steering Committee Society

TAB 2 - PAGE 89

Given the inadequacy of individual community allocations, we are concerned that this initiative may result in low funding uptake and a preponderance of short-term programs that do not significantly improve participants' employment and education options in the long term. As such, we would like to jointly develop a process for the distribution of any unused funds. Moving forward, further engagement with First Nations will also be required with regards to the standard community allocation in light of the fact that there are significant differences in the population of communities (from approximately 14 members to upwards of 5000). Ultimately, this program will require a significant funding increase in order to effectively meet the needs of all communities.

We recognize that in many cases shorter-term skills training is easier to offer than for-credit academic programs, especially in short time frames and with limited funding. As such, there is a tendency for communities and funders to resort to these more accessible programs. For this reason we have advocated strongly for the continuation of the ACBDPP as currently configured. It is unclear how the Ministry will ensure an appropriate balance between these two types of programming now that the Indigenous Skills Training Development Fund and ACBDPP have been amalgamated into one funding pot. We would like assurance that steps will be taken in this regard and that the distribution of program dollars will be monitored so that the approach can be adjusted if necessary.

As you are likely aware, under the previous ACBTPP guidelines applicants were required to either partner with local Aboriginal institutes or to explain why that was not possible. It is our expectation that the program will continue to foster the inclusion of Aboriginal institutes in the delivery of programs through the program guidelines and the proposal and agreement negotiation process.

Finally, and in more general terms, we do not agree with the overarching use of the term "skills training" with regards to this initiative. We believe that the focus should be on community-based delivery, including Adult Basic Education, Skills Training, and Post-Secondary Education, and that this should be reflected in the terminology used.

Thank you for your attention to these concerns. We see the current approach as an interim measure that will be adapted over time as First Nations develop and implement a BC Tripartite First Nations Post-Secondary Education Model. We look forward to working together to ensure that Indigenous communities have access to the funding necessary to bring meaningful programming to their members.

Sincerely,

Deborah Jeffrey, Executive Director

Cc: Deborah Hull, Executive Director, Indigenous Policy and Engagement Branch Jeff Vasey, Assistant Deputy Minister, Post-Secondary Policy and Programs and Division Responsible for Learner Support Catherine Poole, Executive Director, Program Design and Delivery Branch

TAB 2 - PAGE 90

Briefing Note For Internal Use Only SUBJECT: Proposed Strategy for First Nations-Mandated Institutes TO: BC Region Representatives for the AFN First Nations Institutes Think Tank FROM: Nicolas Mejia, Manager, Post-Secondary Education and Training DATE: January 8, 2020

Immediate Action Required Future Action Required Information Only

ISSUE

FNESC and IAHLA have long advocated for core funding for Fist Nations-mandated institutes, as they provide essential programs and services to First Nations learners while operating without core funding. The provincial government has demonstrated an openness to exploring funding options for First Nations-mandated Institutes, which presents an opportunity to make inroads to obtaining support for them. FNESC and IAHLA must articulate a strategy for determining the way forward.

BACKGROUND

In October 2019, Directions: Evidence and Policy Research Group presented FNESC and IAHLA with a costing report for First Nations-mandated institutes which included 3 options for moving forward. The recommended option was for the provincial government to provide interim funding over 5 years using a per-full-time-equivalent approach. As this funding is only an interim solution, it is important to articulate FNESC and IAHLA’s desired long-term strategy going forward. There is a need to quantify the real aspirational costs for First Nations institutes, and be able to compare their current expenditures to funding which would be necessary to fully meet the needs of their learners and communities. The strategy for obtaining funding for First Nations-mandated institutes could thus be guided by the following long-term goals:

Institutes receive stable core funding that meets their real costs, not just their current costs.

Institutes have access to funding that will allow them to achieve their aspirational goals in terms of program delivery and student supports.

Institutes are supported by quality assurance mechanisms that meet the needs of their learners, the wider community, and the institutes themselves.

Institutes have access to second- and third-level services including advocacy, research, and evaluation.

Long-term funding and supports for institutes are enshrined in legislation. DISCUSSION

These goals could be achieved through the proposed strategy described below.

Initial funding request

Given the limited window of opportunity for obtaining funding for First Nations-mandated institutes, FNESC and IAHLA will proceed with a Treasury Board submission in partnership with the Ministry of Advanced Education, Skills and Training following Directions’ recommended option. This Treasury Board submission could request funding over 5 years, informed by the per-FTE amount which was calculated by Directions. However, the request would clearly state the per-FTE approach is only an interim solution while further research is conducted to develop a model that better reflect the needs and real costs of First Nations-mandated institutes, with the ultimate goal of enshrining the model in legislation.

TAB 3 - PAGE 1

Core funding

Stable core funding is an essential component of a funding model that properly supports First Nations-mandated institutes. Core funding for institutes must include funding for the following elements:

Non-instructional staff

Operations and maintenance

Student supports, including supports for students with special needs

Learning resources, including information technology and libraries

Costs specific to First Nations-mandated institutes

Developmental funding

Developmental funding is required for communities that wish to expand their institute’s existing capacity, or establish an institute or program. Eligible expenditures for this funding could include feasibility studies, research, or other capacity-building measures.

Capital funding

Institutes also require capital funding in order to expand or upgrade existing educational facilities, or to build facilities where they do not yet exist.

Quality assurance

Existing quality assurance mechanisms have generally not met the needs of First Nations-mandate institutes. These existing mechanisms have included program accreditation through the Private Training Act, which places several limitations on the types of accredited programs that can be offered at First Nations-mandated institutes and leaves the provincial government with the responsibility for approving programs. As part of FNESC’s and IAHLA’s strategy, other quality assurance mechanisms could be developed to better meet the needs of institutes and First Nations learners.

Second- and third-level services

In addition to increased funding and stable core funding, the strategy could entail requests for funding for second- and third-level supports. Second-level supports include research and evaluation for First Nations-mandated institutes, while third-level supports encompass advocacy work on the behalf of First Nations-mandated institutes.

Legislation

Following the approach taken in other jurisdictions such as Ontario and Alberta, FNESC and IAHLA could continue to request that the province work in partnership with us to explore and research legislative avenues to fully integrate First Nations-mandated institutes as part of the province’s post-secondary education system.

Engagement

FNESC and IAHLA could seek direction and support from the First Nations Leadership Council (FNLC) at each step of the development and implementation of the funding model for First Nations-mandated institutes. Specifically, FNESC and IAHLA could request that the FNLC adopt resolutions that formalize their support of FNESC’s and IAHLA’s leadership on this file as well as their proposed approach. FNESC and IAHLA could also engage with IAHLAs and First Nations.

Cost of development and implementation

Given the time and resources necessary to undertake these changes to the province’s approach to First Nations-mandate institutes, our strategy must include funding to cover the cost of the development and implementation of the new model to ensure that it is successful in meeting the needs of First Nations, their institutes, and their learners.

TAB 3 - PAGE 2

NEXT STEPS

The PSE Department requests that the IAHLA board provide direction on the proposed strategy.

TAB 3 - PAGE 3

2

Executive Summary:

Indigenous Language Proficiency Degree Framework

Certificate in xxxx Indigenous Language Proficiency

Diploma in xxxx Indigenous Language Proficiency

Bachelor in xxxx Indigenous Language Proficiency1

University/Institute of … Overview

Indigenous languages are under threat almost everywhere in the world. In Canada over 50 languages are under threat. British Columbia has an extraordinarily rich linguistic heritage, being the ancestral home of more than half of the Indigenous languages in Canada; of the 10 genetically distinct language families in Canada, 7 are found in B.C. All of the 34 extant First Nations languages of B.C. are critically endangered, many facing the loss of their last generation of fluent speakers within the next decade. Three languages (Pentlatch, Tsetsaut, Nicola), plus several distinctive dialects, have already been lost. The loss of any one of these languages constitutes an irreplaceable loss of a living expression of intellect, of specific cultural understanding, of a vital link to the past, and potential keys to our collective well-being, health, and sustainability. When languages are at risk, the nested ecological and environmental knowledge that they encode is also endangered. In a region as bioculturally diverse as B.C., the Indigenous languages are not only key for community identity, belonging and survival, but also reflect the unique connection between people and their environment.

Indigenous communities know very well how deeply intertwined language and culture are and

1 In some contexts, a Bachelor of Arts Degree (Major in xxx Indigenous Language) may be preferable to the stand-alone Bachelor. Some communities / institutions may also prefer the term “fluency” over the use of the term “proficiency” in the degree title; the choice of terminology does not impact the degree outcomes - speakers achieve an advanced level of fluency / proficiency in their language.

TAB 3 - PAGE 4

3

understand how language loss marks a crucial threshold in the compounding consequences of colonization. Communities and their institutions, along with their collaborators in the wider education system, have been working to find innovative ways to sustain and revitalize language traditions, restore language competence, and protect the knowledge of their communities. Most recently, the alarming lack of traction in protecting these languages has pushed communities and institutions to innovate and critically examine the situations they face. Time is literally running out on living languages across B.C. The Degree timelines are tight, but the urgency demands this.

Our efforts to reverse language loss must be multifaceted and provide opportunities for language learning across generations and at all ages. The promising language nests and immersion programs for children are challenged by the absence of sufficient numbers of speakers to manage and nurture these nests, as well as other language learning opportunities. In a study completed by the First Nations Schools Association (Williams et. al. 2009), 52 B.C. First Nations language teachers were surveyed. Information was gathered on a variety of topics, including fluency levels. Of the 52 teachers who completed the survey, only 29 reported having an intermediate or advanced level of fluency in the language they were teaching; almost half (23) reported to have a basic (or lower) command of their language.

In a response to the call for Indigenous language fluency from both communities and educators,the Indigenous Adult and Higher Learning Association and the First Nations Education Steering Committee commissioned a concept paper, completed by Dr. Jeannette Armstrong in 2012. The paper identifies the need for the creation of a credentialing program within the public post-secondary education system focused on Indigenous language fluency2. As Armstrong notes in her “Discussion Paper: A First Nation Language Fluency Degree”:

A current dilemma facing IAHLA institutes is that they are required to find ways to build fluency in adult learners while at the same time trying to increase the numbers of adult speaker-teachers available to enter the workforce … IAHLA is also mindful that without the sacrifices of the certified “elder” speaker teachers, many in their late 60’s and 70’s, some spread over many schools, who are currently being overworked and overwhelmed in the system, Aboriginal language programs could not be offered. In fact many can not offer Aboriginal language programs because of the lack of language teachers … Shifting the focus to produce more young adult speakers [through a language proficiency degree] would allow students to branch off into other post secondary disciplines of their choice. They would be equipped with the essentials in cultural knowledge which they can apply to other necessary disciplines such as health, the social sciences, management, governance and law.

IAHLA and FNESC subsequently called for expressions of interest from public post-secondary

2 During the period leading up to this proposal, the term “fluency” has been superseded by “proficiency”, but historical uses ofthe terms are nonetheless more or less equivalent.

TAB 3 - PAGE 5

4

institutions (PPSI) to develop such a language degree. The Wilp Wilxo'oskwhl Nisga'a (WWN) Institute, the University of Northern British Columbia (UNBC), the University of British Columbia Okanagan (UBC Okanagan Campus), the University of British Columbia Vancouver (UBC Vancouver Campus), the Nicola Valley Institute of Technology (NVIT), and the Okanagan Indian Education Resources Society (En’owkin) formed a consortium, subsequently joined by the University of Victoria (UVic) and Simon Fraser University (SFU), committed to work with those organizations to develop a language fluency framework for revitalization that meets the needs of Indigenous peoples3.

In partnership with IAHLA and FNESC, we have undertaken a series of meetings to develop a conceptual framework for an Indigenous Language Proficiency Degree (ILPD), and a partnership framework agreement to outline the commitments of the partners (see Appendix Six and Seven). These frameworks will allow language communities to house and deliver appropriate courses for their specific community, while accessing more general courses as appropriate. We have a broad agreement that, consistent with the recommendations of Armstrong (2012), the content of the degree must emphasise instruction in and through language, and the delivery of the first two years of instruction should be undertaken in the communities themselves (through community institutions in partnership with the appropriate public post-secondary institutes (PPSI), or through direct relationship with an appropriate PPSI. Senior level courses would then be offered at the appropriate PPSI(s) to complete the degree. Video conferencing at all levels, into and out of communities, and between institutions, will facilitate the broadest possible participation and the best use of the very scarce human resources available.

We have identified a laddered framework (Language Certificate, Language Diploma, and Bachelor Degree) as the optimal approach. The most fundamental component of the Degree (including the Certificate and Diploma) is language immersion to facilitate the development of fluency/proficiency in the chosen Indigenous language, creating new opportunities that focus on language learning and communication. The emphasis will be on the creation of new speakers as opposed to the focus on language documentation. In order to do that, this program needs to focus on increasing the fluency/proficiency of learners as opposed to talking about a language.

We have built a program that pushes the boundaries of the academy. The language proficiency programs focus on Indigenous peoples actually conversing in their languages, with communities and community institutions as active partners, especially in the Certificate and Diploma acquisitionlevels of the program. Creativity is necessary to frame the curriculum as to meet the requirements of the different post-secondary institutes in regards to the clarity required for Senate approval.More fundamentally, we are guided by developments such as the Truth and Reconciliation Commission’s Calls to Action, the United Nations Declaration of the Rights of Indigenous

3 We acknowledge the considerable debate around the various uses of the terms “Indigenous” and “First Nations”; for the most part we will be using the term Indigenous. By this we mean to be inclusive of those who use the term First Nations, and acknowledge that usage.

TAB 3 - PAGE 6

5

Peoples, and Section 35 of the Constitution Act of 1982 as they pertain to the rights of self-determination and self-governance of Indigenous Peoples in Canada.

Proposed credentials to be awardedCertificate in xxxx Indigenous Language Proficiency Diploma in xxxx Indigenous Language Proficiency Bachelor in xxxx Indigenous Language Proficiency

Location as appropriate

Faculty as appropriate

Anticipated program start dateThe certificate program will be offered starting in the xxx academic year.The diploma program will be offered starting in the xxx academic year.The degree program will be offered starting in the xxx academic year.

Anticipated completion timeThe anticipated time for completion of the Certificate is one year of full-time academic study,followed by a second year of full-time study to complete the Diploma. Note however, for a variety of reasons, both individuals and communities may elect to pursue different timelines (e.g. part-time).

The anticipated time for completion of a Bachelor of xxx Indigenous Language Proficiencyand Studies is an additional two years of full-time academic study, making the anticipated completion time a total of four years of academic study.

Degree Credits The Certificate will require 30-credit hours of work. The Diploma will require 30-36 credit hours of work. The Bachelor requires an additional 60 credits, for a total of 120 credits.

Program summaryThe Degree program, including the Diploma and Certificate are intended to create new speakers in communities whose languages are critically threatened. The fundamental pedagogical approach is to offer as much language instruction as possible, as early as possible. The programs will be offered in a manner that recognises that learners, knowledge keepers, and their communities as a whole benefit from, and contribute to, the (re)development of language proficiency.

The demand for language learning opportunities at all levels of the educational system, and in all domains of Indigenous governance, is widespread, but varied. The laddered model in the

TAB 3 - PAGE 7

6

Degree allows for wide participation, and in particular, wide participation within the community, while simultaneously leveraging opportunities through the PPSI to access key skill sets and develop unique competencies that contribute to the revitalization of Indigenous languages in all domains of life.

Objectives

The primary objectives of the proposed are: 1. To provide comprehensive, high quality degrees in a number of Indigenous

languages leading to Certificate, Diploma and Bachelor qualifications;2. To foster the revitalization of language use in communities across all domains of

community life;3. To train and educate students at the Certificate, Diploma, and Bachelor Degree

levels for subsequent employment within education, governmental, non-governmental, and industrial sectors;

4. To prepare students for possible further study.

Anticipated contribution to the mandate of the institution

Constructive engagement with Indigenous communities is a core element of the commitments of all our Institutions. These are evident in the Strategic and Aboriginal/Indigenous Strategic plans of the Consortium members In our own plans, the following elements are germane:[x,y,and z as per each institution].

Program Learning Outcomes

Upon successful completion of the Certificate, students will demonstrate:An overall Proficiency Outcome of Novice (High) to Intermediate (Low)4; Capacity to contribute to the ongoing stability of existing domains of language use in community/nation;Capacity to join (in conversation) with the existing community of language users (i.e. Elders and Knowledge keepers) and contribute to the ongoing learning opportunities of other learners at comparable proficiency level; Capacity to contribute to the creation of additional language learning spaces in community;Experience in the application techniques for the revitalization of Indigenous languages through the completion of coursework;Key skills and practices contributing to the building of a language learning space in community, in turn contributing to the ongoing sustainability of the language.

4 Level are based on the ACTFL Proficiency Guidelines (2012) see: https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012. Note, we anticipate that speaking proficiency may lag behind comprehension (listening) proficiency in most cases as is the norm in additional language learning.

TAB 3 - PAGE 8

7

Upon successful completion of the Diploma, students will demonstrate:An overall Proficiency Outcome of Intermediate (Low) to Intermediate (High);Capacity to contribute to the stability and elaboration of existing domains of language use in community/nation;Capacity to contribute to the ongoing learning opportunities of other learners at comparable proficiency level, and support the instruction of lower proficiencies;Capacity to actively maintain and enhance conversational spaces with a range of superior to novice language users;Capacity to support the Indigenization of additional elements of government and community;Experience in the application techniques for the revitalization of Indigenous languages through the completion of coursework;Key skills and practices contributing to the building of a language learning space in community, in turn contributing to the ongoing sustainability of the language;Experience in the application techniques for the revitalization of Indigenous languages through the completion of coursework, and (in the Diploma “A” stream) the completion of an individual project/ applying those skills.

Upon successful completion of the Bachelor Degree, students will demonstrate:An overall Proficiency Outcome of Advanced (Low) to Advanced (High); Capacity to contribute to the stability and elaboration of existing language use domains; contribute to the recovery / development of new domains of language use in the community/nation; Capacity to contribute to the ongoing learning opportunities for the community as a whole, and innovations in the application of new language domains; Capacity to translate and support the adoption of insights/innovations/knowledge of existing superior/masterful language users by the community/nation; Extensive experience in the application techniques for the revitalization of Indigenous languages through the completion of coursework, and the completion of an individual project applying those skills; Key skills and practices contributing to the building of a language learning space in community, in turn contributing to the ongoing sustainability of the language; Capacity to expand mastery into additional complex domains of language use, and thus expanding the domains of language use in their community.

Linkages between the learning outcomes and curriculum design

In order to achieve these learning outcomes, the program needs to be more pedagogically effective than previous and current programs. This program will focus on increasing the proficiency of learners as opposed to learning how to talk about a language (in English). The programs will be immersion based, with the majority of the courses taught in the Indigenous language.

TAB 3 - PAGE 9

8

The degree is composed of several types of courses:

1) Language courses focused on building oral/aural language skills, increasing productivecapacity, and focused on developing receptive proficiency.

2) Indigenous Knowledge courses focussed on particular domains (taught, optimally, in thelanguage). These are electives that will be developed in partnership with communities,and based on interest and instructional capacity. Some potential areas of focus are:

a) Family, Community, and Social Connection.b) Indigenous Narrative & Oraliture; History.c) Indigenous Science + Math/Technology/Biology.d) Indigenous Land Tenure, Occupancy & Guardianship.

3) Language Revitalization coursesa) Lexicography.b) Curriculum / Educational resource building.c) Community and Family based approaches.d) Advanced Transcription / Documentation / Archival Recovery.e) Performative Practice / Protocol / Arts.f) Language Policy and Governance.g) Individual Project / Practicum.

4) Other courses that support the development of language proficiency and success: Forexample, Learning to Learn: Supporting Indigenous Language Learning IED 157 /Language Revitalization course (e.g. FNEL 180)

5) Other electivesThe first two levels of the program (Certificate and Diploma) will focus on comprehension and speaking in the language. Literacy will be a component of the program, but minimally at first, and only to assist learners as a way to document the language for communication purposes and to aid learning. Orthography, grammar, etc., can be included in the first two years in the “Language Structure” courses. In addition, we have identified a range of language/Indigenous knowledge courses. It is optimal that all these courses be taught in the Indigenous language.

Recognizing that the objectives of learners in the Diploma program will vary, with some intending to move into the workforce after completion of the program, we have mapped two slightly different paths for the Diploma (see Appendix Two). For those planning to move on to a full Bachelor Degree program through a PPSI, there is an opportunity to take necessary non-language courses (like English communications, etc.). For those planning to exit with the Diploma, a project based capstone opportunity completes the Diploma.

TAB 3 - PAGE 10

9

The course distribution at the 300/400 level in the PPSIs remain majority weighted to language courses. Also included are a range of other revitalization oriented courses. We expect that these courses will be widely shared, and that the use of video conferencing technologies (and the alignment of individual PPSI’s degree structures) will facilitate sharing possibilities.

The final semester includes a personal language project as a capstone for the degree, through which students can explore their own interest in their language learning and practice proficiency-building through a personally meaningful context, with the possiblity of presenting this project to their cohort or broader community.

Potential sectors for employment

There is an immediate demand for additional proficient adult speakers in B.C. This demand willbe met by the graduates from this degree. There are significant unmet needs for support in the ECE, K-12 systems, in adult learning contexts, immersions schools, and schools operated by communities themselves, as vital areas of employment. It is also vital to acknowledge the roles highly proficient speakers can take up in the post-secondary education system and in all areas of community life in which language and culture play a role – that is, all areas of community life. Communities desire adult learners to gain higher education from within their own First Nation worldviews, values, and practices. Language learning immersed in real-world community settings and contexts provides for the transmission of knowledge, an affirmation of identity, and teaching cultural ways of doing things. It is much more than simply learning words and proper grammar. It provides the ability to think and function in the real world from within the First Nation worldview of their land, their heritage, and ways of being in their own language.

Delivery methods

The primary methods of instruction are: Immersive language learning augmented by additional targeted / supportive techniques; Mentor-apprentice; mentor-pod; peer-to-peer and individual enquiry (including the use of video-conferencing technologies for connecting communities and PPSI learning contexts); Experiential and place-based learning; In-house and video-linked course lectures and seminars; Language laboratories and other technologies (e.g. language apps); Hands-on work with archival materials.

TAB 3 - PAGE 11

10

Program strengths

The active engagement with, and location in community, is a vital element of the programming and core strength of the program. The emphasis in the program on extensive time “in the language” as well as “in the community” is a key innovation. In many communities today, the core commitment to creating new speakers can only be attained this way. In addition, the collaboration of Indigenous, community, and PPSI Institutions reflects our common commitments and mutual support of the learners, communities, and programs throughout the province. The use of new media, video, and digital communication technologies also helps address the contemporary configurations of community in which learners may be dispersed.

Support and recognition from other post-secondary institutions

The program has been drawn from materials developed collaboratively through a province-wide Consortium of PPSI and Indigenous Institutions, in partnership with the key representative Indigenous organizations (IAHLA and FNESC). As such, it reflects a consensus among key stakeholders in B.C. today. That consensus supports the transfer of credits between Institutions, and the sharing of scarce human resources between Institutions. Mutual commitments to those ends are expressed in the signing of the the Partnership Framework Agreement (see Appendix Six and Seven).

Related programs

While the program is specifically tailored for the opportunities here at [each institution], it has been developed in concert with stakeholders across the province. Our shared principles areexpressed in the Partnership Agreement in Appendix Six and Appendix Seven, and inform the other materials (see Appendixes One through Five) produced collaboratively over the past 2 years.

Resourcing

A pilot project proposal is attached in Appendix Eight. Consistent with the principles informing the Degree framework, this pilot proposal focuses on the community immersed activities of the first two years of study. In the long term, it would be wise to develop targeted support within the PPSIs for language learning programming in upper level courses, both to ensure opportunities at the 300/400 level, and to ensure development of a pool of language revitalization expertise for communities into the future. Dedicated faculty positions, additional resources for incorporating community language experts into teaching programs, and support for other teaching innovations are essential for succesful Indigenous Language Proficiency Degrees.

TAB 3 - PAGE 12

11

Contact information

Name: xxx

Phone number:

E-mail:

Appendixes

Appendix One: Slides of Degree structure (Diploma / Certificate pathways A and B; Degree).

Appendix Two: Detailed program learning outcomes.

Appendix Three: Table of existing language revitalization and learning support courses.

Appendix Four: Discussion Paper: A First Nation Language Fluency Degree (Armstrong 2011).

Appendix Five: ACTFL Proficiency Guidelines (2012).

Appendix Six: Partnership Agreement for the Advancement of an Indigenous Language Fluency Degree Framework.

Appendix Seven: Partnership Agreement for the Advancement of an Indigenous Language Fluency Degree Framework” AMENDING AGREEMENT.

Appendix Eight: Operationalizing the Indigenous Languages Proficiency Degree Framework in British Columbia: Draft Pilot Project Proposal.

TAB 3 - PAGE 13

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ppor

ts /

Revi

taliz

atio

n

Year

1:

Cert

ifica

te

Term

3La

ngua

ge/In

dige

nous

Kn

owle

dge

Lang

uage

/Indi

geno

us K

now

ledg

e

Term

2La

ngua

ge (s

trea

m 1

)La

ngua

ge (s

trea

m 2

)(L

angu

age

(str

eam

3)

Revi

taliz

atio

n / O

ther

Term

1

Lang

uage

(str

eam

1)

Lang

uage

(str

eam

2)

(Lan

guag

e (s

trea

m 3

)La

ngua

ge L

earn

ing

Supp

orts

/ Re

vita

lizat

ion

Cert

ifica

te:

8 x L

angu

age

Cour

ses +

Lang

uage

lear

ning

supp

ort c

ours

e +

revi

taliz

atio

n / o

ther

opt

ion

over

12

mon

ths (

30 cr

edits

)Di

plom

a A:

add

ition

al 8

x La

ngua

ge C

ours

es +

Lang

uage

lear

ning

supp

ort/

revi

taliz

atio

n co

urse

+ ca

psto

ne (3

0-36

cred

its)

Revi

taliz

atio

n co

urse

s fro

m re

leva

nt

disc

iplin

es (i

nclu

des l

earn

ing

supp

orts

)Co

re co

urse

s in

lang

uage

; La

ngua

ge /

Indi

geno

us K

now

ledg

e

Cour

ses

Oth

er (e

.g. E

nglis

h, A

rts 1

00, I

ntro

Ling

uist

ics, S

cienc

e,

Mat

h)

TAB 3 - PAGE 14

Cert

ifica

te (3

0 cr

edits

) la

dder

ing

into

Dip

lom

a “B

” (3

0 -3

3 cr

edits

) of I

ndig

enou

s Lan

guag

e Pr

ofici

ency

Year

2:

Dipl

oma

Term

3

Lang

uage

/Indi

geno

us

Know

ledg

eLa

ngua

ge/In

dige

nous

Kno

wle

dge

Univ

ersit

y Tr

ansit

ion

/ Pr

epar

atio

n Co

urse

(e.g

. Art

s 100

)La

ngua

ge C

ours

es in

clude

four

foci

(all

are

as im

mer

sive

as p

ossib

le):

•W

hole

(alb

eit g

uide

d) la

ngua

ge e

xper

ienc

e -

“sw

imm

ing

in th

e la

ngua

ge”;

•Pa

rts o

f lan

guag

e an

d m

echa

nics

of m

eani

ng

(inclu

ding

pro

nunc

iatio

n);

•Do

mai

n sp

ecifi

c la

ngua

ge a

cqui

sitio

n(d

ay-to

-day

com

mun

icatio

n);

•La

ngua

ge/In

dige

nous

kno

wle

dge

(in a

nd th

roug

h la

ngua

ge).

Revi

taliz

atio

n co

urse

s sup

port

lang

uage

ac

quisi

tion

and

lear

ning

(w/o

nec

essa

rily

bein

g la

ngua

ge in

form

ed):

•Co

urse

s on

lear

ning

supp

ort,

arch

ivin

g, d

igita

l re

sour

ces,

curr

iculu

m, l

ingu

istics

(n

ot la

ngua

ge co

urse

s).

Revi

taliz

atio

n/O

ther

allo

ws f

lexi

bilit

y fo

r co

mm

uniti

es to

focu

s on

core

lang

uage

, and

de

velo

p ad

ditio

nal p

aral

lel p

rogr

ams s

pecif

ically

de

signe

d fo

r uni

vers

ity p

repa

ratio

ns:

•E.

g. A

rts 1

00/ E

ng10

0.

Oth

er –

Elec

tives

inclu

de u

nive

rsity

pr

epar

atio

n/tr

ansit

ion

cour

ses,

and/

or co

urse

s to

supp

ort p

athw

ays t

o al

tern

ativ

e de

gree

s.

Term

2La

ngua

ge (s

trea

m 1

)La

ngua

ge (s

trea

m 2

)(L

angu

age

(str

eam

3)

Oth

er (

e.g.

Eng

lish

Com

mun

icatio

n)

Term

1La

ngua

ge (s

trea

m 1

)La

ngua

ge (s

trea

m 2

)(L

angu

age

(str

eam

3)

Lang

uage

Lea

rnin

g Su

ppor

ts /

Revi

taliz

atio

n

Year

1:

Cert

ifica

te

Term

3La

ngua

ge/In

dige

nous

Kn

owle

dge

Lang

uage

/Indi

geno

us K

now

ledg

e

Term

2La

ngua

ge (s

trea

m 1

)La

ngua

ge (s

trea

m 2

)(L

angu

age

(str

eam

3)

Revi

taliz

atio

n / O

ther

Term

1

Lang

uage

(str

eam

1)

Lang

uage

(str

eam

2)

(Lan

guag

e (s

trea

m 3

)La

ngua

ge L

earn

ing

Supp

orts

/ Re

vita

lizat

ion

Cert

ifica

te:

8 x L

angu

age

Cour

ses +

Lang

uage

lear

ning

supp

ort c

ours

e +

revi

taliz

atio

n / o

ther

opt

ion

over

12

mon

ths (

30 cr

edits

)Di

plom

a B:

add

ition

al 8

x La

ngua

ge C

ours

es +

revi

taliz

atio

n +

oth

er +

add

ition

al (o

ptio

nal)

tran

sitio

n pr

epar

atio

n co

urse

(30-

33 cr

edits

)

Revi

taliz

atio

n co

urse

s fro

m re

leva

nt

disc

iplin

es (i

nclu

des l

earn

ing

supp

orts

)Co

re co

urse

s in

lang

uage

; La

ngua

ge /

Indi

geno

us K

now

ledg

e

Cour

ses

Oth

er (e

.g. E

nglis

h, A

rts 1

00, I

ntro

Ling

uist

ics, S

cienc

e,

Mat

h)

TAB 3 - PAGE 15

Bach

elor

of I

ndig

enou

s Lan

guag

e Pr

ofic

ienc

y

Year

4

Term

2

Lang

uage

Lang

uage

Lang

uage

/Indi

geno

us K

now

ledg

e IV

b-I

ndig

enou

s Cr

eativ

e, C

onst

ruct

ive

& P

erfo

rmat

ive

Arts

(E

xecu

tion

of p

erfo

rman

ce e

ntire

ly in

lang

uage

-in

cludi

ng su

ppor

ts /

prov

ision

ing e

tc.)

: Oth

er

proj

ects

pos

sible

.

Indi

vidu

al C

apst

one

Proj

ect

Oth

er

Term

1

Lang

uage

Lang

uage

Lang

uage

Revi

taliz

atio

n -r

ecov

erin

g/re

purp

osin

g an

d re

claim

ing

-Ar

chiv

al a

nd C

olon

ial M

ater

ials;

dev

elop

ing

reso

urce

s fro

m/w

ith co

mm

unity

spea

kers

Oth

er

Year

3

Term

2

Lang

uage

Lang

uage

Lang

uage

/Indi

geno

us K

now

ledg

e IV

a-I

ndig

enou

s Cr

eativ

e, C

onst

ruct

ive

& P

erfo

rmat

ive

Arts

(Pre

para

tion

of m

ater

ials

for p

ublic

per

form

ance

) :

Oth

er p

roje

cts p

ossib

le

Com

para

tive

Lang

uage

s Ana

lysis

/ Cou

rses

in a

noth

er

Indi

geno

us La

ngua

ge /

Anth

ropo

logi

cal L

ingu

istics

/ Hi

stor

y of

Col

oniza

tion,

Lang

uage

Loss

, and

Rev

italiz

atio

n /

Deve

lopi

ng C

urric

ular

mat

eria

ls/et

c.

Oth

er

Term

1La

ngua

geLa

ngua

geLa

ngua

geCo

mpa

rativ

e Re

vita

lizat

ion

(com

para

tive

appr

oach

es to

go

vern

ance

, pro

gram

s, do

cum

enta

tion

and

reso

urce

s, pr

actic

al o

ppor

tuni

ties)

Oth

er

Year

2:

Dipl

oma

Term

1-3

Lang

uage

Lang

uage

Lang

uage

Lang

uage

/Indi

geno

us K

now

ledg

e -

Indi

geno

us N

arra

tive

&

Ora

litur

e; H

istor

y (H

uman

ities

)

Lang

uage

/Indi

geno

us K

now

ledg

e -F

amily

, Com

mun

ity, a

nd

Socia

l Con

nect

ion

(Soc

ial S

cienc

e)

Revi

taliz

atio

n /O

ther

/Cap

ston

e

Year

1:

Cert

ifica

teTe

rm 1

-3

Lang

uage

Lang

uage

Lang

uage

Lang

uage

/Indi

geno

us K

now

ledg

e -

Indi

geno

us Sc

ienc

e +

Mat

h/Te

chno

logy

/Bio

logy

(Scie

nce)

Lang

uage

/Indi

geno

us K

now

ledg

e -

Indi

geno

us La

nd

Tenu

re, O

ccup

ancy

& G

uard

ians

hip

(Geo

grap

hy,

Gove

rnan

ce, E

colo

gy)

Lang

uage

Lear

ning

Sup

port

s /

Revi

taliz

atio

n

Othe

r ele

ctiv

es co

uld

inclu

de p

athw

ays t

o ad

ditio

nal d

egre

es e

.g. P

DPP,

M.A

., M

SC

Revi

taliz

atio

n co

urse

s fro

m re

leva

nt

disc

iplin

es (

6-12

ll/12

ul c

redi

ts)

Core

cour

ses i

n la

ngua

ge; L

angu

age

/ Cu

lture

Cou

rses

(48

ll/36

ul cr

edits

)

TAB 3 - PAGE 16

First Nations Education Steering Committee Suite #113-100 Park Royal South, West Vancouver, BC V7T 1A2 P: 604-925-6087 Toll-Free: 1-877-422-3672 [email protected] www.fnesc.ca

IMPROVING FIRST NATION CHILDREN AND YOUTH IN CARE EDUCATION OUTCOMES

Updated January 22, 2020

Children and youth in care of the BC government experience poorer education outcomes than those not

in government care. Further, Indigenous children and youth in care experience significantly poorer

educational outcomes than their non-Indigenous counterparts. For example, in the 2016/17 school year:

• Only 19% of Indigenous children and youth in care were determined to have met or exceeded expectations in Grade 7 numeracy compared to 72 percent of all other students; and

• The 6-year completion rate for children and youth in care under a continuing custody order was 50% (well below the 84% completion rate for all students).

The BC public education system has not paid sufficient attention to the systemic barriers that persist and

prevent students in care from realizing their potential and benefitting the most from their K-12 and post-

secondary education. A cross-government approach, developed jointly with First Nations, is required to

improve education outcomes for Indigenous students in care.

The ongoing work of the Tripartite Working Group on First Nations Children and Families (TWG), the

execution and implementation of the BC Tripartite Education Agreement (BCTEA), the recent federal Act

respecting First Nations, Inuit and Métis children, youth and families and the new provincial Declaration

on the Rights of Indigenous Peoples Act, create a political and legal environment to better support First

Nation children and youth in care in their K-12 and post-secondary educational journeys.

First Nations Chiefs have directed the First Nations Leadership Council (FNLC) and FNESC to develop a

children and youth in care education strategy that focuses on:

• Achieving systemic shifts that support improved education outcomes of First Nation children and youth in care (e.g. concrete measures around legislation, policy, practice, funding); and

• Addressing the Province’s legal obligations as guardian and trustee to children and youth in care in relation to education. 1

The Chiefs directed that FNLC work with FNESC to effectively advance the strategy through engagement

with the Province and Canada, as appropriate, consistent with the United Nations Declaration on the

Rights of Indigenous Peoples and the Truth and Reconciliation Calls to Action.

Concrete measures will likely include such things as:

• Better data collection and public reporting (i.e. joint report for K-12/PSE) • Policy framework for improved educational outcomes • Policies and accountabilities to ensure high-quality learning plans are in place • Targeted funding to directly support children and youth in care • Comprehensive financial supports (e.g. living allowance, books, supplies, etc.) to current and

former children and youth in care pursuing post-secondary education, in particular for those who have been under a continuing custody order

• Improved accessibility to the Tuition Waiver Program

1 BC Assembly of First Nations (Resolution No. 21(c)/2019); First Nations Summit (Resolution #0619.18); Union of BC Indian

Chiefs (Resolution 2019-26).

TAB 3 - PAGE 17


http://www.fnesc.ca/

GRANTS AND CONTRIBUTIONS TO SUPPORT THE FIRST NATIONS POST-SECONDARY EDUCATION STRATEGY

Effective June 30, 2019

Preamble

Indigenous Services Canada is committed to working collaboratively with Indigenous partners in transforming the way the Department adapts and implements policy and program reform. These terms and conditions have been discussed with and informed by First Nations convened by the Assembly of First Nations. On December 3, 2018, the Assembly of First Nations Special Chiefs Assembly passed Resolution #05/2018, which supported the First Nations Post-Secondary Education Policy Proposal to the Government of Canada. In developing these terms and conditions, First Nations partners have noted that they do not view this strategy as a matter of social policy, and have asked that the following statements from the Policy Proposal be included: First Nations assert their right and responsibility to direct and make decisions regarding all matters relating to First Nations lifelong learning as an inherent and Treaty Right. First Nations assert an inherent and Treaty right to education that is in accordance with their culture, values, traditions and languages to support holistic lifelong learning. First Nations are seeking strengthened Government of Canada support for First Nations post-secondary education through Treaty Based, self-government and/or regional models that enable First Nations control of First Nations education. Building on current best practices, the implementation of regional models will enable First Nations to holistically consider, design and implement a suite of integrated programs and services to comprehensively support post-secondary education attainment and success. Models must respect local control, honouring the autonomy of First Nations to dictate their own models that will not minimize flexibilities that First Nations communities currently have. These models, once created, must be First Nations directed and managed.

1. Introduction

1.1 Context

The purpose of these Terms and Conditions is to establish provisions for making grant and contribution payments for Indigenous Services Canada’s First Nations Post-Secondary Education Strategy. While previous versions of these Terms and Conditions have outlined programming that supported both First Nations and Inuit post-secondary students, Indigenous Services Canada’s new distinctions-based approach to Indigenous post-secondary education provides for new strategies to support both Inuit and Métis Nation post-secondary students. These Terms and Conditions have therefore been renamed Grants and Contributions to Support the First Nations Post-Secondary Education Strategy and support programming for First Nations only. Two separate sets of Terms and Conditions will now support Inuit post-secondary and Métis Nation post-secondary strategies.

Funding provided through the First Nations Post-Secondary Education Strategy supports access to and participation in post-secondary education. Through engagement and partnerships, it will also advance the development and implementation of post-secondary

TAB 4 - PAGE 1

education regional models supporting First Nations control of First Nations education in accordance with First Nations priorities.

1.2 Scope of Programming

The suite of programming under the First Nations Post-Secondary Education Strategy consists of four components:

• The Post-Secondary Student Support Program (PSSSP);

• The University and College Entrance Preparation Program (UCEPP);

• The Post-Secondary Partnerships Program (PSPP); and,

• Engagement Toward the Development of First Nations Regional Post-Secondary Education Models

Since the early 1960s, as a matter of social policy, Indigenous Services Canada has been supporting First Nations access to, and participation in, post-secondary education. There is a persistent gap between First Nations post-secondary education attainment and that of other Canadians, a gap that has widened over the last two decades. Support for First Nations post-secondary education will support the Departmental Results Framework, which seeks to ensure that Indigenous students receive a comprehensive and quality education with the longer-term goal of closing socio-economic gaps.

Quality and culturally appropriate education is a cornerstone of the preservation and vitality of First Nations. First Nations maintain that access to post-secondary education and lifelong learning is essential for First Nations students to realize their fundamental human rights. Strategies to support post-secondary education aligns with federal commitments to First Nations through the United Declaration on the Rights of Indigenous Peoples and the Truth and Reconciliation Commission’s 94 Calls to Action by advancing self-determination and moving toward a renewed, nation-to-nation relationship with Indigenous peoples, based on recognition of rights, respect, co-operation and partnership.

Funding approaches for transfer payments under PSE strategy components are summarized as follows:

Programs Grant Payments Contribution Payments

PSSSP Yes Yes UCEPP Yes Yes PSPP Yes

Engagement Yes

1.3. Spending Authorities Used Under These Terms and Conditions

This strategy is delivered through two spending authorities: Grants to Support the First Nations Post-Secondary Education Strategy and Contributions to Support the First Nations Post-Secondary Education Strategy.

2. Legal and Policy Authority

Indian Control of Indian Education, 1972

TAB 4 - PAGE 2

Constitution Act, 1982

Department of Indian Affairs and Northern Development Act, R.S.C., 1985, c. I-6, s. 4

Convention on the Rights of Person with Disabilities, 2006

United Nations Declaration on the Rights of Indigenous Peoples, 2007

First Nations Control of First Nations Education, 2010

Truth and Reconciliation Commission of Canada: Calls to Action, 2015

Minister of Indigenous Services Mandate Letter, 2017

10 Principles Respecting the Government of Canada’s Relationship with Indigenous People, 2017

Department of Indigenous Services, Advancing Indigenous Post-Secondary Education, 2019

3. Purpose, Strategy Objectives and Expected Results

Each component of the First Nations Post-Secondary Education Strategy has a specific objective, expected results and associated performance indicators, as outlined:

3.1 The Post-Secondary Student Support Program (PSSSP)

3.1.1 Purpose/Objectives

The PSSSP provides non-repayable financial support for First Nations (Registered Indian) students to advance towards a recognized post-secondary education credential (including CEGEP; community college; undergraduate studies; advanced professional or post-graduate studies at eligible colleges and universities in Canada and abroad; and First Nations designated and directed institutions), as prioritized and directed by First Nations.

The program’s objectives are to improve socio-economic outcomes for First Nations by supporting First Nations in providing eligible students with funding to access education opportunities at the post-secondary level, consistent with the principle of First Nations control of First Nations education. The overall aim of the program is to provide an inclusive and quality education by closing the education gap between First Nations and non-Indigenous Canadians.

3.1.2 Expected Results

The results of this program will enable First Nations students to achieve levels of post-secondary education comparable to non-Indigenous students in Canada.

3.1.3 Indicators

Number of students funded for post-secondary education;

Percentage of eligible students who applied and received funding for post-secondary education;

TAB 4 - PAGE 3

Percentage of students who were partially funded;

Percentage of students who continue to be funded beyond the first year of their program of study;

Percentage of funded First Nations students with a post-secondary certificate, diploma or degree;

Number of funded First Nations students who graduate with a post-secondary certificate, diploma or degree; and,

Percentage difference between First Nations and non-Indigenous adults (25-64) with a post-secondary certificate, diploma or degree.

3.2 The University and College Entrance Preparation Program (UCEPP)


UCEPP provides non-repayable financial support for First Nations (Registered Indian) students who are enrolled in accepted university and college entrance preparation programs to enable them to attain the academic level required for entrance into degree and diploma credit programs, as prioritized and directed by First Nations.



3.2.3 Indicators

Number of students funded for UCEPP; and,

Percentage of UCEPP participants who transition to a post-secondary program.

3.3 Post-Secondary Partnerships Program (PSPP)


The PSPP provides funding to support First Nations to define their own partnerships with institutions to increase the availability of post-secondary education programs tailored to First Nations cultural and educational needs. The overall aim of the program is to increase the number of First Nations students pursuing post-secondary education and thereby contribute to closing the education attainment gap.

The PSPP is a First Nations-directed and regionally delivered program that supports First Nations-established post-secondary education institutions and First Nations-directed community-based programming. First Nations and/or organizations designated by First Nations

TAB 4 - PAGE 4

will set criteria for funding and will adjudicate based on regional priorities to support First-Nations established post-secondary institutions or community-based programming.

This component supports and respects the principle of First Nations control of First Nations education by providing funding for First Nations-directed support for First Nations-established institutions and community-based programming. This approach will improve the delivery of post-secondary education and will improve access to post-secondary education for First Nations students.



3.3.3 Indicators

Percentage of First Nations communities and their organizations that have increased post-secondary education capacity in one or more key areas of need (such as language and culture);

Percentage of programs funded and delivered through PSPP;

Percentage of First Nations communities served through the delivery of programs;

Number of students directly benefiting from the delivery of programs; and,

Percentage of students directly benefiting from a PSPP funded program who successfully completed the course.

3.4 Engagement Toward the Development of First Nations Regional Post-Secondary Education Models


The purpose of engagement on the First Nations Post-Secondary Education Strategy is to develop comprehensive First Nations regional post-secondary education models that deliver supports to students. This may include First Nations Treaty-based, regional, or self-government-based post-secondary education models.


Results include the development of regional post-secondary education models that reflect and are responsive to First Nations’ local priorities.

TAB 4 - PAGE 5

3.4.3 Indicators

Percentage of First Nations that participate in engagement according to the engagement plan; and,

Number of regional post-secondary education models established that deliver supports to students.

4. Recipient Eligibility

For sub-sections under Eligibility, meeting the eligibility requirements does not guarantee funding. Grants and contributions funding is not available to First Nations students who are eligible for assistance under land-claims agreements, sectoral self-government agreements, or self-government agreements, inclusive of post-secondary education support; however, self-governing First Nations are eligible to benefit from the funding where identified in their respective agreements.

4.1 Eligible Recipients

4.1.1 Post-Secondary Student Support Program (PSSSP) and University and College Entrance Preparation Program (UCEPP)

4.1.1.1 Contribution Funding

Eligible recipients under PSSSP and UCEPP are:

• Band Councils of recognized First Nations bands;

• Organizations designated by Band Councils (bands/settlements, tribal councils, education organizations, political/treaty organizations engaged by or on behalf of First Nations); and

• Self-governing First Nations in Yukon that have not yet assumed responsibility for Post-Secondary Education through a Programs and Services Transfer Agreement or through the terms of their self-government agreement.

In addition, Indigenous Services Canada may also enter into funding agreements with Funding Agreement Managers and Recipient Appointed Advisors (in accordance with Indigenous Services Canada’s Default Prevention and Management Policy) to administer PSSSP or UCEPP programming funds jointly with or on behalf of a First Nations community.

4.1.1.2 Grant Funding

Recipients are eligible for grant funding from these programs where student support is provided directly by Indigenous Services Canada. These may be students or a post-secondary institution where warranted for the direct payment of fees.

4.1.2 Post-Secondary Partnerships Program (PSPP) – Contributions Only

Eligible recipients are:

TAB 4 - PAGE 6

• Band Councils of recognized First Nations bands;

• Organizations designated by Band Councils (bands/settlements, tribal councils, education organizations, political/treaty organizations engaged by or on behalf of First Nations, First-Nations established post-secondary institutions); and,

• The First Nations University of Canada.

4.1.3 Engagement Toward the Development of First Nations Regional Post-Secondary Education Models

Eligible recipients are:

Band Councils of recognized First Nations bands;

Organizations designated by Band Councils (bands/settlements, tribal councils, education organizations, political/treaty organizations engaged by or on behalf of First Nations); and

Self-governing First Nations in Yukon that have not yet assumed responsibility for Post-Secondary Education through a Programs and Services Transfer Agreement or through the terms of their self-government agreement.

4.2 Eligible Students (PSSSP and UCEPP)

To be eligible for funding, students:

Are status First Nations (Registered Indians); and,

Maintain satisfactory academic standing within an eligible post-secondary institution.

4.3 Eligible Institutions (PSSSP and UCEPP)

Eligible post-secondary institutions are degree-, diploma- or certificate-granting institutions that are recognized by a province or territory in Canada or abroad. They include educational institutions affiliated with, or those that deliver post-secondary programs by arrangement with, a post-secondary institution, as well as First Nations-designated and directed institutions.

5. Eligible Expenditures

5.1 Post-Secondary Student Support Program and University and College Entrance Preparation Program

5.1.1 Program Expenditures

Eligible expenditures for the PSSSP and UCEPP include:

Actual administration costs proportional to resources used and not to exceed 15% of total expenditures that are required to directly administer the PSSSP and UCEPP. These may include, but are not limited to:

TAB 4 - PAGE 7

o Salaries and benefits of personnel;

o Materials and resources for the management of funds;

o The collection, maintenance, safeguarding and reporting of data and information in accordance with program and financial reporting requirements;

o Rent and utilities;

o Communications costs, including printing and web presence; and,

o Travel and accommodation.

Student grants for academic and living expenses associated with pursing a post-secondary education credential at an eligible post-secondary institution. These may include, but is not limited to:

o Transcript and application fees;

o Tuition and other student fees;

o Initial professional certification and examination fees;

o Books and supplies;

o Supplemental tutorial, guidance and counselling services;

o Scholarship and incentive payments;

o Living expenses, including for dependents if applicable;

o Expenses associated with travel home, including for dependents if applicable; and,

o Child care, as needed.

Retroactive funding is not permitted for studies in a previous fiscal or academic year.


5.2.1 Program Expenditures and Administration Costs

Eligible expenditures for the Post-Secondary Partnerships Program (PSPP) include the direct costs for First Nations and First Nations established post-secondary education institutions to develop and deliver post-secondary education programming for First Nations students that leads to the attainment of a post-secondary education credential. This may include, but is not limited to:

Salaries and benefits of personnel;

Costs associated with the development and publication of learning and/or instructional materials, including in partnership with recognized institutions;

TAB 4 - PAGE 8

Costs associated with improved access to language and culture to support life-long learning;

Costs associated with First Nations directed adjudication processes at the regional level;

Rental of facilities to host post-secondary activities;

Incremental operational costs; and,

Administration costs, not to exceed 15% of total costs.

5.2.2 Ineligible Costs

Capital and maintenance costs are ineligible under PSPP. Other ineligible costs are permanent staff salaries, student tuition, student books and supplies.


Eligible expenditures include all activities related to engagement toward, and the development of, regional First Nations post-secondary education models including, but not limited to:

Delivering information sessions to improve knowledge and expertise related to post-secondary education programming;

Research and consultation;

Convening tables to explore potential options for regional post-secondary education models;

Service mapping;

Negotiating clear and defined roles and responsibilities of First Nations and First Nations-designated organizations; and,

Establishing mutual accountability mechanisms with clear objectives, performance indicators and reporting expectations.

6. Total Canadian Government Funding and Stacking Limits

Total maximum government assistance for the same purpose and eligible expenditures shall not exceed 100% of the eligible expenditures.

7. Method for Determining the Amount of Funding

For all programs, funding must remain within the maximum amount payable as outlined in section 8.

TAB 4 - PAGE 9

7.1 Post-Secondary Student Support Program (PSSSP) and University and College Entrance Preparation Program (UCEPP)

The method for determining the amount of funding for PSSSP and UCEPP is based on funding formulae which take into account such factors as historical funding trends, demographics, size and/or socio-economic conditions of recipient communities.


For PSPP initiatives, funding allocations are determined by a two-step process. First, regional allocations are made based on First Nations population distribution. Second, First Nations-designated and directed organizations in each region will work with Indigenous Services Canada in the adjudication and administration of allocations according to program guidelines. Indigenous Services Canada’s regional offices will support and implement the final decisions.*

*Where First Nations in a region have designated an organization to take over adjudication and administration of the program’s funding in their region, the organization will enter into an agreement with Indigenous Services Canada that defines the roles and responsibilities of all parties, provides clear objectives, and outlines reporting requirements.


For engagement toward the development of regional First Nations post-secondary education models, funds will be allocated using a proposal-based system to determine the eligibility of activities and to prioritize the allocation of resources.

8. Maximum Amount Payable

Maximum amounts payable may increase by no more than two percent per year or the increase in Indigenous Services Canada’s reference levels, as appropriated by Parliament. (Base Year: FY 2019-2020).

8.1 Post-Secondary Student Support Program (PSSSP) and University and College Entrance Preparation Program (UCEPP)

The maximum amount payable per full-time students under PSSSP or UCEPP cannot exceed $53,000 per year.

The maximum amount payable per student does not represent an entitlement. The actual amount of funding will depend on the overall amount of funding in the program and the number of recipients selected.

On an extraordinary and justified basis, full-time graduate students in an advanced professional degree program (e.g. dentistry, medicine) or a Masters or Doctoral program, may be awarded funding in excess of $53,000 up to a maximum of $90,000 per year. Such awards may be granted by special request on a case-by-case basis only and considered when a graduate student has extraordinary circumstances that warrant the setting aside of the standard policy on maximum amounts payable.

TAB 4 - PAGE 10

Part-time students, as defined by the post-secondary institution being attended, may receive assistance for tuition and fees, and the cost of books and supplies. Part-time students may be awarded assistance for living allowances or travel, typically at a pro-rated amount.


The total amount paid for all projects in the PSPP component cannot exceed 12 percent of the total allocation for post-secondary education.

The maximum amount payable to PSPP recipients normally will not exceed $500,000. Exceptions will be determined by First Nations-designated and directed organizations, based on First Nations priorities.

The maximum amount payable for ongoing support to the First Nations University of Canada is $7 million.


The maximum amount payable to for Engagement Toward the Development of First Nations Regional Post-Secondary Education Models will not exceed $1,000,000.

9. Basis on Which Payments Will Be Made

9.1 Contributions

Contribution progress payments and final payments will be made on the basis of one or a combination of the following:

Reimbursement of Eligible Expenditures: Payments to contribution recipients are made via regular progress payments based on reimbursement of eligible expenditures or via advance payments based on a cash-flow forecast; and/or

Achievement of Pre-determined Performance Expectations: Certain progress payments and final payments are tied to the achievement of pre-determined performance expectations. The exact amount paid for each performance expectation achieved will be based on a pre-determined rate or percentage of total contribution amount to be negotiated prior to the development of said contribution agreement.

9.2 Grants (PSSSP & UCEPP only)

Grant payments for tuition, books, supplies, and travel are typically one-time payments made at the beginning of each academic term, while living allowances are paid monthly. All payments will be made based on eligible expenditures or via advance payments made in accordance with local operating guidelines.

10. Monitoring and Accountability

Funding recipients must deliver the programs in accordance with the provisions of their funding agreement and the program delivery requirements outlined in these terms and conditions,

TAB 4 - PAGE 11

communicated through program guidelines, while also ensuring that the necessary management controls are in place to manage funding and monitor activities. Funding recipients are required to exercise due diligence when approving expenditures and must ensure that such expenditures are in accordance with the eligible expenditures set out in these terms and conditions. Indigenous Services Canada is accountable to provide funding to First Nations in a timely manner through grants and contributions payments under the First Nations Post-Secondary Education Strategy. To ensure that strategy outcomes and objectives are being met and opportunities for continuous improvement–are being identified—with a goal to improve results for First Nations peoples—activities, including audits, evaluations and targeted strategy reviews (i.e. desk and on-site review) may be conducted with funding recipients. Ongoing, these activities may be developed through the regional post-secondary education strategies.

11. Application Requirements and Assessment Criteria

The application requirements and assessment criteria are set out in the National Program Guidelines, updated and published annually, in collaboration with First Nations.

For the First Nations Post-Secondary Education Strategy, there is no application process required between Indigenous Services Canada and the recipient. It is rather based on the established allocation of resources. There is nonetheless a requirement for an application process for students applying to the PSSSP and UCEPP and an application process for First Nations established post-secondary institutions for the PSPP in order to determine eligibility and to prioritize the allocation of resources.

Meeting the application requirements and assessment criteria outlined in the program guidelines does not guarantee funding.

12. Due Diligence and Reporting

12.1 Contributions

At a minimum, contribution recipients are required to submit an annual financial report that accounts for the use of funding in accordance with the terms of the funding agreements. The frequency of reporting will be based on the recipient risk and departmental directives.

In addition, to support a reduction in the reporting burden, performance measurement data will be collected annually using various methods and sources aligned with the performance measurement strategy for the First Nations Post-Secondary Education Strategy, reporting strategies that were discussed and refined with First Nations. Recipient performance reporting requirements will be set out in departmental recipient reporting documents, and the frequency of reporting will be set out in each funding agreement.

TAB 4 - PAGE 12

12.2 Grants

Indigenous Services Canada has procedures in place that enable it to observe due diligence in approving grant payments, in verifying recipients’ eligibility for grants, and in managing and administering programs.

Recipients may be required to report, as appropriate, to support the Departmental Results Framework and other departmental reporting.

13. Official Languages

Indigenous Services Canada will take into account the relevant official languages obligation and comply with all applicable official language requirements stipulated in the Official Languages Act and the related Regulations, as well as any new or existing federal government legislation and policies in this regard.

14. Intellectual Property

Ownership of Indigenous intellectual property remains with the respective First Nations or individuals. Conditions for shared rights will be set out in the funding agreement as appropriate.

15. Repayable Contributions

Provisions for repayable contributions do not apply. Any contributions made to private firms under these programs, initiatives and projects are not intended to generate profits or to increase the value of a business.

16. Redistribution of Contributions

Where a recipient delegates authority or further distributes contribution funding to agency third party (such as an authority, board, committee, or other entity authorized to act on behalf of the recipient), the recipient shall remain liable to the department for the performance of its obligations under the funding agreement. Neither the objectives of the programs and services nor the expectations of transparent, fair and equitable services shall be compromised by any delegation or redistribution of contribution funding.

Recipients have full independence in the selection of such third parties and will not be acting as an agent of the government in making distributions.

17. Other Terms and Conditions

National Program Guidelines - Each program holds a corresponding set of Indigenous Services Canada program guidelines, which include specific criteria supporting these Terms and Conditions. Recipients must act in compliance with the provisions outlined in these Terms and Conditions and the program guidelines.

First Nations Post-Secondary Education Strategy recipients may issue local program guidelines provided they are consistent with the Terms and Conditions set out in this document. These guidelines will include information on the application and funding process, including a formal appeals mechanism. All prospective applicants must have access to these local guidelines.

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SUBVENTIONS ET CONTRIBUTIONS POUR APPUYER LA STRATÉGIE D’ÉDUCATION POSTSECONDAIRE DES PREMIÈRES NATIONS

En vigueur à partir du : 30 juin 2019

Préambule

Services aux Autochtones Canada s’engage à collaborer avec ses partenaires autochtones pour transformer la façon dont le Ministère adapte et met en œuvre la réforme des politiques et des programmes. Les Premières Nations ont étudié et orienté les présentes modalités par l’intermédiaire de l’Assemblée des Premières Nations. Le 3 décembre 2018, l’Assemblée extraordinaire des Chefs de l'Assemblée des Premières Nations a adopté la résolution no 05/2018, qui appuyait la Proposition de politique sur l’éducation postsecondaire des Premières Nations [First Nations Post-Secondary Education Policy Proposal]. Dans le cadre de la rédaction des présentes modalités, les partenaires des Premières Nations ont souligné qu’ils ne considèrent pas que cette stratégie relève de la politique sociale et ils ont demandé l’ajout des énoncés suivants tirés de leur proposition de politique : Les Premières Nations revendiquent le droit et la responsabilité en matière d’orientation et de prise de décisions concernant toutes les questions relatives à la formation permanente des Premières Nations en tant que droit inhérent et issu de traité. Les Premières Nations revendiquent un droit inhérent et issu de traité de recevoir une éducation qui est en accord avec leur culture, leurs valeurs, leurs traditions et leurs langues afin de soutenir un apprentissage holistique tout au long de la vie. Les Premières Nations cherchent à obtenir un soutien accru du gouvernement du Canada envers l’éducation postsecondaire des Premières Nations par le biais de modèles régionaux ou fondés sur des traités et/ou sur l’autonomie gouvernementale qui permettent aux Premières Nations le contrôle de l’éducation des Premières Nations par celles-ci. Faisant fond sur les pratiques exemplaires actuelles, la mise en œuvre de modèles régionaux permettra aux Premières Nations d’examiner, de concevoir et de mettre en œuvre de façon holistique un ensemble intégré de programmes et de services intégrés visant à soutenir de façon globale le succès des études postsecondaires et l’obtention de diplômes. Les modèles doivent respecter le principe du contrôle local, tout en respectant l’autonomie des Premières Nations et leur permettre de façonner leurs propres modèles sans minimiser les éléments de flexibilité dont disposent actuellement les collectivités des Premières Nations. Ces modèles, une fois créés, doivent être dirigés et gérés par les Premières Nations.

1. Introduction

1.1 Contexte Ces modalités ont pour but d’établir les règles régissant les paiements de subventions et de contributions de la Stratégie d’éducation postsecondaire des Premières Nations de Services aux Autochtones Canada. Alors que les versions antérieures de ces modalités traitaient des programmes de niveau postsecondaire destinés aux étudiants tant Inuits que des Premières Nations, la nouvelle approche fondée sur les distinctions de Services aux Autochtones Canada à l’égard de l’éducation postsecondaire des Autochtones prévoit de nouvelles stratégies visant à soutenir les étudiants de niveau postsecondaire Inuits et de la Nation métisse. Ces modalités ont donc été renommées Subventions et contributions pour appuyer la Stratégie d’éducation postsecondaire des Premières Nations, lesquelles concernent les programmes destinés aux

TAB 4 - PAGE 14

Premières Nations uniquement. Deux ensembles distincts de modalités soutiendront désormais les stratégies d’éducation postsecondaire des Inuits et les stratégies d’éducation postsecondaire de la Nation métisse. Les fonds accordés par l’entremise de la Stratégie d’éducation postsecondaire des Premières Nations favorisent l’accès à des programmes d’éducation postsecondaire et la participation à ceux-ci. Grâce à la mobilisation et aux partenariats, le programme appuiera également l’élaboration et la mise en œuvre de modèles d’éducation postsecondaire régionaux qui favorisent le contrôle de l’éducation des Premières Nations par celles-ci, conformément à leurs priorités. 1.2 Portée des programmes

Les programmes qui relèvent de la Stratégie d’éducation postsecondaire des Premières Nations se répartissent en quatre volets :

• Le Programme d’aide aux étudiants de niveau postsecondaire (PAENP);

• Le Programme préparatoire à l'entrée au collège et à l'université (PPECU);

• Le Programme de partenariats postsecondaires (PPP);

• La mobilisation en vue de l’établissement de modèles régionaux d’éducation postsecondaire des Premières Nations.

Depuis le début des années 1960, le Ministère a comme politique sociale de soutenir l’accès et la participation des Premières Nations aux programmes d’études postsecondaires. Un écart subsiste entre les taux d’obtention d’un diplôme d’études postsecondaires des Premières Nations et des autres Canadiens, un écart qui s’est creusé au cours des deux dernières décennies. Le soutien de l’éducation postsecondaire des Premières Nations appuiera le Cadre ministériel des résultats, lequel vise à ce que les étudiants autochtones reçoivent une éducation inclusive et de qualité, dans le but d’éliminer les écarts socioéconomiques à long terme.

Une éducation de qualité et adaptée à la culture est fondamentale pour assurer la préservation et la vitalité des Premières Nations. Ces dernières soutiennent qu’il est essentiel de veiller à ce que leurs étudiants aient accès à une éducation postsecondaire et à un apprentissage permanent afin qu’ils puissent exercer leurs droits fondamentaux de la personne. Les stratégies visant à soutenir l’éducation postsecondaire s’harmonisent aux engagements pris par le gouvernement fédéral envers les Premières Nations pour donner suite à la Déclaration des Nations Unies sur les droits des peuples autochtones et aux 94 Appels à l’action de la Commission de vérité et réconciliation, étant donné que ces programmes favorisent l’autodétermination et une relation renouvelée de nation à nation avec les peuples autochtones, une relation fondée sur la reconnaissance des droits, le respect, la coopération et le partenariat.

Les approches de financement pour les paiements de transfert associés aux stratégies d’éducation postsecondaire sont résumées comme suit :

Programmes Paiements de subvention Paiements de contribution

PAENP Oui Oui PPECU Oui Oui

PPP Oui Mobilisation Oui

TAB 4 - PAGE 15

1.3. Autorisations de dépenser en application des présentes modalités La stratégie est livré au moyen de deux autorisations de dépenser : Subventions pour appuyer de la Stratégie d’éducation postsecondaire des Premières Nations et Contributions pour appuyer de la Stratégie d’éducation postsecondaire des Premières Nations.

2. Autorisation légale et politique

La maîtrise indienne de l'éducation indienne [Indian Control of Indian Education], 1972

Loi constitutionnelle de 1982

Loi sur le ministère des Affaires indiennes et du Nord canadien (L.R.C.(1985), ch. I-6), article 4

Convention relative aux droits des personnes handicapées, 2006

Déclaration des Nations Unies sur les droits des peuples autochtones, 2007

Le contrôle par les Premières Nations de l'éducation des Premières Nations [First Nations Control of First Nations Education], 2010

Commission de vérité et réconciliation du Canada, Appels à l’action, 2015

Lettre de mandat du ministre des Services aux Autochtones, 2017

Principes régissant la relation du gouvernement du Canada avec les peuples autochtones, 2017

Ministère des Services aux Autochtones, Faire avancer l’éducation postsecondaire chez les Autochtones, 2019

3. But, objectifs de la stratégie et résultats attendus

Chaque volet de la Stratégie d’éducation postsecondaire des Premières Nations a un objectif, des résultats attendus et des indicateurs de rendement connexes précis :

3.1 Le Programme d'aide aux étudiants de niveau postsecondaire (PAENP)

3.1.1 But/objectifs

Le PAENP offre une aide financière non remboursable aux étudiants des Premières Nations (Indiens inscrits) afin qu’ils poursuivent leurs études vers l’obtention d’un titre de compétences postsecondaire reconnu (y compris dans un CÉGEP, un collège communautaire, dans le cadre d’études de premier cycle, d’études professionnelles avancées ou d’études de cycles supérieurs dans des collèges et universités admissibles au Canada et à l’étranger, et auprès d’établissements désignés et gérés par les Premières Nations), selon les priorités et les indications des Premières Nations.

Le programme a pour but d’améliorer les résultats socio-économiques des Premières Nations en versant aux étudiants admissibles des fonds pour leur permettre d’entreprendre des études postsecondaires, conformément au principe du contrôle par les Premières Nations de l’éducation des Premières Nations. L’objectif général du programme consiste à assurer une

TAB 4 - PAGE 16

éducation inclusive et de qualité de manière à éliminer l’écart entre les Premières Nations et les Canadiens non autochtones au chapitre de l’éducation.

3.1.2 Résultats attendus

Les résultats de ce programme permettront aux étudiants des Premières Nations d’atteindre des niveaux d’études postsecondaires comparables à ceux des étudiants non autochtones au Canada.

3.1.3 Indicateurs

Nombre d’étudiants dont les études postsecondaires ont été financées;

Pourcentage d’étudiants admissibles qui ont présenté une demande et reçu des fonds pour leurs études postsecondaires;

Pourcentage d’étudiants ayant bénéficié d’un financement partiel;

Pourcentage d’étudiants qui continuent qui continuent d’être financés au-delà la première année de leur programme d’études;

Pourcentage d’étudiants des Premières Nations financés ayant un certificat, un diplôme ou un grade d’études postsecondaires;

Nombre d’étudiants des Premières Nations financés qui obtiennent un certificat, un diplôme ou un grade d’études postsecondaires; et,

Écart en pourcentage entre les adultes des Premières Nations et les adultes non autochtones (âgés de 25 à 64 ans) qui possèdent un certificat, un diplôme ou un grade d’études postsecondaires.

3.2 Le Programme préparatoire à l'entrée au collège et à l'université (PPECU)

3.2.1 But/objectifs

Le PPECU apporte une aide financière non remboursable aux étudiants des Premières Nations (Indiens inscrits) qui sont inscrits à des programmes préparatoires à l’entrée au collège et à l’université acceptés afin de leur permettre d’atteindre le niveau de scolarité exigé pour être admis dans des programmes menant à un grade ou à un diplôme, selon les priorités et les directives des Premières Nations.



3.2.3 Indicateurs

Nombre d’étudiants financés par le PPECU;

TAB 4 - PAGE 17

Pourcentage de participants au PPECU qui entreprennent un programme d’études postsecondaires.

3.3 Le Programme de partenariats postsecondaires (PPP)

3.3.1 But/objectifs

Le PPP fournit des fonds pour aider les Premières Nations à établir leurs propres partenariats avec des institutions pour accroître la disponibilité de programmes d’éducation postsecondaire adaptés aux besoins culturels et éducatifs des Premières Nations. L’objectif général du programme consiste à accroître le nombre d’étudiants des Premières Nations qui poursuivent des études postsecondaires et, contribuer à ainsi à combler l’écart de scolarisation.

Le PPP est un programme dirigé par les Premières Nations et dont la mise en œuvre est assurée à l’échelle régionale qui appuie les établissements d’enseignement postsecondaire mis sur pied par les Premières Nations et les programmes communautaires dirigés par les Premières Nations. Les Premières Nations et/ou les organisations désignées par les Premières Nations établiront les critères de financement et décideront, en fonction des priorités régionales, d’appuyer des établissements d’enseignement postsecondaire mis sur pied par les Premières Nations ou des programmes communautaires.

Ce volet appuie et respecte le principe du contrôle par les Premières Nations de l’éducation des Premières Nations, étant donné qu’il prévoit le financement de mesures de soutien dirigées par les Premières Nations pour des établissements d’enseignement postsecondaire mis sur pied par les Premières Nations et des programmes communautaires. Cette approche permettra d’améliorer la prestation de programmes d’enseignement postsecondaire et facilitera l’accès à des programmes d’enseignement postsecondaire aux étudiants des Premières Nations.



3.3.3 Indicateurs

Pourcentage de collectivités et d’organisations des Premières Nations qui ont accru leur capacité en matière d’enseignement postsecondaire dans un ou plusieurs secteurs où des besoins se font sentir (tels que les langues et la culture);

Pourcentage de programmes financés et exécutés dans le cadre du PPP;

Pourcentage de collectivités des Premières Nations qui ont bénéficié de la prestation de programmes;

Nombre d’étudiants qui ont bénéficié directement de la prestation de programmes;

TAB 4 - PAGE 18

Pourcentage d’étudiants ayant bénéficié directement d’un programme financé par le PPP qui ont réussi leur formation.

3.4 Engagement à l’égard de l’élaboration de modèles régionaux d’éducation postsecondaire des Premières Nations

3.4.1 But/Objectifs

L’engagement à l’égard de la Stratégie d’éducation postsecondaire des Premières Nations a pour but d’élaborer des modèles exhaustifs régionaux d’éducation postsecondaire des Premières Nations qui fournissent des mesures de soutien aux étudiants. Cela peut inclure des modèles d'enseignement postsecondaire régionaux, fondés sur des traités ou basés sur l'autonomie gouvernementale.


Cette stratégie aura notamment pour résultat l’élaboration de modèles régionaux d’éducation postsecondaire des Premières Nations reflétant les priorités locales des Premières Nations et répondant à leurs attentes.

3.4.3 Indicateurs

Pourcentage de Premières Nations qui participent à l’engagement selon le plan d’engagement;

Nombre de modèles régionaux d’éducation postsecondaire établis qui fournissent des mesures de soutien aux étudiants.

4. Admissibilité des bénéficiaires

En ce qui concerne les sous-sections sous Admissibilité, le respect des critères d’admissibilité ne constitue pas une garantie de financement. Les étudiants des Premières Nations admissibles à une aide en vertu d’accords de revendication territoriale, d’ententes d’autonomie sectorielles ou d’ententes d’autonomie gouvernementale, comprenant une aide aux études postsecondaires, n’ont pas accès aux subventions et contributions. Toutefois, les Premières Nations autonomes sont admissibles au financement si leurs ententes respectives le stipulent.

4.1 Bénéficiaires admissibles

4.1.1 Programme d’aide aux étudiants de niveau postsecondaire (PAENP) et Programme préparatoire à l’entrée au collège et à l’université (PPECU)

4.1.1.1 Contributions

Les bénéficiaires admissibles dans le cadre du Programme d’aide aux étudiants de niveau postsecondaire (PAENP) et du Programme préparatoire à l’entrée au collège et à l’université (PPECU) sont les suivants :

TAB 4 - PAGE 19

• Les conseils de bande des bandes reconnues des Premières Nations;

• Les organisations désignées par les conseils de bande (bandes établissements, conseils tribaux, organismes d’éducation, organisations politiques ou responsables de traités qui sont engagés par les Premières Nations ou qui interviennent en leur nom);

• Les Premières Nations autonomes du Yukon qui ne sont pas encore responsables de l’éducation postsecondaire en vertu d’une entente de transfert de programmes et de services ou des modalités de leur entente d’autonomie gouvernementale.

De plus, Services aux Autochtones Canada peut aussi conclure des ententes de financement avec des gestionnaires d’ententes de financement et des conseillers nommés par les bénéficiaires (conformément à la Politique de prévention et gestion des manquements de Services aux Autochtones Canada) pour gérer les fonds du PAENP et du PPECU en collaboration avec la collectivité des Premières Nations ou en son nom.

4.1.1.2 Subventions

Les bénéficiaires sont admissibles aux subventions prévues dans le cadre de ces programmes, lorsque le soutien aux étudiants est fourni directement par Services aux Autochtones Canada. Il peut s’agir d’étudiants ou d’un établissement d’éducation postsecondaire lorsque le paiement direct des frais le justifie.

4.1.2 Programme de partenariats postsecondaires – Contributions seulement

Les bénéficiaires admissibles sont les suivants :

• Les conseils de bande des bandes reconnues des Premières Nations reconnues;

• Les organisations désignées par les conseils de bande (bandes/établissements, conseils tribaux, organismes d’éducation, organisations politiques ou responsables de traités qui sont engagés par les Premières Nations ou qui interviennent en leur nom, établissements d’éducation postsecondaires établis par les Premières Nations);

• L’Université des Premières Nations du Canada.

4.1.3 Engagement à l’égard de l’élaboration de modèles régionaux d’éducation postsecondaire des Premières Nations

Les bénéficiaires admissibles sont les suivants :

Les conseils de bande des bandes reconnues des Premières Nations;

Les organisations désignées par les conseils de bande (bandes/établissements, conseils tribaux, organismes d’éducation, organisations politiques ou responsables de traités qui sont engagés par les Premières Nations ou qui interviennent en leur nom);

Les Premières Nations autonomes du Yukon qui ne sont pas encore responsables de l’éducation postsecondaire en vertu d’une entente de transfert de programmes et de services ou des modalités de leur entente d’autonomie gouvernementale.

TAB 4 - PAGE 20

4.2 Étudiants admissibles (PAENP et PPECU)

Pour être admissibles au financement, les étudiants doivent :

Être membres inscrits d’une Première Nation (Indiens inscrits);

Maintenir un dossier scolaire satisfaisant au sein d’un établissement d’éducation postsecondaire admissible.

4.3 Établissements admissibles (PAENP et PPECU)

Les établissements d’éducation postsecondaire admissibles sont les établissements conférant des grades, des diplômes ou des certificats reconnus par une province ou un territoire canadien ou à l’étranger. Cela inclus les établissements d’éducation affiliés à un établissement d’éducation postsecondaire ou ceux qui, en vertu d’une entente signée avec un établissement d’éducation postsecondaire, offrent des programmes de niveau postsecondaire, de même que les établissements désignés et dirigés par des Premières Nations.

5. Dépenses admissibles

5.1 Programme d’aide aux étudiants de niveau postsecondaire et Programme préparatoire à l’entrée au collège et à l’université

5.1.1 Dépenses des programmes

Les dépenses admissibles au titre du PAENP et du PPECU sont les suivantes :

Les frais d’administration réels, proportionnels aux ressources utilisées et ne dépassant pas 15 % des dépenses totales nécessaires pour gérer directement le PAENP et le PPECU. Ceux-ci peuvent inclure, mais ne sont pas limités à :

o Les salaires et avantages sociaux des employés;

o Le matériel et les ressources nécessaires à la gestion des fonds;

o La collecte, la maintenance, la sauvegarde, et la communication des données et des renseignements, conformément aux exigences en matière de production de rapports sur les programmes et de rapports financiers;

o Le loyer et les services publics;

o Les frais liés aux communications, y compris les frais d’impression et de présence sur Internet;

o Les déplacements et l’hébergement.

Les subventions accordées aux étudiants pour les frais de scolarité et de subsistance liés à des études postsecondaires menant à un titre de compétences dans un établissement d’enseignement postsecondaire admissible. Celles-ci peuvent inclure, mais ne sont pas limitées à:

o Les frais pour l’obtention des relevés de notes et les frais d’admission;

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o Les frais et droits de scolarité;

o Les frais initiaux de certification professionnelle et d’examen;

o Les manuels et les fournitures;

o Les services supplémentaires de tutorat, d’orientation et de counseling;

o Les bourses et incitatifs payés à l’étudiant;

o Les frais de subsistance, y compris des personnes à charge, le cas échéant;

o Les dépenses liées aux visites à la maison, y compris pour les personnes à charge, le cas échéant,

o Les frais de garde d’enfants, au besoin.

Le financement rétroactif n’est pas permis pour des études effectuées au cours d’une année financière ou scolaire précédente.

5.2 Programme de partenariats postsecondaires

5.2.1 Dépenses du programme et frais d’administration

Les dépenses admissibles au titre du Programme de partenariats postsecondaires (PPP) comprennent les coûts directs liés à l’élaboration et à l’exécution, par des établissements d’enseignement postsecondaire de Premières Nations et établis par des Premières Nations, de programmes d’études postsecondaires pour des étudiants des Premières Nations et menant à un diplôme d’études postsecondaires. En voici des exemples : Celles-ci peuvent inclure, mais ne sont pas limitées à

Les salaires et avantages sociaux des employés;

Les coûts associés à la création et à la publication de matériel d’apprentissage et/ou d’enseignement, y compris en partenariat avec des établissements reconnus;

Les coûts associés à l’amélioration de l’accès à la langue et à la culture pour soutenir l’apprentissage permanent;

Les coûts associés aux processus décisionnels dirigés par les Premières Nations à l’échelon régional;

Les frais de location d’installations pour la tenue d’activités postsecondaires;

Les frais opérationnels supplémentaires;

Les frais d’administration, jusqu’à concurrence de 15 % du coût total.

5.2.2 Dépenses inadmissibles

Les frais d’immobilisation, d’installation et d’entretien ne sont pas admissibles dans le cadre du PPP. Le salaire des employés permanents, les droits de scolarité des étudiants, les manuels et les fournitures scolaires ne sont pas admissibles non plus.

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Les dépenses admissibles comprennent toutes les activités liées à l’engagement à l’égard de modèles régionaux d’éducation postsecondaire des Premières Nations et à l’élaboration de ceux-ci, incluant, mais sans s’y limité:

Les séances d’information pour améliorer les connaissances et l’expertise liées aux programmes d’éducation postsecondaire;

Les travaux de recherche et de consultation;

L’organisation de tables de discussion pour étudier les options possibles concernant les modèles régionaux d’éducation postsecondaire;

La mise en correspondance des services;

La négociation des rôles et des responsabilités clairs et définis des Premières Nations et des organisations désignées par celles-ci,

L’établissement de mécanismes de responsabilité mutuelle dotés d’objectifs clairs, d’indicateurs du rendement et d’attentes en matière de rapports.

6. Financement total du gouvernement du Canada et limites sur le cumul

Le montant total maximum de l’aide financière du gouvernement pour les mêmes fins et les mêmes dépenses admissibles ne doit pas dépasser 100 % des dépenses admissibles.

7. Méthode de calcul du montant du financement

Pour tous les programmes, le financement ne peut pas dépasser le montant maximal payable, comme indiqué à la section 8.

7.1 Programme d’aide aux étudiants de niveau postsecondaire (PAENP) et Programme préparatoire à l’entrée au collège et à l’université (PPECU)

La méthode de calcul du montant du financement accordé dans le cadre du PAENP et du PPECU repose sur une formule de financement tenant compte de divers facteurs, tels que les tendances historiques en matière de financement, les données démographiques, la taille et/ou la situation socio-économique de la collectivité du bénéficiaire.

7.2 Programme de partenariats postsecondaires (PPP)

En ce qui concerne les initiatives du PAENP, la méthode de calcul du montant du financement est en deux temps. Premièrement, les allocations régionales sont déterminées en fonction de la répartition démographique des Premières Nations. Deuxièmement, les organisations désignées et dirigées par les Premières Nations de chaque région travailleront de concert avec Services aux Autochtones Canada pour la prise de décisions concernant les allocations et la gestion de celles-ci conformément aux directives du programme. Les bureaux régionaux de Services aux Autochtones Canada appuieront et mettront en œuvre les décisions finales*.

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*Lorsque les Premières Nations d’une région ont désigné une organisation pour s’occuper de la prise de décisions et de la gestion des allocations du programme dans leur région, l’organisation conclura une entente avec Services aux Autochtones Canada qui définira les rôles et les responsabilités de toutes les parties, établira des objectifs clairs et précisera les exigences en matière de rapport.


Pour l’engagement à l’égard de l’élaboration de modèles régionaux d’éducation postsecondaire des Premières Nations, les fonds seront attribués selon un système fondé sur des propositions pour établir l’admissibilité des activités et prioriser la répartition des ressources.

8. Montant maximum payable

Le montant maximal payable ne peut pas augmenter de plus de 2 % par année ni dépasser le niveau de référence de Services aux Autochtones Canada voté par le Parlement (année financière de référence : 2019-2020).

8.1 Programme d’aide aux étudiants de niveau postsecondaire et Programme préparatoire à l’entrée au collège et à l’université

Le montant maximal payable pour un étudiant à temps plein dans le cadre du PAENP ou du PPECU ne peut pas dépasser 53 000 $ par année. Le montant maximal payable par étudiant ne constitue pas un droit. Le montant réel du financement dépendra du montant global de financement dont dispose le programme et du nombre de bénéficiaires sélectionnés. Dans des circonstances extraordinaires et justifiées, un étudiant de cycle supérieur inscrit à temps plein dans un programme d’études supérieures d’un grade professionnel (p. ex. médecine dentaire, médecine) ou dans un programme de maîtrise ou de doctorat peut recevoir de 53 000 $ à 90 000 $ par année. Ce financement peut être accordé au cas par cas, uniquement sur demande spéciale, et être envisagé lorsqu’un étudiant de cycle supérieur est dans une situation extraordinaire qui justifie que l’on fasse abstraction de la politique standard sur le montant maximal payable. Les étudiants à temps partiel, tels que définis par l’établissement d’éducation postsecondaire fréquenté, peuvent recevoir une aide financière pour les frais et droits de scolarité ainsi que l’achat de manuels et de fournitures scolaires. Les étudiants à temps partiel peuvent obtenir une aide, qui est habituellement établie au prorata, pour leurs frais de subsistance et de déplacement.

8.2 Programme de partenariats postsecondaires (PPP)

Le montant total affecté aux projets du PPP ne peut pas représenter plus de 12 % du montant total affecté à l’éducation postsecondaire.

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Le montant maximal payable aux bénéficiaires du PPP ne peut habituellement pas dépasser 500 000 $. Les exceptions seront déterminées par les organisations désignées et dirigées par les Premières Nations, en fonction des priorités des Premières Nations.

Le montant maximal payable à titre de soutien continu à l’Université des Premières Nations du Canada est de 7 000 000 $.


Le montant maximal payable pour l’engagement à l’égard de l’élaboration de modèles régionaux d’éducation postsecondaire des Premières Nations ne dépassera pas 1 000 000 $.

9. Modalités des paiements

9.1 Contributions

Les paiements progressifs et les paiements finaux afférents aux contributions seront faits en fonction d’un des éléments suivants ou d’une combinaison de ces éléments :

Remboursement des dépenses admissibles : les bénéficiaires de contributions reçoivent des paiements progressifs, réguliers et fondés sur les dépenses admissibles ou des paiements anticipés reposant sur les prévisions de trésorerie; et/ou

Réalisation d’es attentes relatives au rendement établies au préalable : certains paiements progressifs et paiements finaux dépendent de la réalisation des attentes relatives au rendement établies au préalable. Le montant exact qui sera payé reposera sur un taux ou un pourcentage prédéterminé du montant total de la contribution qui sera négocié avant la signature de l’entente de contribution.

9.2 Subventions (PAENP et PPECU seulement)

Les subventions pour les frais de scolarité, les manuels, les fournitures scolaires et les déplacements sont habituellement versées en un seul paiement, soit au début de chaque trimestre scolaire, alors que les allocations de subsistance sont versées mensuellement. Tous les versements seront effectués en fonction des dépenses admissibles ou au moyen de paiements anticipés, effectués conformément aux lignes directrices locales.

10. Surveillance et responsabilisation

Les bénéficiaires de financement doivent exécuter les programmes conformément aux dispositions de leur entente de financement et aux exigences relatives à la prestation des programmes présentées dans les présentes modalités, transmises par l’entremise des lignes directrices des programmes, tout en veillant à ce que des mécanismes de contrôle soient mis en place pour gérer le financement et surveiller les activités. Les bénéficiaires de financement doivent faire preuve de diligence raisonnable lorsqu’ils approuvent des dépenses et doivent s’assurer que ces dépenses sont conformes aux dépenses admissibles énoncées dans les présentes modalités.

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Services aux Autochtones Canada à la responsabilité de fournir du financement aux Premières Nations en temps opportun par le biais de subventions et de contributions dans le cadre de la Stratégie d’éducation postsecondaire des Premières Nations Afin de s’assurer que les résultats et les objectifs de la stratégie puissent être atteints et que les possibilités d’amélioration continue puissent être décelées dans le but d’améliorer les résultats pour les peuples autochtones, des activités, y compris des vérifications, des évaluations et des examens de programme ciblés (à distance et sur place), peuvent être menées auprès des bénéficiaires de financement. De nature continue, ces activités peuvent être élaborées par l’entremise des stratégies régionales d’éducation postsecondaire.

11. Exigences relatives aux demandes et critères d’évaluation

Les exigences relatives aux demandes et les critères d’évaluation sont énoncés dans les lignes directrices nationales du programme, qui sont mises à jour et publiées annuellement, en collaboration avec les Premières Nations.

En ce qui concerne la Stratégie d’éducation postsecondaire des Premières Nations, il n’y a pas de processus de demande nécessaire entre Services aux Autochtones Canada et le bénéficiaire. Le programme est plutôt basé sur l’affectation établie des ressources. Un processus de demande est néanmoins requis pour les étudiants qui présentent une demande au PAENP et au PPECU et pour les établissements d’éducation postsecondaire qui participent au PPP afin de déterminer l’admissibilité et l’ordre de priorité de l’affectation des ressources.

Le respect des exigences relatives aux demandes et des critères d’évaluation énoncés dans les lignes directrices du programme ne constitue pas une garantie de financement.

12. Diligence raisonnable et production de rapports

12.1 Contributions

Les bénéficiaires de contributions doivent remettre, au minimum, un rapport financier annuel qui rend compte de l’utilisation des fonds conformément aux modalités de l’entente de financement. La fréquence à laquelle les rapports seront remis dépendra du risque du bénéficiaire et des directives ministérielles.

De plus, pour que soit réduit le fardeau relatif à la production de rapports, des données sur la mesure du rendement seront recueillies annuellement par divers moyens et à partir de diverses sources, conformément à la Stratégie de mesure du rendement pour la Stratégie d’éducation postsecondaire des Premières Nations, les stratégies de production de rapports ayant été étudiées et peaufinées par les Premières Nations. Les obligations du bénéficiaire sont énoncées dans les documents de reddition de comptes et la fréquence des rapports sera précisée dans chacune des ententes de financement.

12.2 Subventions

Services aux Autochtones Canada dispose de procédures qui lui permettent de faire preuve de diligence raisonnable quand il approuve les paiements de subventions, vérifie l’admissibilité des bénéficiaires aux subventions ainsi que dans la gestion et administration des programmes.

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Il se peut que les bénéficiaires doivent fournir des rapports, le cas échéant, pour appuyer le cadre ministériel des résultats et d’autres rapports du Ministère.

13. Langues officielles

Services aux Autochtones Canada tiendra compte de l’obligation en matière de langues officielles et se conformera à toutes les exigences applicables en matière de langues officielles stipulées dans la Loi sur les langues officielles et dans le Règlement connexe ainsi que toute loi ou politique du gouvernement fédéral, nouvelle ou existante, à cet égard.

14. Propriété intellectuelle

Les droits de propriété intellectuelle autochtone restent entre les mains des Premières Nations ou des particuliers qui les détiennent. Les conditions touchant le partage des droits seront définies dans l’entente de financement, le cas échéant.

15. Remboursement des contributions

Les dispositions portant sur le remboursement des contributions ne s’appliquent pas. Les contributions accordées à des entreprises privées dans le cadre de ces programmes, initiatives et projets n’ont pas pour but de leur faire générer de profits ou d’augmenter la valeur de ces entreprises.

16. Redistribution des contributions

Lorsqu’un bénéficiaire délègue son autorité ou distribue ses fonds de contribution à une tierce partie (p. ex. une autorité, un comité, un conseil ou une autre entité autorisée à agir en son nom), il demeure responsable envers le Ministère de l’exécution de ses obligations dans le cadre de l’entente de financement. Ni les objectifs des programmes et services, ni l'attente d'un service transparent, juste et équitable ne peuvent être compromis par la délégation ou la redistribution des fonds de contribution.

Les bénéficiaires choisissent en toute indépendance les tierces parties et n'agissent pas en tant qu'agent du gouvernement dans leurs distributions.

17. Autres modalités

Lignes directrices du programme national – Chaque programme est régi par un ensemble de lignes directrices de Services aux Autochtones Canada qui lui correspondent et qui comportent des critères particuliers à l’appui de ces modalités. Les bénéficiaires doivent agir en conformité avec les dispositions énoncées dans les présentes modalités et avec celles présentent dans les lignes directrices du programme.

Les bénéficiaires du Programme d’éducation postsecondaire des Premières Nations peuvent créer leurs propres lignes directrices locales, à condition qu’elles soient conformes aux modalités décrites dans le présent document. Ces lignes directrices doivent comprendre des renseignements sur le processus de demande et de financement, y compris un mécanisme d’appel officiel. Tous les candidats potentiels doivent avoir accès à ces lignes directrices locales.

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ISC BC REGION PROGRAM GUIDE 2019/20 / 79 GCDOCS # 15965602

5 / Education ISC BC REGION 2019-2020 PROGRAM GUIDE

General / 81

Elementary/Secondary / 87

Post-Secondary / 101

Calendar of Due Dates Education / 105

Appendix Education / 106

Contacts and References / 107

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ISC BC REGION PROGRAM GUIDE 2019/20 / 81

BC Tripartite Education Agreement

A renewed BC Tripartite Education Agreement: Supporting First Nation Student Success (BCTEA) was signed between the Government of Canada, Government of British Columbia, the First Nations Education Steering Committee (FNESC). BCTEA includes new funding over 5 years, including funding for Language and Culture; Transportation; and Technology. In 2019-2020, there will be a Provincial (default) Local Education Agreement (LEA) that allows for all education funding for provincial tuition to flow to First Nations unless the First Nation opts for Canada to pay BC directly on its behalf. FNESC will provide eBulletin updates regarding the rollout of the default LEA. For more information on BC TEA and its implementation, please see: http://www.fnesc.ca/bctea/

Junior Kindergarten

New for the 2019-2020 school year will be full-time Junior and Senior Kindergarten (K4 and K5) for children ordinarily resident on reserve.

Nominal Roll Non-Status on Reserve

During 2018-2019, BC bands were asked to comply with the National policy and include all students living on reserve, including non-status, attending a band operated school as well as students living on reserve attending public schools on the Nominal Roll. This policy is under review for 2019-2020. Please refer to the 2019-2020 National Guidelines for updates.

Transportation

On-reserve students attending First Nations Schools Under Budget 2016 and BCTEA there are 2 separate elements of Transportation funding. Budget 2016 saw an addition to the TEFA formula for some transportation funding based on Nominal Roll. This funding flows from ISC to the First Nation based on Nominal Roll. Under BCTEA, there is other funding to support transportation capital needs, through the replacement of buses. This will be a phased approach by FNESC over the life of BCTEA (to March 2023) based on annual budget. On-reserve students attending Provincial Schools In the past, the full provincial First Nations Student Rate (formerly the First Nations Billing rate or First Nations Block Rate) was paid to School Districts. School Districts had discretion on how to spend their budget. Now under BCTEA, a portion of the First Nations Student Rate (the student location factor and transportation supplement) will be removed and placed into a Transportation Fund to be governed by a Tripartite Transportation Committee (FNESC, BC and Canada). In order to access these funds, First Nations and School Districts must work together on a joint Transportation Plan to outline the planned activities and associated costs for transporting on-reserve student to provincial schools. Information on these joint plans was sent to all First Nations

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and School Districts in early February 2019 with a submission deadline of April 5, 2019. For more information, please see: http://www.fnesc.ca/bctea/transportation-public-schools/ For additional information on ISC Education programs, visit: https://www.sac-isc.gc.ca/eng/1100100033601/1521124611239

Programs Administered by the First Nations Education Steering Committee Society (FNESC) and the First Nations Schools Association (FNSA)

The following ISC programs are administered by FNESC and FNSA. For more information on the programs and proposal and application information and deadlines, please visit http://www.fnesc.ca/program-table-calendar/

First Nations and Inuit Youth Employment Strategy The First Nations and Inuit Youth Employment Strategy (FNIYES) is a component of the

provides educational opportunities and summer work opportunities for First Nations and Inuit youth, including post-secondary students, to improve their job skills and participate effectively in the labour market. The two programs under FNIYES are the Skills Link Program and the Summer Work Experience Program, including Cooperative Education. To access these funds, First Nations band-operated school administrators are encouraged to refer to the FNESC website for the call for proposal, reporting templates and deadlines for the Summer Work Experience Program, at www.fnesc.ca/programs/summer-work-experience-program-swep/, the Skills Link Program at www.fnesc.ca/slp/, and Cooperative Education at www.fnesc.ca/programs/cooperative-education-coop/.

First Nation Student Success Program First Nation Student Success Program funding, is included in the BC Tripartite Education Agreement Second Level Services funding provided to FNESC, to provide support for the achievement of First Nation students on reserve through the implementation of school success plans, student learning assessments, and performance measurement systems focusing on the priority areas of literacy, numeracy, and student retention.

High-Cost Special Education Program for First Nations Band-operated Schools

High-Cost Special Education (HCSEP) funding is not included in the BCTEA. The additional funding for First Nations Band-operated schools supports students with high-cost special education needs and is administered by FNESC. To access these funds, First Nations school administrators are encouraged to refer to the FNESC website for workplan, application and reporting deadlines at www.fnesc.ca/programs/special-education/. The types of extensive second level services that First Nations schools are eligible for under SEP include: Coaching and IEP support services, behaviour support services, Assistive Technology supports, Speech Language Pathology assessments and therapy, Occupational Therapy assessments, Physio-Therapy services, Autism Spectrum Disorder team supports, Educational Psychology assessments, and extensive professional development opportunities.

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Special Education funding for provincial and private/independent schools is included in the district block rates. For more information, please visit: https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/resource-management/k-12-funding-and-allocation/operating-grants/k12funding-19-20 (See Appendix Education for 2016-2017 Block Rates)

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Services Administered by the First Nations Education Steering Committee Society (FNESC) andthe First Nations Schools Association (FNSA)

First Nations Band-operated School Assessments For First Nations with an Independent or band-operated school, a school evaluation must be completed once every 5 years using one of the following processes: a) An assessment through the First Nations Schools Assessment Process; b) An evaluation conducted in accordance with the BC Independent School Act; or c) An alternative form of assessment or evaluation mutually agreed to by the Band Council and ISC BC Region. To discuss the school assessment process and related reporting requirements, please contact FNESC: Telephone: 1-877-422-3672 (toll-free)

604-925-6087 E-mail: [email protected] Under BCTEA, First Nations with an Independent or band-operated schools, including those First Nations that are not a signatory to BCTEA, a school evaluation must be completed every 5 years by on of the following processes:

a) An assessment of the School Assessment Process, as administered by the FNSA; b) An evaluation conducted in accordance with the BC Independent School Act; or c) An alternative form of assessment or evaluation mutually agreed to by the Band

Council and ISC BC Region. https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/resource-management/k-12-funding-and-allocation/operating-grants/k12funding-17-18

First Nations Language and Culture Program (FNLCP) New for BC TEA, is $14 million in funding for language and culture to support students attending First Nation Schools. For the majority of schools in the BC Region, the per capita

-age and adult students living on reserve and attending programs from K4 through to the Grade 12 level. First Nations schools access their FNLCP grants through the submission of workplans that detail the activities to be undertaken according to the eligible expenditures. To access these funds, First Nations school administrators are encouraged to refer to the FNESC website for workplan, application and reporting deadlines at http://www.fnesc.ca/first-nations-languages/.

Post-Secondary Resource Line A Post-Secondary Resource Line to support the work of the Education Coordinator is available from FNESC at toll-free: 1-877-280-4151 or via email at [email protected]

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Online Resources FNESC and FNSA have a host of online resources including Curriculum and Teacher Resources; Education Coordinator supports, Post-Secondary education supports and timely bulletins which share information regarding the BC Tripartite Education Agreement. For more information, see www.fnesc.ca and www.fnsa.ca

Second Level Services Under the BC Tripartite Education Framework Agreement , FNESC and FNSA provide Second and Third Level Services to First Nations and First Nations schools in BC. Second Level Services include curriculum development and support, student assessments, school assessments, Professional Growth Process, school capacity development, parents club, the Connected Classrooms Initiative, and data management. For more information on available supports, see www.fnesc.ca.

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Elementary/Secondary Nominal Roll

The Nominal Roll is the registry of all eligible elementary and secondary students funded to attend a band-operated, federal, provincial, or private/independent school. The Recipient must demonstrate the eligibility of a student to be included on the NR before being eligible for funding. To be eligible for the Nominal Roll, a student must be:

enrolled in and attending a band-operated, federal, provincial, or a private/independent school recognized by the province in which the school is located as an elementary/secondary institution;

aged 4 to 21 years (or the age range eligible for elementary and secondary education support in the province of residence) on December 31 of the school year in which funding support is required; and,

Ordinarily resident on reserve.

For information about students who are between ages 4 to 21, ordinarily resident on reserve and are home schooled or enrolled in a Distributed Learning Program, please visit the Ministry of Education Website at https://www2.gov.bc.ca/gov/content/education-training/k-12/support/classroom-alternatives and contact the Education Program at [email protected].

Funding Cycle for 2018-2019 Fiscal Year:

Month of Payment

Percentage Period Covered

Payments Based on Which Nominal Roll

April 2019 30% April to June

2019 and September

2019 to March 2020

School year starting September 2017

June 2019 Adjustment School year starting September 2018

August 2019

50% School year starting September 2018

January 2020

20% School year starting September 2018

Nominal Roll Program Compliance Reviews

Each year, ISC BC Region undertakes Nominal Roll compliance reviews of approximately 50 First Nation Recipients in British Columbia. Those First Nations selected for a compliance review in 2019-20 will be notified no later than the beginning of the school year.

Elementary/Secondary

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Junior Kindergarten (Age 4)

The ISC Elementary and Secondary Education Programs terms and conditions allow for First Nations across Canada to provide full-time K4 as a part of the comprehensive K-12 curriculum that supports First Nation student progression towards a recognized secondary certification. This is available to BC First Nations even though an equivalent option is not being provided to BC provincial students. The National Education Program Guidelines allow First Nation operated schools to meet or exceed the provincial practice, as long as the student will be four years old on December 31 of the school year in which funding support is required. For information see the Guidelines at the following link: https://www.sac-isc.gc.ca/eng/1415377531020/1531401688567 or contact the Education Program at ISC BC Region at [email protected].

Kindergarten Grade 12 Reciprocal Tuition

In November 2009, the Province of British Columbia (BC) and the First Nations Education Steering Committee (FNESC) signed a Reciprocal Tuition Agreement. According to that agreement the Ministry of Education will pay reciprocal tuition for the education of off-reserve students attending certain First Nations schools. Schools that have FNSA certification or BC Independent School status (group 1 or 2) may receive reciprocal tuition funding from the Province for students who are not eligible for federal funding on the Nominal Roll. Applications for funding must be made to the Ministry of Education, Learning Division or Aboriginal Education. For information on the application process visit: https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/aboriginal-education/reciprocal-tuition More information about the reciprocal tuition agreement is available from the FNESC office and at www.fnesc.ca

Application to Add Grade(s) or Program(s) to a First Nations School

First Nations who wish to add a grade or program to an existing First Nations band-operated school must apply to ISC, and be approved by ISC before the new grade or program can be implemented. Although applications are accepted year-round, applications to add grade(s) or program(s) must be submitted by January 31 to be considered for implementation for the following school year. For more information, contact the Education Program at ISC BC Region at [email protected]. First Nations under Block funding must have additions to grades approved if they wish to include the additional grades into a new Block funding arrangement.

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If your First Nation school wishes to add new grade(s)/program(s) for school-aged children, inspection of the proposed school facility (whether existing, renovated or new) by a certified inspector (to confirm that it can safely accommodate the students in any proposed new

Infrastructure for review and approval before any addition of grade(s)/program(s) can be approved. First Nations seeking to add grade(s)/program(s) for school-aged children should begin the process

[email protected], and then contacting the Senior Capital Advisor for Schools in Community Infrastructure.

Education Information System (EIS)

The Education Information System (EIS) is a database system for ISC First Nation education programs that were built to modernize the processes for funding requests, reporting on program activities and the use of funds and performance measurement. The system is accessible to ISC and First Nations. EIS was developed to streamline the way in which data is collected by replacing previous paper based processes. Access to EIS and the Education Reporting Access System (ERAS) through the web-based ISC Portal are available to Recipients; however, submitting funding requests and reports using smart PDFs will continue to be an option. Individual funding Recipient school data remains confidential to that Recipient and ISC only. Please note that the use of the EIS Portal requires training and a user access ID to log into the system. Please contact Jorge Nossa, Regional EIS Enabler , by email at [email protected] or contact your Funding Services Officer to request the Portal Access Request Form to request an authorization to log in. Once you have completed the training and are granted access, you will receive your login user ID and password, along with instructions on how to log in.

TAB 4 - PAGE 36

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Band Operated First Nation Schools BC Tripartite Education Agreement (BCTEA) Funding Model

The BCTEA funding model is based on the provincial funding formula, with additions and adaptations to reflect the needs of First Nations Band-operated schools. It provides increased flexibility for First Nations to choose how to spend their school funding to meet their priorities while reducing the amount of reporting. BCTEA funding is allocated to First Nation Band-operated schools for costs associated with education for eligible on-reserve students (K4 to Grade 12). These include instructional costs such as school staff, recruitment, salaries, books, supplies, low-cost special education services and language and curriculum development. School Operations and Maintenance (O&M) are factored into the formula, as well as transportation. The First Nation operating the school is responsible for transportation of students. For more information on BCTEA Funding, visit www.fnesc.ca/BCTEA/

REPORTING DUE DATES:

DCI # DCI Name Due Date

462572 Nominal Roll Student and Education Staff Report

October 15

CONTACT INFORMATION:

Education Program [email protected]

604.775.5100 or 1-800-567-9604

FUNDING METHODOLOGY:

The BCTEA funding model for First Nations Band-operated schools is formula-based funding calculated using the annual Nominal Roll count. Recipients that administer First Nations Band-operated schools on reserve receive BCTEA funding for all attending students regardless of the reserve of residence. The sources used to develop the BCTEA funding formula are the BC Ministry of Education Operating Grants Manual (OGM) and the School District Statements of Financial Information (SOFI) detailing the funding received and expenses and other sources of data.

The most recent BCTEA Funding Manual for First Nations Schools and BCTEA Funding Estimator Tool are available online at www.fnesc.ca.

The BCTEA funding formula calculation is made up of the following components. A more detailed description of each of the factors is also available in ISC Education Manual and the BCTEA Funding Manual. Block and 10-Year Grant funded Recipients have this program built into their core funding.

TAB 4 - PAGE 37

5 / Education


BCTEA Funding Formula Factors / Rates for September 2018 School Year:

2018 Basic Allocation Rate: $7,423 Enrolment Decline:

2018 Adult Education Rate: $7,423 Enrolment decline minimum: 1.00%

2018 Aboriginal Allocation Rate: $1,230 Enrolment decline threshold: 4.00%

2018 ESL Incidence Rate: 22.6% Enrolment decline low factor: 50%

2018 ESL Allocation Rate: $1,420 Enrolment decline high factor: 75%

2018 Salary Differential Rate: $180.33 Cumulative enrolment decline minimum: 7%

Low Enrolment FTE rate: $1,359 Cumulative enrolment decline factor: 50%

Low Enrolment School rate: $33,977

Non-OGM factor: 13.40% Small Community Supplement:

BCeSIS rate: $20 Elementary Small Community low threshold: 110

Education Minor Capital: $120 Elementary Small Community high threshold: 250

Vulnerable Students $62.72 Elementary Small Community Incremental rate: $12,940

Education Plan $20.00 Elementary Small Community 8 and under: $79,620

Rural Index Factor Elementary Small Community maximum: $167,300

Climate Index Factor Elementary Small Community reduction rate: $1,195

Student Location Factor Small Remote - Elementary Small Community low threshold: 15

Language and Culture $1,195.00 Small Remote - Elementary Small Community high threshold: 75

Small Remote - Small Community with 15 or fewer elementary FTEs: $169,720

Transportation: Small Remote - Small Community - 16 to 75 elementary FTEs: $190,885

K-3 Transportation Weighting: 100.00% Secondary Small Community low threshold: 100

Gr. 4-12 Transportation Weighting: 80.00% Secondary Small Community high threshold: 635

Adult Transportation Weighting: 50.00% Secondary Small Community incremental rate: $4,815.00

Transportation small rate: $993.50 Secondary Small Community maximum: $481,500

Transportation low threshhold: 23 Secondary Small Community reduction rate: $900

Transportation low rate: $864.60 Grade 11 & 12 Small Community low threshold: 15

Transportation mid threshold: 35 Grade 11 & 12 Small Community high threshold: 215

Transportation mid rate: $713.80 Grade 11 & 12 Small Community incremental rate: $12,940

Transportation high threshold: 47 Grade 11 & 12 Small Community maximum: $194,100

Transportation high rate: $547.30 Grade 11 & 12 Small Community reduction rate: $971

Varies

based on

School

TAB 4 - PAGE 38

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Provincial Tuition

Provincial tuition funding provides education services for eligible, on-reserve students attending Provincial schools in grades Kindergarten - Age 5 to grade 12. Funds are provided directly to First Nations that have a Local Education Agreement. Please refer to the provincial Operating Grants Manual for a detailed description of which services are included in the First Nations Student Rates (see Appendix Education for 2018-2019 First Nations Student Rates) First Nations with a Local Education Agreement (LEA) in place may have these funds provided directly to the First Nation. A First Nation with an LEA may also opt to have Indigenous Services Canada fund the Province directly. This must be requesting in writing. For First Nations without an LEA, Indigenous Services Canada provides the funds to the Province directly.

a strategy, and related policies, to support the negotiation and implementation of Local Education Agreements (LEAs) between First

First Nations without a Local Education Agreement (LEA) will now have the option of entering into a provincial LEA, under which Canada will provide funding directly to First Nations for their students attending public schools. The parties are nearing the finalization of a Provincial LEA that will serve as a template/default available to First Nations and School Boards and will apply, at the request of a First Nation. Further information will be coming from FNESC on this topic. For additional information on LEAs, the First Nations Education Steering Committee has information on LEA workshops, an LEA handbook, and a template LEA online at www.fnesc.ca/lea/



462572 Nominal Roll Student and Education Staff Census Report

October 15



604.775.5100 or 1-800-567-9604


Initial allocations for provincial school tuition are based on the September 2017 Nominal Roll and the 2017-2018 school district First Nation Billing Rates. In June, allocations are adjusted for price and volume changes after the September 2018 Nominal Roll has been updated and confirmed by the Province using the 2018-19 First Nation Billing Rates. For information on the calculation for your community, please refer to your Education Budget Reconciliation Report.

First Nations with LEAs are funded for the entire year, unless the LEAs expire on or before June 30, in which case are funded up to that date. Funds remaining under the terms of the agreement will be transferred to the First Nation once the LEAs are renegotiated and copies submitted to ISC.

TAB 4 - PAGE 39

5 / Education


New LEAs, renewals and extensions of LEAs are due to Indigenous Services Canada by October 15th, to ensure that Provincial Tuition is included fiscal year. Please send signed copies to your Funding Services Officer and the Manager, Resource Services Unit ([email protected]). First Nations must notify the Department in writing (within 30 days) of either a notice of early termination or an upcoming expiry of an LEA.

Block and 10-Year Grant funded Recipients have this program built into their core funding.

TAB 4 - PAGE 40

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Independent/Private Schools (off-reserve)

Independent / private schools are different than public schools. There is an established process for application with varying requirements and funding eligibility, depending on the category of school (Group 1, 2, 3 or 4). First Nations are strongly encouraged to have a Local Education Agreement (LEA) in place with the independent school, regardless of the number of students attending from the First Nation. First Nations with more than 10 students attending an independent school must have an LEA in place. The First Nations Education Steering Committee holds LEA workshops and has an LEA handbook. A template LEA can be found at www.fnesc.ca/lea/.




October 15



604.775.5100 1-800-567-9604


Tuition funds are available for independent and private school education services for eligible on-reserve kindergarten to grade 12 students attending schools in Group 1 or 2 categories. Indigenous Services Canada funding is based on the eligible students included on the Nominal Roll and 100% of the corresponding First Nations Billing Rate for the School District where the school is located. The First Nations Billing Rate includes special education funding. All funding provided by the department for independent school tuition must be paid to the independent school, although the details of agreements may vary considerably. Initial allocations are based on the September 2017 Nominal Roll and the 2017-2018 school district First Nation Billing Rates. In June, allocations are adjusted for price and volume changes after the September 2018 Nominal Roll has been updated and confirmed by the Province using the 2018-19 First Nation Billing Rates. For information on the calculation for your community, please refer to your Education Budget Reconciliation Report.

Block and 10-Year Grant funded Recipients have this program built into their core funding.

TAB 4 - PAGE 41

5 / Education


Ancillary Services (Provincial/Private Tuition)

For eligible students living on reserve and attending provincial/independent schools in British Columbia, funds are available for supplementary services such as school supplies, equipment, specialized educational services, and fees for specialized classes.




October 15



604.775.5100 1-800-567-9604


Allocations are based on the rate per student (per year) listed on the Nominal Roll for provincial/private schools. Adult students are eligible for this funding. Block and 10-Year Grant funded Recipients have this program built into their core funding. Example

A First Nation has 44 students on the Nominal Roll attending a provincial (public) or private/independent school. The funding agreement Recipient receives $287 X 44 students = $12,628 for Ancillary Services.

TAB 4 - PAGE 42

5 / Education


Comprehensive Instructional Elementary/Secondary Support Services (All School Types)

All First Nation funding agreement Recipients receive additional funding for their students attending band-operated, provincial, and independent schools, to be used towards school supplies, accommodation, transportation, financial assistance, or guidance and counselling. All students on the Nominal Roll receive student support funding, regardless of the school, they are attending.




October 15



604.775.5100 1-800-567-9604


Allocations are $221 per student per year based on the Nominal Roll. Adult students are eligible for this funding. Block and 10-Year Grant funded Recipients have this program built into their core funding. Example

There are 44 students in the previous year September Nominal Roll. The funding agreement Recipient receives $221 X 44 = $9,724 for Comprehensive Instructional Support Services (CISS).

TAB 4 - PAGE 43

5 / Education


Student Accommodation Services

This funding is provided to assist eligible students who must leave home to attend school.

1. Where there is no school with the appropriate grade levels or program within a reasonable travelling distance. Any school offering the BC Core Curriculum is considered appropriate. Unavailability of elective courses, or personal preference, is not considered an eligible reason for funding placement of students away from their home communities.

2. Where the student requires placement to be near a medical facility. Each application must be submitted annually and accompanied with a medical certificate that provides medical reasons for placement near a medical facility.

3. Other must be accompanied by written documentation of circumstances.

APPLICATION REQUIREMENTS:

PAW # PAW Name Due Date

Accommodation Approval Form If applicable, this form should be submitted with the Nominal Roll Student and Education Staff Census Report.

October 15




October 15



604.775.5100 1-800-567-9604


Annual allocations for accommodation are made by the actual number of approved students who require group/boarding home assistance multiplied by $6,480. The funding may be used for items such as room and board; clothing; monthly allowance; transportation while in room and board, and seasonal transportation. Adult students are NOT eligible for this funding. Block and 10-Year Grant funded Recipients have this program built into their core funding. Example

A funding agreement Recipient has a band-operated school to grade 9, with 14 students in grades 10-12 who must leave the community for school, and another grade 6 student who must be near

funding agreement Recipient is eligible for accommodation funding for 15 students X $6,480 = $97,200.

TAB 4 - PAGE 44

5 / Education


Financial Assistance (Student Allowance) Secondary Student Support Services

To provide student allowances to eligible students in grades 8 to 12. These allowances may be provided to the students directly or used by the First Nation for education purposes such as:

1. the cost of purchase or rental of books and supplies; 2. specialized clothing (including a graduation allowance); 3. equipment or specialized educational services; and additional fees for specialized classes.




October 15



604.775.5100 1-800-567-9604


The allocation is based on the number of students in grades 8 to 12 including Special Students (SS) (ungraded students that may be taking courses at two different grade levels) on the September 2017 Nominal Roll. The annual amount funded per student is as follows:

Ungraded Secondary Students - $144

Grade 8 - 10 - $144

Grade 11 - $287

Grade 12 - $431

Adult students are eligible for this funding. Block and 10-Year Grant funded Recipients have this program built into their core funding. Example

Based on the current year Nominal Roll, there are 34 students in grades 8 to 10 and ungraded secondary, 5 students in grade 11, and 5 students in grade 12. All students attend public/private or band-operated schools.

34 Students X $144 = 4,896 5 Students X $287 = 1,435 5 Students X $431 = 2,155

Total 44 students = $8,486. The funding agreement Recipient is entitled to receive $8,486 for Student Allowance.

TAB 4 - PAGE 45

5 / Education


Guidance and Counselling Elementary/Secondary Student Support Services

Funding is provided to assist in the provision of K-12 Guidance and Counselling administration services, including the Nominal Roll.




October 15



604.775.5100 1-800-567-9604


Funds for Guidance and Counselling administration include base salary and associated costs such as benefits, travel, and telephone service. The formula is $179 per student per year plus $1,094 per student per year with approved student accommodation services on the Nominal Roll. Adult students are eligible for the base formula but not the supplement for student accommodation services. Block and 10-Year Grant funded Recipients have this program built into their core funding. Example

A funding agreement Recipient with 44 students on the nominal roll and one of these students is eligible for accommodation. The funding agreement Recipient receives $179 X 44 students and $1,094 x 1 student or $8,970.

TAB 4 - PAGE 46

5 / Education


First Nations and Inuit Cultural Education Centre Program (CECP)

This program provides funding to First Nation and Inuit Cultural Education Centres to support the development and promotion of First Nations, Inuit, and Innu Culture.



545410 Cultural Education Centres (CECP) Program Proposal

May 7



515786 Cultural Education Centres (CECP) Program Report - Centres receiving their funding from FNCCEC should verify the reporting requirements and dates with FNCCEC.

June 30

APPLICATION INFORMATION:

First Nation and Inuit Cultural Education Centres which have received funding in previous years from the First Nation Confederacy of Cultural Education Centres (FNCCEC) and have met funding criteria are funded annually. These Centres apply to the First Nation Confederacy of Cultural Education Centres (FNCCEC). Contact FNCCEC for more information www.fnccec.ca. First Nation and Inuit Cultural Education Centres which have received funding in previous years from the BC Regional Office may submit proposals to the BC Regional office, due May 7th. Funding of new centres is subject to funding availability, according to the First Nation and Inuit Cultural Education Centres Program National Program Guidelines which can be found at https://www.sac-

isc.gc.ca/eng/1545938201834/1545938288592. For more information, please contact the Education Program in BC Region by email at [email protected].



604.775.5100 1-800-567-9604


Funding allocations for Cultural Education Centres are proposal-driven and provided to eligible Recipients consistent with historical allocations. In cases where funding is available to new Recipients, allocations are made by BC Region based on proposals and available funds.

TAB 4 - PAGE 47

5 / Education


Post Secondary (PSE) General Information

The PSE program has three components: the Post-Secondary Student Support Program (PSSSP), the University and College Entrance Preparation program (UCEP) and the Post-Secondary Partnership Program (PSPP). Each with its objectives. Indigenous Services Canada works to address the variations in demand for post-secondary funding, both within and between funding agreement Recipients. For students on the General List only (individuals who are entitled to be registered but do not have a band affiliation), the Post-Secondary Student Support Program (PSSSP) and the University and College Entrance Preparation (UCEP) are administered through the British Columbia Association of Aboriginal Friendship Centres. For more information and their application form, visit their website at https://bcaafc.com/education/psssp/.

Post-Secondary

TAB 4 - PAGE 48

5 / Education


Post-Secondary Student Support Program (PSSSP) and University and College Entrance Program (UCEP)

The PSSSP and UCEP provide Post-Secondary Education (PSE) funding to funding agreement Recipients to assist eligible First Nations students attending approved post-secondary institutions.



Post-Secondary Education Protected / General Pool Application

May 29



4016769 Annual Register of Post-Secondary Education Students

August 31


Funding agreement Recipients are encouraged to complete applications for their initial PSE funding (PSSSP and UCEP), to provide critical data to support national funding requests.

Funding agreement Recipients must submit completed applications to access additional PSE funding beyond their initial budget. Notification of the opportunity to apply for additional PSE funding will be sent in April 2020.



604.775.5100 or 1-800-567-9604


Initial PSE funding will be allocated to eligible First Nations based on the lesser of their prior year

allocation and the total population as of December 31st. The per capita amount is the maximum allocation and will be protected for a specific First Nation until the deadline for application has passed. First Nations that demonstrate the need for additional funding (by listing eligible students, programs, and institutions) will be supported through funds available in their protected pool and may be supported further through a general pool of additional funding as resources allow. Block and 10-Year Grant funded Recipients have this program built into their core funding.

TAB 4 - PAGE 49

5 / Education


Post- Secondary Partnership Program (PSPP)

Indigenous Services Canada's Post-Secondary Partnerships Program (PSPP) is a competitive, national, proposal-driven process based on merit and focused on meeting labor market needs. It provides funding to eligible Canadian post-secondary institutions to design and deliver university- and college-level courses or programs tailored for First Nations and Inuit students to help these students gain the skills they need to enter and succeed in the labor market.

For more information, the 2018/19 PSPP National Guidelines are available online at www.sac-isc.gc.ca/eng/1450716869941/1531935661310



41932 Post-Secondary Partnership Program Proposal

N/A there will be no application process in 2019-2020



434111 Post-Secondary Partnerships Program Report

July 31


There is no planned call for proposals for the Post-Secondary Partnership Program (PSPP) for 2019-2020, as the majority of 2018-2019 to 2019-2020 funding was committed last year to multi-year projects.



604.775.5100 or 1-800-567-9604


Funding is based on the total amount approved through a national proposal selection process

TAB 4 - PAGE 50

5 / Education


Counselling Centres

To provide advice and assistance to post-secondary students whose First Nation does not administer the Post-Secondary Education programs, Counselling Centres provide:

a) Referral services to help students contact their appropriate administering organization and to collect documentation required;

b) Financial assistance to status BC Indians without Band membership (general list); and c) Financial assistance to Northwest Territories students who do not meet territorial residency

requirements.



4616769 Annual Register of Post-Secondary Education Students (2017-2018) Note: The report should include all students who were eligible to receive funding in the fiscal year just complete, regardless of whether or not funding was received.

August 31



604.775.5100 or 1-800-567-9604


Currently, only the British Columbia Association of Aboriginal Friendship Centres, which provides student support services to eligible Northwest Territory and General List (BC status Indians who do not belong to a specific band) BC First Nations students, on behalf of Indigenous Services Canada. For more information visit British Columbia Association of Aboriginal Friendship Centres at https://bcaafc.com/education/psssp/.

TAB 4 - PAGE 51

5 / Education


Calendar of Due Dates Education

This summary identifies reports, application, and proposal due dates referenced in this section of the Program Guide. For a list of all reporting requirements, please refer to the 2018-2019 Reporting Guide.

Proposal / Application / Workplan Due Dates

Date DCI # Title Type

Jan 31, 2019 Applications for Additions to Grade(s) or Program(s). Note applications are accepted year-round but should be submitted by January 31st if the First Nation is seeking to implement the new grade/program in September.

Application

May 7, 2019 515410 Cultural Education Centres Program Proposal

Proposal

May 29, 2019 Post-Secondary Education Application for Protected and General Pool Funding

Application

Oct 15, 2019 Accommodation Approval Form Application

Dec 31, 2019 New, renewed and extended Local Education Agreements (LEA) due

Reporting Requirement Due Dates

Date DCI # Title Type

Oct 15, 2019 462572 Nominal Roll Student and Education Staff Census Report (2018-2019)

Report

Jun 30, 2018 515786 Cultural Education Centres (CEC) Program Report (2017-2018)

Report

May 31, 2018 434111 Post-Secondary Partnerships Program Report (2017-2018)

Report

Aug 31, 2019 4016769 Annual Register of Post-Secondary Education Students (2017-2018)

Report

Dec 31, 2018 New, renewed and extended Local Education Agreements (LEA) due

NOTE: For information regarding application and reporting due dates for the High-cost Special Education Program (HCSEP) or the First Nations Inuit Youth Employment Strategy (FNIYES), please contact the First Nations Education Steering Committee. For information regarding FNICECP funded through FNCCEC, please contact the FNCCEC directly.

TAB 4 - PAGE 52

5 / Education


Appendix Education

2018-2019 First Nation Student Rates (Set by the Province of British Columbia) https://www2.gov.bc.ca/assets/gov/education/administration/resource-management/school-district-financial-reporting/lea-isc-sg/2018-19_first_nation_student_rates.pdf

TAB 4 - PAGE 53

5 / Education


Program contact Phone # Email

Director 604-775-5170

Education Program 604-775-5100 or 1-800-567-9604 (toll-free)

[email protected]

First Nations Education Steering Committee Contact: (604) 925-6087 or Toll-free 1-877-422-3672 www.fnesc.ca First Nations Schools Association Contact: (604) 925-6087 or Toll-free 1-877-422-3672 www.fnsa.ca Ministry of Education www.gov.bc.ca/bced Service BC Contact Centre Victoria 250-387-6121; Vancouver 604-660-2421; Elsewhere in BC (Toll free) 1-800-663-7867 British Columbia Association of Aboriginal Friendship Centres Contact: (Toll-free) 1-800-990-2432 www.bcaafc.com Post-Secondary Resource Line First Nations Education Steering Committee Society Contact: (Toll-free) 1-877-280-4151

TAB 4 - PAGE 54

From: Nicolas MejiaCc: Post Secondary EducationSubject: Changes to Federal Post-Secondary Education Programs for First NationsDate: Wednesday, August 7, 2019 10:46:17 AM

Dear PSE Coordinators, I’m emailing to inform you of changes to the Post-Secondary Student Support Program (PSSSP),University and College Entrance Preparation Program (UCEPP), and the Post-Secondary PartnershipsProgram (PSPP) National Program Guidelines.

Key Changes to the Post-Secondary Student Support Program and Universityand College Entrance Preparation Program National Program Guidelines

The following changes came into effect as of June 30, 2019. Residency RequirementStudents who have not resided in Canada 12 months prior to applying for PSSSP and UCEPP fundingwill now be eligible to receive support. As you know, this is a change we have been advocating formany years.

Eligible Expenditures

The following expenditures will be eligible:

· Child Care: Child care will now be considered an eligible expenditure.

· Travel: There will no longer be any limitations on the number of times students can travelhome from their post-secondary institute.

· Part-time Students: Part-time students will be eligible for a living allowance and travelallowance at a prorated amount.

· Administration Costs: Under the 2018-2019 National Program Guidelines, administrationcosts could not exceed 10% of the First Nations PSSSP and UCEPP budget. Allowableadministration costs have now increased from 10% to 15%.

These changes will provide First Nations with greater flexibility in administering PSSSP and UCEPPfunding in accordance with the needs of their community and also increase the number of studentseligible for funding. As such, we expect that many First Nations will have to make amendments totheir Local Operating Guidelines. We are working quickly on updating our Local Operating GuidelinesToolkit so it may better assist you in making these edits. Please look out for that in the comingmonths.

Key Changes to the Post-Secondary Partnerships Program National Program

TAB 5 - PAGE 1



Guidelines

The following changes will come into effect for the delivery of the PSPP in 2020-2021. Eligible Recipients Under the previous National Program Guidelines, public post-secondary institutions were eligiblerecipients, resulting in a dramatic decline in funding for First Nations-mandated institutes andcommunity-based programming. Eligible recipients will now be limited to First Nations communitiesand organizations. AdjudicationThe selection of funding recipients will no longer be determined by a National Selection Committee.Funding allocations will now be determined by a two-step process. First, the BC region will receivean allocation based on its share of the First nations population of Canada. Second, First Nations willwork with Indigenous Services Canada BC Region on the adjudication and administration ofallocations according to program guidelines.

Maximum Amounts PayableThe current national program guidelines state that the maximum amount payable to PSPP recipientsnormally will not exceed $500,000. BC’s adjudication body will be able to make exceptions to thismaximum.

Program ExpendituresThe following expenditures will be eligible:

· Costs associated with First Nations directed adjunction processes at the regional level.· Rental facilities to host post-secondary activities.· Costs associated with improving access to language and culture to support life-long learning.· Incremental operational costs.

We expect that the above mentioned changes will allow BC First Nations to have more control overthe programs that they deliver in communities. Over the coming year there will be furthercommunication on the design of the PSPP to better meet the needs of First Nations throughcommunity-based program delivery. Having programs developed and driven by First Nations is amajor shift in how previously things were done. As always please direct any post-secondary questions to our PSE Resource Line at [email protected] or1-877-422-3672. Thank you. Respectfully, Nicolas MejiaManager of Post-Secondary Education and TrainingToll-free in BC: 1-877-422-3672

TAB 5 - PAGE 2


Office: 604-925-6087 ext. 108Cell: 604-358-8789Email: [email protected]

First Nations EducationSteering Committee First Nations SchoolsAssociation &Indigenous Adult and HigherLearning Association#113 - 100 Park Royal South, WestVancouver, BC V7T 1A2T: 604-925-6087 ext. 108 F: 604-925-6097 1-877-422-3672www.fnesc.ca www.fnsa.ca www.iahla.ca follow us @fnesc

The information contained in this message is intended only for the use of the recipient named above and may contain confidential orundisclosed information.

TAB 5 - PAGE 3


http://www.fnesc.ca/

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http://www.iahla.ca/

https://twitter.com/FNESC

3/13/2018 Post-Secondary Student Support Program and University and College Entrance Preparation Program – National Program Guidelines 2018-2019

https://www.aadnc-aandc.gc.ca/eng/1519315907451/1519316043291 1/20

Home INAC Topics Education Post-secondary education

University and College Entrance Preparation Program

Post-Secondary Student Support Program and University and College Entrance Preparation Pr…

Post-Secondary Student Support Programand University and College EntrancePreparation Program – National ProgramGuidelines 2018-2019

1. Introduction2. Objectives3. Outcomes4. Eligibility5. Program Requirements6. Eligible expenditures7. Funding

Funding approachesUse of unexpended fundsRedirection of funds under Flexible contribution funding

8. Monitoring and Accountability9. Reporting Requirements

10. Contact Information11. Annex 1 - Glossary12. Annex 2 - List of Provincial/Territorial Ministries of Education Weblinks13. Annex 3 - Student record files

1. IntroductionThe following Post-Secondary Student Support Program (PSSSP) and University and CollegeEntrance Preparation Program (UCEPP) National Program Guidelines will be in effect as of April 1,2018.

Table of contents

TAB 5 - PAGE 4

https://www.canada.ca/en/index.html







https://www.canada.ca/en.html



These program guidelines include program and eligibility information. Indigenous Services Canada(ISC) regional offices may provide additional detail for the delivery of the programs and theirservices.

Any issues that arise concerning the interpretation of these program guidelines will be resolved bythe Programs Directorate, Education Branch, in the Education and Social Development Programsand Partnerships (ESDPP) Sector with the support of regional offices.

These program guidelines replace the 2017-2018 Post-Secondary Student Support Program andUniversity and College Entrance Preparation program National Program Guidelines.

2. Objectives

2.1 Post-Secondary Student Support Program (PSSSP)The program objective is to improve the employability of First Nation and eligible Inuit students byproviding them with funding to access education and skills development opportunities at the post-secondary level.

2.2 University and College Entrance Preparation Program (UCEPP)The program objective is to provide financial support to eligible First Nation and Inuit students whoare enrolled in university and college entrance preparation programs offered in post-secondaryinstitutions, to enable them to attain the academic level required for entrance into post-secondaryprograms.

3. Expected Outcomes

3.1 Post-Secondary Student Support Program (PSSSP)The program is expected to increase post-secondary enrollment and graduation rates among FirstNation and Inuit students.

3.2 University and College Entrance Preparation Program (UCEPP)The program is expected to increase the number of First Nation and Inuit students with the requisiteacademic level required for entrance into post-secondary programs.

4. Eligibility

TAB 5 - PAGE 5



4.1 Eligible RecipientsEligible recipients under PSSSP and UCEPP are:

Band Councils of recognized First Nations bands as well as Inuit communities;Organizations designated by Band Councils (bands/settlements, tribal councils, educationorganizations, political/treaty organizations engaged by or on behalf of First Nations) or Inuitcommunities; andSelf-governing First Nations in Yukon that have not yet assumed responsibility for Post-Secondary Education through a Programs and Services Transfer Agreement or through theterms of their self-government agreement.

In addition, ISC may also enter into funding agreements with a recipient appointed advisor or a third-party funding agreement manager to administer PSSSP or UCEPP programming funds jointly withor on behalf of a First Nations or Inuit community. In the case where such an agreement does notexist, the regional office in the province/territory where the student is residing is responsible toreview and assess the student applications for funding.

4.2 Eligible StudentsRecipients are required to demonstrate the eligibility of students to receive funding.

To be eligible for funding, students are:

Treaty/registered First Nation individuals who have been resident in Canada for 12consecutive months prior to the date of application for funding; orInuit who are resident in Canada for 12 consecutive months prior to the date of application forfunding but who reside outside their territory and are no longer eligible to be funded by theirterritory (proof of refusal is required); andCan provide documentation indicating that they have been accepted by an eligible post-secondary institution into either a degree, diploma or certificate program, or a UCEP program(see also 4.3 and 4.4); andMaintain satisfactory academic standing within that institution (as per the institution's definitionof satisfactory academic standing).UCEP students must also obtain from the post-secondary institution offering the program astatement that attests the UCEP program will provide the student with the necessary coursesto attain the academic level for university or college entrance and that the student will beeligible to be accepted as a student of a regular university or college credit program uponsuccessful completion of the UCEP course of studies.

Funding is limited and not all students may be funded. Partial funding may be provided. Applicationsto ISC's programs are valid for one school year only. For information on how to apply, see the Post-Secondary education page.

NOTE:

TAB 5 - PAGE 6




Bill C-31 and C-3 Registrants:Bill C-31 and C-3 Registrants: People who gain Indian status by virtue of the 1985revision of the Indian Act (Bill C-31) or the Gender Equity in Indian Registration Act(Bill C-3).A person whose application for Indian status is in process is not eligible to apply forsupport until he/she has a letter from the Indian Registry confirming Indian status orthat his/her name is formally entered in ISC's Indian Register.

Inuit:Inuit students who have been residing outside of the Northwest Territories or Nunavutfor 12 consecutive months could be eligible for funding through the PSSSP or theUCEPP These are the 12 months immediately prior to the date of submitting anapplication, e.g. (for example), an application dated May 5, 2013 requires the studentto have been a resident of Canada, outside Northwest t Territories or Nunavut fromMay 2012 to April 2013. Inuit students residing in these territories are eligible forfunding support from their respective territorial governments and not from theseprograms.

James Bay and Northern Quebec Agreement (JBNQA) and Northeastern QuebecAgreements (NEQA):

The Cree School Board, Kativik School Board and the Central Quebec RegionalSchool Board each operate programs of post-secondary student financial support.These programs are resourced by ISC consistent with the JBNQA and the NEQA.Students who are eligible for support under these programs cannot apply for supportunder PSSSP or UCEPP unless they have been outside of their territory for more than10 years.

Northwest Territories Students:The Government of the Northwest Territories provides grants and bursaries toresidents of the Northwest Territories (NWT). Students eligible for NWT supportcannot receive funding from PSSSP or UCEPP.

Proof of refusal:The recipient must not accept applications from people whose band or community isin the Northwest Territories or Northern Quebec unless the student can provide astatement from the Northwest Territories government or the Cree or Kativik or CentralQuebec Regional School Boards that the student is not eligible for this support fromthese organizations because he/she has not met their residency requirement.Recipients must not accept applications from students who have been refusedsupport from the Cree or Kativik or Central Quebec Regional School Boards andNorthwest Territories Government respectively for reasons other than residencyrequirements

Exemptions to the 12 Month Residency Requirement

TAB 5 - PAGE 7



Students who are normally resident in Canada but who for the purpose of attainingpost-secondary education (whether through PSSSP or at their own expense) havebeen living outside of Canada for all or part of the year prior to the application forsupport. For students attending these post-secondary institutions outside Canada, theresidency provision applies only to their first year of studies.Employees of the federal or provincial governments appointed to foreign posts andthe dependent children who accompany the employee(s) abroad.Students who, under the authority of provincial or territorial child welfare legislation,were placed outside of Canada in a foster home, an institution (e.g. (for example), agroup home), or through an adoption and have returned to Canada.

Where there is doubt that the student meets the residency requirement, the student will berequired to provide a notarized statement which establishes his/her residency in Canada for the12 month period preceding the date of application.

4.3 Eligible ProgramsUnder the PSSSP and the UCEPP, an eligible program of studies (e.g. (for example) trades,sciences, arts) is a program:

For which the completion of secondary school studies, or the equivalent as recognized by thepost-secondary institution or the provincial/territorial ministry of education, is required; andDelivered at an eligible institution as defined in section 4.4, Eligible Institutions.UCEP programs must provide the student with the necessary courses to attain the academiclevel for university or college entrance.

Refer to the Ministry of Education in the student's province or territory of residency for informationon student admissibility to a program of study (See Annex 2).

Delivery method may be in-classroom, e-learning, distant learning, or virtual learning as longas it meets all eligibility criteria.

4.4 Eligible InstitutionsEligible post-secondary institutions are degree, diploma or certificate granting institutions that are:

Recognized by a province or territory (in Canada or abroad); orEducational institutions recognized to deliver post-secondary programs by arrangement withan eligible post-secondary institution.

A list of eligible Canadian post secondary institutions is available. This list is effective as of April 1,2015 for new PSSSP/UCEPP students and will be updated and adjusted as necessary on anongoing basis.

TAB 5 - PAGE 8




A list of eligible foreign post-secondary institutions is available. This list is effective as of April 1,2015 for new PSSSP/UCEPP students and will be updated and adjusted as necessary on anongoing basis.

If the program of studies is in a foreign institution, the student must provide evidence that it isrecognized in Canada as an acceptable post-secondary program of studies.

ADDITIONS TO APPROVED LISTS OF POST-SECONDARY INSTITUTIONS

Where the institution selected by the student is not listed on the Annual Register of PSEStudents, ISC's regional office in the region where the institution is located, will requestdocumentation from recipients to formulate a recommended action as per section 4.4, EligibleInstitutions of the National Program Guidelines, to the Education Branch, Headquarters fordiscussion.

5. Program RequirementsWhen locally administering the PSSSP and the UCEPP, recipients (as defined in section 4.1,Eligible Recipients) must meet the following minimum standards:

Provision, administration and distribution of funding, within the recipient's budgetary envelope,to eligible post-secondary education students as per the maximum amount payable outlined insection 6.2, Maximum Amount Payable to Students;Development and implementation of local operating guidelines in accordance with NationalProgram Guidelines (Note: Until local program guidelines are in place, National ProgramGuidelines will apply);Implementation and administration of a selection priority criteria that is publically available;Development and implementation of rules for deferring applications in situations where thereare more eligible students than funds available; andImplementation and administration of an appeal process that is publically available.

5.1 Local Operating GuidelinesRecipients may issue local program guidelines for the administration of the PSSSP and the UCEPPprovided that they are consistent with the guidelines set out in this document. These guidelines mustinclude priority Selection criteria, and rules for deferring applications in situations where there aremore eligible applicants than funds available. All prospective student applicants must have accessto these guidelines, along with a formal process to appeal and to gain additional information onfunding decisions.

NOTE: Local guidelines may also include rates and allowances for amounts payable to students,provided that they do not exceed the maximum amount payable set out in section 6 EligibleExpenditures and section 6.2 Maximum Amount Payable to Students.

TAB 5 - PAGE 9




5.2 Potential selection prioritiesThe following is a list of examples of potential selection priorities currently used by some FirstNations (other criteria may be applicable as well):

Continuing students (students already being funded through PSSSP or UCEPP);High school graduates;Deferred students (eligible but not funded in the past due to limited funding);Recent PSE graduates who wish to further their studies;New students already studying at a post-secondary level;Returning students; and/orPart-time students.

5.3 Appeal ProcessTo ensure fairness and equitable treatment under the PSSSP and the UCEPP, recipients must havean appeal process in place that is accessible to students and that is publically available. The appealprocess must include the existence of an impartial appeal board; specific time frames for the appealhearing to be set and for decisions to be made; and a governance process confirming that therecipient will abide by the appeal board's decision(s).

NOTE:

When an application is approved, rejected or deferred, students must be informed, inwriting, if their application for support was approved, or the reasons for rejecting ordeferring the application.Where a student is convinced that the local or national program guidelines are not beingfairly applied to his or her situation then the student shall have access to an appeal hearing.There is no appeal against refusal of assistance because funds are not available.The appeal board's ruling must be consistent with the intent of the PSSSP and UCEPPNational Program Guidelines.The appeal board's decision is final.A student may not appeal to ISC the administrative decisions and appeal rulings made bythe local appeal process.

6. Eligible expendituresEligible expenditures for PSSSP and UCEPP are:

The actual cost of tuition and other compulsory student fees;Initial professional certification and examination fees;

TAB 5 - PAGE 10



Books and supplies required by the student for their program of study;Official transcript fees;Application fees;For full-time students only, as defined by the post-secondary institution, regional livingallowances for the student, and if applicable, each dependent up to the maximum of thoseestablished by the Canada Student Loan Program (CSLP) as amended from time to time.Refer to the CSLP Needs Assessment Tables for Student Loans for further information;For full-time students only, as defined by the post-secondary institution, the actual cost of onereturn trip to the student's permanent place of residence from the nearest Canadian PSEinstitution that offers the program of studies selected by the student, every 16 weeks (not morethan two trips per academic year) for the student and, if applicable, for each dependent;Students taking classes through distance education or e-learning who are required to travel toanother location to complete their required exams may be eligible for travel support. However,requests for accommodations such as taking the exam in the local school under thesupervision of a teacher or school principal should be first examined to minimize travel costs;Tutorial, guidance and counseling services for students enrolled in the PSSSP or the UCEPP;Scholarship and incentive payments (as outlined in Section 6.4, Scholarships and Incentives);andAdministration costs (as outlined in Section 6.3, Administration Costs).

Part-time students, as defined by the post-secondary institution being attended, may receiveassistance for tuition and compulsory fees, and the actual cost of books and supplies which arelisted as required by the post-secondary institution but they are not eligible for living allowances ortravel costs.

TRAVEL SUPPORT FOR STUDENTS

Travel support does not include moving expenses such as the removal of householdeffects.Students may select any recognized post-secondary institution for their studies. However,travel support is normally restricted to the travel costs to the Canadian post-secondaryinstitution nearest to the student's place of residence which offers the least expensivecomparable program. Travel support may be provided to the institution selected by thestudent if one of the following conditions is met:

The required program of studies is not offered at the Canadian post-secondaryinstitution nearest the student's home;The program of studies selected is not available in Canada;The student cannot gain admittance to the Canadian post-secondary institutionnearest the student's home.

It is strongly encouraged that recipients ensure students always seek economic means for travel.The cost of travel, meals and accommodation should not exceed the rates set for governmenttravel in the Treasury Board of Canada Secretariat's Travel Directive where possible. Rates are

TAB 5 - PAGE 11

http://tools.canlearn.ca/cslgs-scpse/cln-cln/sfae-eafe/sfae-eafe-0-eng.do



periodically updated throughout the year. For further information, please consult the travel sectionof Treasury Board of Canada Secretariat's website.

Living allowances

The living allowances will be paid in Canadian dollars regardless of the location of theinstitution.Living allowances are paid for Christmas and study breaks. Additional time may be allowedfor students to settle into accommodation at the place of study at the beginning of theacademic year and to move out at the end of the academic year.The recipient may provide to students an advance of the living allowance e.g. (for example),rent advances.

Where a student is provided an advance, the recipient may spread the adjustmentover the payment periods of the academic year and make the appropriate deductionsfrom the living allowance for each payment period.

Where two students are married to each other, and have no dependents, the livingallowance for each will be calculated as a married student with an employed spouse.Where two students are married to each other and have dependents, one of them will bedesignated as a married student with an employed spouse with dependents; the other willbe designated as a married student with an employed spouse.

6.1 Eligible TuitionTuition support may be provided under the following conditions.

Students attending Canadian public institutions at the actual tuition rate, including compulsorystudent fees charged by the institution for a Canadian student; orStudents attending private or foreign post-secondary institutions at the same tuition rate, or thetuition rate that is the least amount, including compulsory student fees, charged by the publicor private Canadian institution nearest to the student's place of residence (i.e. (that is)residence at the time of application) which offers the least expensive comparable program; orStudents enrolled in a foreign institution at the actual tuition rate, including other compulsorystudent fees charged by the foreign institution, when it is demonstrated that there is nocomparable program available at an institution in Canada.

Canadian PUBLIC Post-Secondary Institutions

The student will provide documentary evidence of tuition, registration and mandatorystudent fees.In exceptional circumstances, tuition support may be paid directly to the student asopposed to directly to the post-secondary institution.

TAB 5 - PAGE 12

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Private and Foreign Post Secondary Institutions

For support purposes, students may enrol in any private post-secondary institutionrecognized by the provincial or territorial Ministry of Education or in an acceptable programof studies in a foreign institution (see Section 4.4, Eligible Institutions of the NationalProgram Guidelines).A program of studies at a private or foreign institution is comparable to a program of studiesat a Canadian public institution when the following conditions are met:

The minimum academic prerequisites are equivalent;The number of credit hours are equivalent to within 10%, i.e. (that is), a 20 credit hourprogram is equivalent to another program which has between 18 to 22 credit hours;andThe course content generally covers the same subject matter.

The student will provide documentation which identifies the most comparable program inthe nearest Canadian public institution to his/her place of residence. The documentationmust include registration, tuition and mandatory student activity fees of the Canadian publicinstitution.In some cases an institution in the United States of America may be nearer to a student'shome than a Canadian institution. If the United States' program of studies is eligible per theNational Program Guidelines, it may be cost effective and less disruptive for a student toenrol in the United States' institution.

An example of Calculating Tuition for Private or Foreign Institutions:

A student living in Ottawa and enrolling in an equivalent business administration program at St.Lawrence College, New York must provide documentation of the registration, tuition andmandatory student fees for the business administration program at in Algonquin College, Ottawa.If the St. Lawrence College tuition is $1000 U.S. and the Algonquin College is $700 Canadian,the tuition support provided to the student will be $700 Canadian.

6.2 Maximum Amount Payable to StudentsThe maximum amount payable per full-time student under PSSSP or UCEPP cannot exceed$50,000 per year. On an extraordinary and justified basis, the maximum amount payable per yearfor a student in an advanced or professional degree program (e.g. (for example) dentistry, medicine)or a Masters or Doctoral program may exceed $50,000 up to a maximum of $85,000. Such awardsmay be granted by special request on a case-by-case basis only and considered when a graduatestudent has extraordinary circumstances that warrant the setting aside of the standard policy onmaximum amounts payable.

The maximum amount payable per year to one full-time student from the PSSSP or the UCEPPcovers only the eligible expenditures listed in Section 6, Eligible Expenditures (whether the methodof delivery is in the classroom, through distance education or e-learning).

TAB 5 - PAGE 13



Part-time students, as defined by the post-secondary institution being attended, may receiveassistance for tuition and compulsory fees, and the actual cost of books and supplies which arelisted as required by the post-secondary institution but they are not eligible for living allowances ortravel costs.

NOTE: This is a maximum allowable payment per student. No student is automatically entitledto this amount. The maximum amount was established to ensure that the most extremecircumstances could be funded as necessary. The actual amount of funding available to a studentwill depend on the overall amount of funding available in the program and for each recipient.

6.2.1 Limits of Assistance

Assistance can be provided at four levels of post-secondary education:

Level 1: Certificate / Diploma;Level 2: Undergraduate Degree Program:Level 3: Graduate Degree / Advanced or Professional Degree;Level 4: Doctoral Degrees.

1. Financial assistance for tuition, compulsory student fees and required books and supplies maybe provided to students enrolled in all four levels.

2. The duration of assistance may exceed the official length of the program as long as thestudent is in satisfactory academic standing at the institution as per the institution’s definitionof satisfactory "academic standing".

3. Where students change programs within one of the levels or temporarily pause their studies,the academic years or semesters used for each program within each level will be counted forassistance purposes. Students who become eligible for assistance and who have previouslycompleted a portion of post-secondary studies without assistance from this program mayreceive assistance for the balance of their program of studies but will not be reimbursed forprevious expenses.

4. If the demand from eligible students exceeds the funding available, priority selection criteriawill apply.

5. Students receiving funding from the PSSSP or UCEPP must declare support received fromthis program as a source of income if applying for social assistance.

6.2.2 Limits of assistance for UCEPP

For all UCEPP students, the maximum time limit for financial support will be two (2) academic years(as defined by the institution offering the program) or in the case of part-time students, theequivalent of two (2) academic years or a maximum of 24 months. At the end of each term (or partof the academic year, as defined by the institution offering the program), continued financial supportfor the term will be subject to receipt of a statement from the institution confirming the successfulcompletion of the first term.

TAB 5 - PAGE 14



Students receiving UCEPP funding must declare the support received from this program as asource of income if applying for social assistance.

The support for tuition, books and supplies, travel and living costs for full-time students in theUCEPP may be the same as that provided under the PSSSP.

6.3 Administration CostsAdministration costs must not exceed 10% of the sub-total amount requested before administrationcosts. The program's Data Collection Instrument (DCI) will automatically calculate the amount.

Eligible administration costs include only the actual costs associated with administeringPSSSP/UCEPP funding. Eligible expenditures could include the following costs:

Salaries and benefits of personnel directly employed in the administration and delivery of thefunding. In the case of multiple responsibilities, the portion of the salary to be included underadministration costs should be proportional to the amount of time spent fulfillingPSSSP/UCEPP duties;Materials and resources required for the management of funds;Rent and utilities;Printing and communications costs;Travel and accommodation;The collection, maintenance, and reporting of data and information in accordance withprogram and financial reporting requirements; andCosts associated with ensuring that personal information is appropriately managed andsafeguarded during its collection, retention, use, disclosure and disposal.

For travel and accommodation: It is strongly encouraged that recipients always seek the mosteconomical means for travel. The cost of travel, meals and accommodation should not exceed therates set for government travel in the Treasury Board of Canada Secretariat's Travel Directive.Rates are periodically updated throughout the year. For further information please consult the travelsection of the Treasury Board Secretariat of Canada's website.

Further distribution of funds by ISC's funding recipients: When a funding recipient furthertransfers, to a Third Party, funds that were received under this program, the 10% allowed foradministration costs must be divided between the parties, as agreed to between the parties. Thetotal administration costs retained by all parties must not exceed 10% of the sub-total amountrequested before administration costs.

6.4 Scholarships and IncentivesUnder PSSSP, recipients may provide scholarships and/or incentives for students to engage instudies that directly contribute to First Nations achieving self-government and economic self-reliance, or to recognize academic achievement. Scholarships and incentives may be available to amaximum of five per cent of the PSSSP-funded student population, as described below. One

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scholarship will be available where the five percent maximum is less than one student. Studentsreceiving a scholarship will be determined by the recipient. A local process for awardingscholarships will be established by the recipient and must be made publically available.

The recipient may provide the types of scholarships and incentives listed in this section. Eligiblestudents may be awarded either one Strategic Studies Scholarship or one Academic AchievementScholarship in an academic year.

6.4.1 Academic Achievement Scholarship

In recognition of academic achievement, the recipient may award scholarships to students in Level 1and Level 2 enrolled as full-time students and who have achieved a grade average of B or higher intheir program of studies:

Students currently receiving support under the PSSSP may be eligible for scholarships inrecognition of academic achievements.The amount of scholarship awarded by the recipient will be up to a maximum of $1,000annually.Students may be eligible for the scholarship upon successful completion of each year of theirprogram of studies, and awarded at the beginning of the next school year.Scholarships will not be awarded for the additional academic year provided for Level I andLevel II students.

6.4.2 Strategic Studies Scholarships in Level 2

In order to encourage students to engage in studies that directly contribute to First Nationsachieving self-government and economic self-reliance, the recipient may offer incentivescholarships.

Students who are currently receiving financial support under the PSSSP and who are enrolledas full-time students in a program of studies determined to be in demand locally, regionally ornationally are eligible for the Strategic Studies Scholarships.The amount of the scholarships awarded by the recipient may be up to a maximum of $3,500annually.Eligibility for the scholarship will be conditional upon successful completion of one year of theprogram of study and continuation in it. The scholarship will be awarded annually at thebeginning of each year and thereafter in accordance with the length of the program as definedin Limits of Assistance in section 6.2.1.

NOTE:

The scholarship is for a full academic year commencing in September. There will be nopartial awards of this scholarship. For example, a student who enrols in January will not beentitled to half of the scholarship.

TAB 5 - PAGE 16



The Strategic Studies Scholarship will not be provided for an additional academic year dueto approved extension for medical or personal reasons as outlined in section 6.2.1, Limits ofAssistance.Examples:

A student who has completed the first year of the program of studies and who iscontinuing into the second year may receive the scholarship;A student who has completed the first year in a Level II program of studies but is notcontinuing in the same program cannot receive the scholarship;A student in a four year program of studies who has completed the third year and iscontinuing in the fourth year may receive the scholarship;A student in a four year program of studies who has completed the fourth year cannotreceive the scholarship.

In selecting students for a Scholarship in Recognition of Academic Achievement, therecipient must verify that these students have not been selected for a Strategic StudiesScholarship.

6.4.3 Incentives for students enrolled in Level 3 or 4 programs

Students enrolled as full-time students in a Level 3 or 4 academic program may receive an incentiveonce at either level from the recipient, subject to a maximum of $1,500. This incentive will only beprovided once. Students will be eligible for this incentive upon commencement of the second year ofthe academic program, or upon successful completion of the degree.

NOTE:

See limits of assistance (Section 6.2.1) for a description of Level 3 and 4 programs.In calculating the level of support for a student enrolled in the second year of a Level 3program of studies, the recipient will include this incentive in the support.Students who have completed two or more years of their program of studies at Level 3without support from PSSSP may receive the incentive upon commencement of the firstyear they are supported by the program. For example, a student who completes two yearsof his/her Level 3 program of studies without support but who applies for and receivessupport for his/her third year, may receive the incentive for that year.In the case of a professional degree, the level equivalent to a Masters degree is the first twoyears of the professional degree program. The level equivalent to a doctoral degree is thethird and subsequent years of the professional degree programs.

7. Funding

7.1 Funding approaches

TAB 5 - PAGE 17



Transfer payments to funding recipients will be made in the form of a Set, Fixed, Flexible or Blockcontribution, or of a Grant, depending on the eligibility of the recipient and of the service to bedelivered. The funding approach used to transfer the funds will be identified in the recipient’s signedfunding agreement. Your regional office can inform you about eligibility for these different fundingapproaches.

7.2 Use of unexpended fundsAs most of the following requirements related to the management of funding approaches arespecific to this program, recipients must read this section in conjunction with the provisions for themanagement of funding approaches set out in their funding agreement.

7.2.1 Set contribution funding

Unexpended funds remaining at the end of each fiscal year must be reimbursed to ISC.

7.2.2 Fixed contribution funding

Unexpended funds may be retained by the recipient when all program, service, project or activitydelivery requirements identified in the funding agreement have been met in the fiscal year for whichthe funding was provided. Under meeting those requirements, the unexpended funds may beretained and used for the eligible program expenditures of this program outlined in these nationalprogram guidelines.

Unexpended funding in a fiscal year that remains unspent at the end of the following fiscal yearmust be reimbursed to ISC.

7.2.3 Flexible Contribution Funding

During the period of the funding agreement or the program, service, project or activity, the recipientmay retain unexpended funding remaining at the end of each fiscal year for use in the next fiscalyear to further achieve results toward the program, service, project or activity objectives funded.

Any unexpended funding remaining at the expiry of the funding agreement or the completion of theprogram, service project or activity must be reimbursed to ISC.

7.3 Redirection of funds under Flexible contribution fundingThe recipient can redirect funding received through a Flexible transfer among the cost categories ofthis program (eligible expenditures as established in these national program guidelines).

8. Monitoring and Accountability

TAB 5 - PAGE 18



Funding recipients must deliver the programs in accordance with the provisions of their fundingagreement and the program delivery requirements outlined in these National Program Guidelineswhile also ensuring that the necessary management controls are in place to manage funding andmonitor activities. Funding recipients are required to exercise due diligence when approvingexpenditures and must ensure that such expenditures are in accordance with the eligibleexpenditures set out in these National Program Guidelines.

ISC is committed to providing assistance to recipients in order for them to effectively carry outobligations under these National Program Guidelines and funding agreements. Regional offices andother departmental contacts are available to answer questions and provide guidance related to ISCprograms and funding.

To ensure that program delivery requirements are being met, that funds are expended on theintended purposes, and that ISC's accountability to Parliament is being met, activities includingaudits, evaluations, as well as desk and on-site compliance reviews will be conducted with allfunding recipients.

Note to Recipients: refer to Annex 3 for more information concerning student record filesrequirements.

The Department's collection and use of personal information and other records for thepurposes of program compliance reviews will be limited to what is necessary to ensureprogram delivery requirements are met.The Department is responsible for all information and records in its possession. Theconfidentiality of the information will be managed by ISC in accordance with the Privacy Actand other related policies on privacy. Recipients are responsible for the protection ofpersonal information per the privacy legislation, regulations and/or policies that govern themup to the point that it is transferred to ISC.

9. Reporting RequirementsThe reporting requirements (program and financial reports) are listed in the recipient's fundingagreement, and details on these requirements are available in the Reporting Guide. Recipients areresponsible for ensuring that reporting requirements are met and reports are accurate and submittedon or before the established due dates. Recipients who have access to the ISC Services Portal canaccess the reporting forms by opening a session on the Portal. If you do not have access to thePortal, contact your regional office.

Recipients must report on all funds received and expended, including the use of unexpendedfunding they were allowed to retain to use in the following fiscal year.

Recipients shall use these guidelines in conjunction with their Funding Agreement with respect toreporting requirements.

TAB 5 - PAGE 19


https://services.aadnc-aandc.gc.ca/iap




10. Contact InformationFor further program information, please visit the Post-Secondary Education page.

The regional offices coordinates can be found on the Regional Offices page.

You can also write to:

Education Branch Indigenous Services Canada 10 Wellington Street GATINEAU QC (Quebec) K1A 0H4 [email protected]

These National Program Guidelines can be consulted in the Education Programs - NationalProgram Guidelines page of ISC's website and through the View Instructions button on the first pageof this program's Data Collection Instrument (DCI).

Annex 1- GlossaryTermDefinition

Academic yearis as defined by the post-secondary institution.

Bandas defined by the Indian Act.

Canadian public institutionis a post-secondary institution that receives the majority of its funding from federal and provincialgovernments.

CÉGEP (Collège d'enseignement général et professionnel)is an abbreviation of Collège d'enseignement général et professionnel. CÉGEP (Collèged'enseignement général et professionnel)'s operate in Quebec.

Dependentmeans a person who is dependent upon the student as defined by Revenue Canada and who doesnot receive income in excess of income allowed for a dependent spouse by Canada RevenueAgency.

Dependent Spousemeans a person who is married to the student or a person who has lived with the student ashusband or wife for a period of at least one year prior to application for educational support. This

TAB 5 - PAGE 20







person is dependent upon the student and does not receive income in excess of the level of incomeallowed for a dependent spouse by Canada Revenue Agency.

Full-time students and Part-time studentsare as defined by the post-secondary institution. Note that short term intensive summer programsmay qualify at full time.

Post-secondary educationmeans a program of studies, offered by a post-secondary institution, for which completion ofsecondary school studies or its equivalent is a prerequisite.

Post-Secondary institutionsare degree, diploma, and certificate granting institutions which are recognized by a province orterritory and include educational institutions affiliated with, or delivering accredited post-secondaryprograms by arrangement with a post-secondary institution.

Private post-secondary institutionis a Canadian or foreign post-secondary institution which receives the majority of its funding fromsources other than governments.

Program of Studiesincludes all post-secondary programs, at least one academic year in duration, leading to acertificate, diploma or degree. Programs less than one academic year which are prerequisites topost-secondary programs of at least one academic year are included.

Recipientis an administering organization in receipt of funds intended to finance the PSSSP and UCEPP inaccordance with the National Program Guidelines. This may be bands, tribal councils, First Nationeducation authorities, or other First Nation organizations which have responsibility for theadministration of the program or a portion of it.

Residentmeans an eligible Treaty / Status Indian or Inuk who has resided in Canada for twelve consecutivemonths prior to application. This also includes students who have been living outside Canada as aresult of their studies.

Semesterrefers to a part of the academic year, as defined by the post-secondary institutions. Semestersusually cover the periods from September to December, January to April, and May to August.

Studentis an individual who has successfully applied to be funded under the PSSSP or UCEPP and fulfillsthe conditions of the programs in order to receive financial support to successfully attain a postsecondary diploma, degree or certificate.

TAB 5 - PAGE 21



Treaty / Status Indian and Indianmeans a person whose name has been entered in the Indian Registry maintained by IndigenousServices Canada as defined by the Indian Act.

Annex 2 - List of Provincial/Territorial Ministries ofEducation WeblinksAtlantic

New Brunswick Department of Post-Secondary Education, Training and LabourNewfoundland and Labrador Department of Advanced Education, Skills and LabourNova Scotia Department of Labour and Advanced EducationPrince Edward Island Department of Workforce and Advanced Learning

Quebec

Ministère de l'Éducation et de l'Enseignement supérieur

Ontario

Ministry of Advanced Education and Skills Development

Manitoba

Ministry of Education and Training

Saskatchewan

Ministry of Advanced Education

Alberta

Ministry of Advanced Education

British Columbia

Ministry of Education and Training

Yukon

Department of Education

Northwest Territories

Department of Education, Culture and Employment

Nunavut

Department of Family Services

TAB 5 - PAGE 22

http://www2.gnb.ca/content/gnb/en/departments/post-secondary_education_training_and_labour.html

http://www.aes.gov.nl.ca/

http://novascotia.ca/lae/

http://www.gov.pe.ca/ial/index.php3

http://www.education.gouv.qc.ca/en/ministere-de-leducation-et-de-lenseignement-superieur/

http://www.tcu.gov.on.ca/eng/

http://www.edu.gov.mb.ca/ald/index.html

http://www.saskatchewan.ca/government/government-structure/ministries/advanced-education

http://iae.alberta.ca/

http://www2.gov.bc.ca/gov/theme.page?id=F5415B90D214B10A6245D30D397A05A1

http://www.education.gov.yk.ca/

https://www.ece.gov.nt.ca/en/services

http://www.gov.nu.ca/family-services/information/career-development



Annex 3 - Student record filesSTUDENT INFORMATION YES NO NOTES

Name of applicant

Indian registry Number

Canadian Residency

Address and Contact Information

Marital Status

Dependents information

Previous Education History

Proof of Admission

PSE Eligible Institution

Eligible Program of Studies

Length of Program

Required Books/Supplies list

Academic Standing

Tuition and fees receipts

Books and Supplies receipts

Date modified: 2018-03-12

TAB 5 - PAGE 23

Chapter 14: Tables 2019-2020

StudentAid BC Policy Manual Effective date: August 1, 2019 (Updated October 31, 2019) 171

Table 3: Student Living Allowances Moderate Standard of Living (MSOL) Costs The following costs are provided by the Government of Canada to provinces and territories for use in reflecting a student’s Moderate Standard of Living (MSOL) while attending a post-secondary institution located in B.C. or other provinces in Canada. These maximum costs are used by StudentAid BC to assess need. Totals may not equal the sum of each column due to rounding.

Monthly Standard of Living Allowances for British Columbia Single student away from home Shelter $ 892 Food $286 Miscellaneous $350 Local transportation $111 Total $1,639 Single student living at home Shelter $ 0 Food $269 Miscellaneous $295 Local public transportation $126 Total $690 Single-parent student (excluding costs of child) Shelter $1,280 Food $263 Miscellaneous $367 Local public transportation $101 Total $2,011

Married student and spouse (excluding costs for child) Shelter $1,805 Food $528 Miscellaneous $540 Local public transportation $203 Total $3,076

Cost for each child (wholly dependent relative) Shelter $266 Food $218 Miscellaneous $128 Local transportation $101 Total $713

TAB 5 - PAGE 24



Student living allowances do not include:

• Household operation costs for pet expenses, horticultural goods and services, and other supplies • Household furnishings and equipment, and services related to furnishing and equipment • Gifts and contributions for persons outside the household or charitable organizations • Miscellaneous costs such as interest on loans, union or association dues, lottery tickets • Moving costs • Recreation equipment, vehicles and services, home entertainment equipment and services • Security costs for life insurance payments or RRSP payments • Tobacco products and alcoholic beverages

Monthly Standard of Living Tables for Other Provinces

LIVING SITUATIONS NL PE NS NB QC ON MB SK AB YT NT NU

SINGLE STUDENT AWAY FROM HOME Shelter (2 bedroom apt. incl. utilities shared by two) 505 454 512 467 431 613 504 565 491 615 847 849 Food (Purchased from Stores) 273 248 251 250 277 276 258 264 288 312 317 317 Miscellaneous (Personal & health care, clothing, H/H cleaning, communications) 239 263 253 242 324 296 309 317 345 325 334 335

Local Public Transportation 70 68 70 72 49 88 102 84 75 62 73 73

Total Monthly Allowance 1,087 1,033 1,086 1,031 1,081 1,273 1,173 1,235 1,199 1,315 1,571 1,574

SINGLE PARENT (no dependent considered) Shelter (1 bedroom apartment including utilities) 834 758 863 813 721 989 709 935 779 1,117 1,333 1,336 Food (Purchased from Stores) 273 248 251 50 277 276 258 264 288 312 317 317 Miscellaneous (Personal & health care, clothing, H/H cleaning, communications) 239 263 253 242 324 296 309 317 345 325 334 335



MARRIED STUDENT & SPOUSE (no dependent considered) Shelter (2 bedroom apartment including utilities) 1009 893 1,027 923 860 1,223 921 1,130 980 1,227 1,692 1,696 Food (Purchased from Stores) 488 496 502 497 492 502 468 480 522 626 507 508 Miscellaneous (Personal & health care, clothing, H/H cleaning, communications) 476 523 506 484 513 539 593 604 659 646 543 544


TAB 5 - PAGE 25




EACH DEPENDENT PERSON

Shelter 174 186 212 172 157 263 197 189 175 185 364 366 Food (Purchased from Stores) 194 202 204 202 229 216 200 205 224 256 253 254 Miscellaneous (Personal & health care, clothing) 106 77 75 72 122 111 141 144 157 97 116 117


Total Monthly Allowance 544 533 561 518 557 678 640 605 631 601 806 810

SINGLE STUDENT LIVING AT HOME Shelter 0 0 0 0 0 0 0 0 0 0 0 0 Food (Purchased from Stores) 194 245 251 250 229 216 200 205 224 312 253 254 Miscellaneous (Personal & health care, clothing) 205 200 185 172 229 227 247 252 276 215 271 272


Total Monthly Allowance 469 513 506 494 507 531 549 538 575 590 597 599

TAB 5 - PAGE 26



Table 4: Child Care Ceilings Table 4: Monthly Ceiling for Child Care Expenses for 2019-2020

Province Monthly ceilings per child British Columbia $1,153 Prince Edward Island $429 Nova Scotia $476 New Brunswick $600 Quebec $391 Ontario $387 Manitoba $460 Saskatchewan $400 Alberta $1,200 Newfoundland and Labrador $ 817 Yukon $866 Northwest Territories $660 Nunavut $660

TAB 5 - PAGE 27

VANCOUVR#3723351 - v1

The 2017-2018 PSSSP National Guidelines outline 3 factors for consideration in determining

eligibility: Student, institution and program eligibility. It's usually at the program level where we run into issues as the program entrance requirements must include completion of secondary school studies

or equivalent and be one academic year in duration. Program eligibility is normally considered based on what the PSE institutions outline on their websites for entrance requirements.

In 2017-2018, BC Region Education Programs outlined the following as an "interpretation" of the National Guidelines criteria for program entrance requirements.

The institute's program entrance requirements must outline the completion of secondary studies or equivalent. The following definitions will be used.

completion of secondary studies - having completed Grade 12 or having a Grade 12 Graduation Certificate (BC Dogwood Graduation Certificate or BC Adult Dogwood Certificate)

equivalent - may include the institute statement of any of the following: o the student being able to pass an entrance test administered by the institute; o the student being 19 years of age; or o the student having mature student status.

Grade 12 preferred is also acceptable.

TAB 5 - PAGE 28

Annual Register of Post-Secondary Education Students Education Information System – Online Reporting User Guide

TAB 5 - PAGE 29

PSE EIS Online Reporting User Guide

ii

Table of Contents

Introduction ................................................................................................................... 1

Purpose....................................................................................................................... 1

Audience ..................................................................................................................... 1

Logging On to the ISC Portal ....................................................................................... 2

Locating Your PSE Report on the ISC Portal .............................................................. 4

Starting Your PSE Online Report ................................................................................. 6

Continue Working on Your Existing PSE Report ......................................................... 7

Select and Upload a File to Replace the Online Data ................................................. 7

Rollover Data from Last Year ...................................................................................... 8

Start from Scratch ....................................................................................................... 8

Completing the Report .................................................................................................. 9

Identification ................................................................................................................ 9

Contacts ...................................................................................................................... 9

Reporting Organizations ............................................................................................ 10

Adding a Reporting Organization .............................................................................. 11

Deleting a Reporting Organization ............................................................................ 13

Updating Reporting Organization Sub-Reports ......................................................... 13 Downloading and Sending a Sub-Report ......................................................................... 13 Adding an Updated Sub-Report ....................................................................................... 14

Accessing a Student Record ...................................................................................... 15

Searching for a Student ............................................................................................ 15

Clients Served (All Institutions) ................................................................................. 16

PSE Institutions ......................................................................................................... 18

Entering Student and Expense Data .......................................................................... 20

Viewing the List of Students ...................................................................................... 20

Adding a Student Record .......................................................................................... 22

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iii

Deleting a Student Record ........................................................................................ 23

Person Details ........................................................................................................... 24

Entering Enrolment Information ................................................................................ 25

Entering Expenses .................................................................................................... 27

Adding a Semester ................................................................................................... 28

Deleting a Semester ................................................................................................. 30

Transferring a Student to Another PSE Institution .................................................... 30

Delivery Organizations ............................................................................................... 32

Unfunded Student Information .................................................................................. 33

Adding a Delivery Organization ................................................................................. 33

Deleting a Delivery Organization ............................................................................... 34

Costs Summary ........................................................................................................... 35

Reviewing the Costs Summary ................................................................................. 35

Adding Administrative Costs ..................................................................................... 36

Supporting Documents ............................................................................................... 37

Declaration ................................................................................................................... 38

Report Validation......................................................................................................... 39

Validating the Report ................................................................................................ 39

Errors and Warnings Tab .......................................................................................... 40 Filtering Errors and Warnings .......................................................................................... 42 Creating a Custom Filter .................................................................................................. 42

Assisted E/W Navigation Tab .................................................................................... 44

Reported Expenses Summary .................................................................................. 46

Submitting the Report ................................................................................................. 47

PSE – Report Completion Checklist .......................................................................... 48

Appendix A – PSE Areas of Study ............................................................................. 49

Purpose..................................................................................................................... 49

Areas of Study .......................................................................................................... 49

TAB 5 - PAGE 31


1

Introduction Indigenous Services Canada (ISC) requires that Recipients of funding under the Post-Secondary Student Support Program (PSSSP) and/or the University and College Entrance Preparation (UCEP) Program, provide reports on students who were eligible and received PSSSP/UCEP funding.

The PSE report is rolled-over with student data from last year's Report. Much of your work for this year has been automated. For students who received PSSSP/UCEP funding, ISC requires details on student expenses and the outcome of each funded semester.

The Annual Register of Post-Secondary Education Students for the purpose of this guide will be referred to as the PSE Report.

Purpose This document will guide you through the process of completing a PSE Report online. It provides step-by-step instructions on how to:

roll-over data;

upload a PSE DCI file; and

complete the PSE report online.

Audience This guide is intended for PSSSP/UCEP funding recipients who are required to complete the program report under the PSSSP/UCEP funding agreement.

Important: Only Inuit and registered First Nation students are eligible for PSSSP / UCEP funding. Reference the National Program Guidelines for detailed eligibility criteria.

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2

Logging On to the ISC Portal 1. In your browser, enter the following URL: https://services.aadnc-aandc.gc.ca/iap.

2. The Crown-Indigenous Relations and Northern Affairs Canada Indigenous Services Canada Secure Authentication page appears. Note that the URL address has changed automatically.

Important: Do NOT bookmark the INAC Secure Authentication page or add it to your favourites.

3. Enter your User name and Password (using the temporary password provided to you in the email).

4. Once you log on using the temporary password, the system will prompt you to create a new one. You can create a new password by following these instructions:

a. The minimum password length is 8 characters.

b. The password must contain at least 3 of the following four characters: • A lowercase letter (a, b, c, etc.) • An uppercase letter (A, B, C, etc.) • A number (1, 2, 3, etc.) • A special character (#, @, %, etc.)

c. The password may not contain part or all of the username.

d. The last 9 passwords are remembered and may not be reused.

5. Click Log On.

6. In the Terms and Conditions screen that appears, click English.

TAB 5 - PAGE 33

https://services.aadnc-aandc.gc.ca/iap


3

Note: The Terms and Conditions screen normally appears every 24 hours.

Important: The Terms and Conditions governing the use of the Indigenous Services Canada Portal are available by clicking Terms and Conditions.

7. The Indigenous Services Canada Portal home page appears. This is the page you want to bookmark.

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4

Locating Your PSE Report on the ISC Portal 1. On the Recipient Report Status screen, do the following:

a. Select the Fiscal Year for the report you would like to work on.

b. Enter your Recipient No. or Name in the corresponding field (you have a choice) if it does not already appear.

c. Select the Status of the report you are looking for e.g., All (excluding Accepted and Cancelled).

d. Click the Search button.

2. In the list of reporting obligations that appears, find your PSE report. You may need to scroll down or use the page number buttons to find your PSE report.

Tip: The column headers (Recipient Report DCI, Report Name, Status, Due, Actions) can be used to sort the reporting obligations.

To sort the reporting obligations in alphabetical order, click the Ascending arrow ; to

sort in reverse alphabetical order, click the Descending arrow .

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5

3. In the Actions column, select one of the following options:

• If you are just starting your Report, click the Create button. This action will take the data from your approved proposal and copy it over to the report template. If you do not have this selection, contact your Regional Office and request the approved proposal be saved in EIS.

• If you are continuing to work on the report, click the Edit button.

Your PSE report will open in the Education Information System (EIS).

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Starting Your PSE Online Report The Start screen provides options for beginning or continuing to work on a Report.

• On the Start screen, select one of the following options (these options are further described in the following subsections):

− Continue working on your existing Annual Register of Post-Secondary Education Students (PSE) Report online – to continue working on the Report that you have already been working on. If you do not have an existing report, this option is greyed out.

− Select and upload a file to replace the online data – to upload a PDF or XML file containing PSE Report information.

Important: When you upload a PDF or XML file, it will overwrite (i.e. replace) all the data that is currently in the system.

− Rollover data from last year – used to pre-fill many data fields from last year’s Report including Organization and Contact information, Reporting Organizations, School and Student information, etc.

Note: The Rollover data from last year option is the preferred method as the data from last year’s submitted report is used to pre-populate many of the data fields and this reduces the work effort. If you do not have the Rollover option in the list then the previous year’s Report is not in the Accepted (Final) state. Contact your Regional Office for advice on next steps.

− Start from scratch – used to start a Report from the beginning. Primarily used for a Recipient whose Region has not yet submitted a PSE report.

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Continue Working on Your Existing PSE Report Once you’ve started your report online, the Continue working on your existing Annual Register of Post-Secondary Education Students report online button will become available.

Select and Upload a File to Replace the Online Data 1. Choose the Select and upload a file to replace the online data option.

2. Click the Next button.

3. In the screen that appears, click the Browse button.

4. In Windows Explorer, select the file you want to upload and click the Open button. The file path will appear in the Browse field.

5. Click the Next button to confirm and proceed to the next section of the report—the Identification screen.

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Rollover Data from Last Year

Important: Selecting this option pre-populates a significant amount of data from last year’s report. You will need to review the rolled-over data to ensure its accuracy, add new students, and complete the data fields for all students.

1. Select the Rollover Data from Last Year option.


Start from Scratch 1. Select the Start from scratch option.


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Completing the Report

Tip: There are 2 ways to navigate to sections in the form:

1. Click the Previous and Next buttons, or

2. Click a tab on the Navigation Menu (e.g. ). The tab changes to an orange chevron (e.g. ) to indicate that the tab is active.

Please note that any data you enter is automatically saved when performing the above actions.

Identification 1. On the Identification screen, verify the rolled-over information and update if required.

2. Click the Next button to save and proceed to the next section of the report—the Contacts screen.

Contacts 1. On the Contacts screen, verify the information in the Primary Contact section and make

updates as required.

2. If a secondary contact has been identified, verify the information in the Secondary Contact section.

3. If a secondary contact was not identified, and you would like to add one, click the Add secondary contact button and enter the contact information as required.

4. Click the Next button to save and proceed to the next section of the report—the Reporting Organizations screen.

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Reporting Organizations • On the Navigation Menu, click the Reporting Organizations tab if not already active.

Reporting Organizations are displayed as blue tabs below the Reporting Organization chevron. The Recipient is the first one on the list.

When rolling over data from last year, the Reporting Organizations that were listed on last year’s Report will automatically appear in the list of Reporting Organizations providing information to your PSE report (as shown below). Reporting Organizations include:

• First Nation Chief and Council (only if Recipient is a Regional First Nation Organization)

• Satellite office – other.

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Adding a Reporting Organization A Reporting Organization can be added as follows:

1. At the bottom of the Reporting Organizations screen, click the Add Reporting Organization button.

2. In the Add Reporting Organization screen that appears, select the Organization Type.

3. Do one of the following:

a. If you selected the First Nation Chief and Council option as the Organization Type:

• In the Search field, enter the name (or part of the name) of the Reporting Organization and click the Search button.

− If there is an exact match, the organization name will appear in the search results.

− If you enter part of the name, the search results will include all organization names containing the text you entered (e.g.: typing in “enoch” returns a list of all Reporting Organizations with “enoch” in their name).

• In the list of search results that appears, select the Reporting Organization.

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OR

b. If you selected Satellite Office – other as the Organization Type:

• Click the Select button.

• In the empty field that appears in the list of Reporting Organizations, enter the Reporting Organization Name by copying and pasting it from the DCI. It is important that the name be exactly as it appears in the DCI.

The Reporting Organization is added to the list of Reporting Organizations.

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Deleting a Reporting Organization A Reporting Organization can be deleted as follows:

1. In the Actions column, in the row corresponding to the Reporting Organization, click the

Delete ( ) button.

2. In the confirmation screen that appears, click the OK button.

The Reporting Organization is deleted from the list of Reporting Organizations.

Updating Reporting Organization Sub-Reports Sub-Reports must be sent to the Reporting Organizations so that they can review and update the information contained in the Sub-Report. Once received from the Reporting Organization, you will upload the updated Sub-Report. Instructions for updating Sub-Reports are provided in the following subsections.

Downloading and Sending a Sub-Report 1. On the Navigation Menu, click the Reporting Organization tab if not already active. The

list of Reporting Organizations appears.

2. In the Sub-Report column, in the row corresponding to the Reporting Organization, click

the Download ( ) button.

3. Save the Sub-Report to a local drive.

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4. Send the Sub-Report to the Reporting Organization as per your organization’s standard procedure.

Adding an Updated Sub-Report Once the updated Sub-Report is received from the Reporting Organization, you will add it to the PSE report as follows:

1. On the Navigation Menu, click the Reporting Organization tab if not already active. The list of Reporting Organizations appears.

2. In the Actions column, in the row corresponding to the Reporting Organization, click the

Edit ( ) button.

3. Click the Browse button.

4. In the screen that appears, find the sub-report you want to add and click the Open button. The filename appears to the left of the Browse button.

5. Below the Browse field, click the Upload ( ) button.

6. In the confirmation screen that appears, click the OK button to add the Sub-Report.

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Accessing a Student Record There are several ways to access a student record in order to enter student and expense data:

• by performing a search for the student record

• from the Clients Served (All Institutions) screen

• from the list of Delivery Organizations (PSE Institutions) that appears in the Navigation Menu.

The different methods for a accessing a student record are described in the following subsections.

Searching for a Student You can search for a student record from any screen in the PSE report (except the Start screen) as follows:

1. At the top of the screen, click the Student Search button.

2. In the screen that appears, enter the search criteria. You can search by given name, family name, or Indian Registry No.

3. Click the Search button.

4. In the list of search results that appears, select the student.

The system will display the student record. For more information on entering student and expense data, see Entering Student and Expense Data.

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Clients Served (All Institutions) The Clients Served (All Institutions) screen lists students across all PSE Institutions under a single Reporting Organization.

When the PSE report is complete, the Clients Served list will display the total Expenses by semester for each student.

To access the student record from the Clients Served (All Institutions) screen:

1. On the Navigation Menu, click to expand the tab that contains the Reporting Organization name.

2. Click the Clients Served (All Institutions) tab. The list of all students is displayed and includes the semesters attended for each student.

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3. On the Clients Served screen, click the Edit ( ) button in the Actions column of the row corresponding to the Student. You can also click the Family Name or Given Name of the student.

4. In the Enrolment Information section of the screen that appears, click either the PSE Institution or the Semester on which you want to report.

The student record is displayed. For more information on entering student and expense data, see Entering Student and Expense Data.

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PSE Institutions PSE Institutions appear as light blue tabs below the Delivery Organizations tab.

To access the student record from a PSE Institution:

1. Click the tab containing the the name of the PSE Institution to expand it.

2. Click the Clients Served tab that appears.

The Clients Served screen displays the list of students who attended the PSE Institution and received funding.

3. To access the student record, click the Edit ( ) button in the Actions column of the row corresponding to the Student. You can also click the Family Name or Given Name of the student.

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4. In the Enrolment Information section of the screen that appears, click either the PSE Institution or the Semester on which you want to report.

The student record is displayed. For more information on entering student and expense data, see the next section, Entering Student and Expense Data.

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Entering Student and Expense Data Student and Expense Data can be entered as described in the following subsections.

Important: If a semester bridges 2 fiscal years, the full semester is to be reported in the fiscal year in which the semester began. For example, if a student attends a PSE Institution during a winter semester that runs from January 2017 to April 30, 2017, the funding for the month of April must be included in the 2016-2017 PSE Report.

Viewing the List of Students 1. Access the list of students:

• To view the list of students across all PSE Institutions, expand the tab that appears with the Reporting Organization name and then click the Clients Served (All Institutions tab.

• To view the list of students in a specific PSE Institution, click the tab in the

Navigation Menu containing the PSE Institution name and then click the Clients Served tab that appears.

The list of all students is displayed and includes the semesters attended for each student.

2. To sort the list of students, click the arrows at the top of a column ( ). To sort a column

in alphabetical order, click the Ascending arrow ; to sort a column in reverse

alphabetical order, click the Descending arrow .

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3. To filter the list of students: a. Click the Show Filter button. b. In the screen that appears, select the filter criteria (e.g., Gender as Male and Identity

as First Nation). c. Click the Apply button. The list of students changes to include only those with the

selected criterion. d. Click the Clear Filter button to remove the filter criteria and display the full list of

students again.

4. To view the list of PSE institutions and the semesters attended by a student:

• Hover your mouse pointer over the student’s name.

A preview window will display the semesters, by institution, as reported for the student.

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Adding a Student Record A student record can be added as follows:

1. Access the list of students from the Clients Served (All Institutions) screen or the Clients Served screen of a specific PSE Institution. See Viewing the List of Students for more information.

2. At the top-right of the screen, click the Add Student button.

3. In the screen that appears, use the drop-downs to select the PSE Institution and the semester that the student attended. Note that if adding the student to a specific PSE Institution, it is not necessary to select the PSE Institution from the drop-down.

Note: If the student attended a PSE Institution that is not included in the PSE Institution drop-down, then the PSE institution must be added as a Delivery Organization before adding a student. For instructions on how to add a Delivery Organization, see the Adding a Delivery Organization section.

4. At the bottom of the screen, click the Save button.

5. In the Student Identification section of the screen that appears, do the following: a. Enter the Family Name (Legal) in the corresponding field. b. Enter the Given Name (Legal) in the corresponding field.

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c. Enter the Date of Birth in the corresponding field (formats include YYYY-MM-DD or YYYYMMDD) or click the Calendar icon to select the Date of Birth.

d. Select the Gender in the corresponding drop-down. e. Select the Identity in the corresponding drop-down. f. Enter the Indian Registry No. in the corresponding field. This data field is enabled

only if the identity of the student is First Nation. g. Enter an Alias (Preferred Name) if the student goes by a family name or given name

other than their legal name.

6. Click the Match Student button to look for the record in the system and match the data.

7. Complete the Enrolment Information. See the section, Entering Enrolment Information for more details.

Deleting a Student Record A student who did not receive PSE funding for this fiscal year must be deleted as follows:

1. Access the list of students from the Clients Served (All Institutions) screen or the Clients Served screen of a specific PSE Institution. See Viewing the List of Students for more information.

2. In the Actions column, in the row corresponding to the student you want to delete, click the

Delete ( ) button.

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• If deleting a student record from the Clients Served (All Institutions) list, the student record is deleted from the PSE report.

• If deleting a student record from the Clients Served screen of a specific PSE Institution, the student record is deleted only from the specific PSE Institution.

Person Details 1. Access the student record. See Accessing a Student Record for more information.

2. At the top of the student record screen, click the Person Details button to access the View Person Information screen.

The View Personal Information screen displays tombstone information about the student and provides access to Nominal Roll Historical Information and PSE Historical Information.

• To access Nominal Roll Historical Information or PSE Historical Information, click the corresponding link at the bottom of the View Person Information screen.

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Entering Enrolment Information

Important: A student can be enrolled in more than one PSE institution for the same semester. The student is entered as a full-time student at the institution where the majority of the courses are taken. Examples: 1. If a student is enrolled in 4 courses at University of Victoria (classroom) and 1 course at Athabasca (online), then the student is considered full-time at University of Victoria and part-time at Athabasca. 2. If a student is enrolled in 2 courses at Ryerson (classroom) and three courses at York University (classroom) and the institutions are in close vicinity of each other, the student is considered full-time at York University and part-time at Ryerson Upon validation these two examples will be flagged as a Warning.

Enrolment Information is entered for each semester attended by the student as follows:

1. Access the student record. See Accessing a Student Record for more information.

2. In the Enrolment Information section of the student record, click either the PSE Institution or the Semester on which you want to report.

Note: The semesters listed are rolled over from last year’s report. If the student did not

attend a semester listed, click the Delete ( ) button to remove it.

3. In the screen that appears, enter the enrolment information as follows: a. Enter the No. of Dependents in the corresponding screen. If there are no

dependents, enter 0. b. Select the Legal Marital Status of the student in the corresponding drop-down. c. Select the Full-time / Part-time student enrolment status in the corresponding drop-

down.

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d. Select the Method of Delivery in the corresponding drop-down. e. Enter the Program Start Date in the corresponding field (formats include

YYYY-MM-DD or YYYYMMDD) or click the Calendar icon to select the Program Start Date.

f. Select the Academic Program Length in the corresponding drop-down. For example, if the student is attending a 3-year program, enter 3.

g. If the Degree Granting Institution is the same institution in which the student is enrolled, click the Same as PSE Inst. button. If it is a different institution, click the Search button to search for it:

• In the Search field of the screen that appears, enter the name (or part of the name) of the PSE Institution and click the Search button

− If there is an exact match, the organization name will appear in the search results.

− If you enter part of the name, the search results will include all organization names containing the text you entered (e.g.: typing in “Simon” returns a list of all PSE Institutions with “Simon” in the name).

− If the institution is not on this list, contact your Regional Office.

• In the list of search results that appears, select the PSE Institution.

The name and Organization No. of the PSE Institution appears. (You can click the

Delete ( ) button to erase the information you entered and start over.)

h. Select the Level of Education Sought in the corresponding drop-down.

Note: If the Level of Education Sought selected is University/College Entrance Preparation, the Area of Study - Category and Area of Study - Sub-category data fields are populated automatically.

i. Select the Area of Study - Category in the corresponding drop-down. For more information on available categories, see Appendix A – PSE Area of Study.

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j. Select the Area of Study - Sub-Category in the corresponding drop-down. This drop-down is populated based on the selected Area of Study – Category. For more information on available sub-categories, see Appendix A – PSE Area of Study.

k. Select the Student Achievement in the corresponding drop-down.

l. Select the Student's Academic Year of Study Just Completed in the corresponding drop-down.

Note: The year must be successfully completed. It is considered successfully completed when all the requirements for the year are met. For example, until a student completes all the requirements for the first year of the program, select 0. When a student completes all first year requirements, select 1 and so on.

4. Repeat the above steps for each semester that the student attended.

Entering Expenses Expenses are added for each semester attended by the student as follows:


2. In the Summary of Expenses section of the student record, click the Add Expense button.

3. In the screen that appears, do the following: a. Select an Expense Type from the list and enter an Amount in the corresponding field.

The Amount is the sum of all funds provided for the selected Expense Type to the student for the semester.

b. Repeat the above step for each expense. c. Click the Save button.

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The total amount of funds provided to the student for the semester is automatically calculated and appears in the Enrolment Information section of the student record.

Important: Selecting an Expense Type disables the Full-time / Part-time and Level of Education Sought data fields in the Enrolment Information section. If you need to make changes to these fields after selecting an Expense Type, delete the semester and start again. For more information, see Deleting a Semester.

Adding a Semester Semesters can be added from the student record as follows:


2. At the top of the student record screen, click the Add Semester button.

3. In the screen that appears, do the following: a. Select the PSE Institution from the corresponding drop-down. (If the PSE Institution

is not included in the drop-down, then it must be added. For instructions on how to add a Delivery Organization, see the Adding a Delivery Organization section.)

Important: A student can be registered in one or more post-secondary institutions for the same semester (Note that this will be flagged as a Level 0 warning). The student is entered as a full-time student at the institution where the majority of the courses are taken.

b. Select the New Semester from the corresponding drop-down.

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c. In the table, select an option under Student’s Existing Semesters. The 2 choices include:

• Selecting an Existing Semester: selecting a student’s existing semester will copy the semester data from the student record to the new semester. You will need to complete the Student Achievement and Summary of Expenses sections for the newly added semester.

• Selecting Blank Semester: if you select this option, you will need to complete all data fields.

4. Click the Save button.

5. Complete the fields in the student record as required.

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Deleting a Semester Semester can be deleted from the student record as follows:


2. In the Enrolment Information section of the student record, click the

Delete ( ) button in the row corresponding to the Semester you want to delete.

3. In the confirmation screen that appears, click the OK button. The semester is deleted from the student record.

Important: If you are deleting the last remaining semester, the student will be removed. The student can be added again if removed in error.

Transferring a Student to Another PSE Institution Student data can be transferred to another PSE Institution as follows:

Important: A student can be registered in more than one post-secondary institution for the same semester. The student is entered as a full-time student at the institution where the majority of the courses are taken.


2. At the top of the student record screen, click the Add Semester button.

3. In the screen that appears, do the following: a. In the corresponding drop-down, select the PSE Institution to which you want to

transfer the student. (If the PSE Institution is not included in the drop-down, then it must be added. For instructions on how to add a Delivery Organization, see the Adding a Delivery Organization section.)

b. Select the New Semester from the corresponding drop-down.

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c. In the table, select an option under Student’s Existing Semesters. The 2 choices include:

• Selecting an Existing Semester: selecting a student’s existing semester will copy the semester data from the student record to the new semester. You will need to complete the Student Achievement and Summary of Expenses sections for the newly added semester.

• Selecting Blank Semester: if you select this option, you will need to complete all data fields.

4. Click the Save button.

5. Complete the fields in the student record as required.

The data from the student record will be transferred to the selected PSE Institution. If any changes to the student information are required (e.g. Level of Education Sought or Area of Study) these changes can be made in the student record.

The selected PSE Institution and New Semester will appear in the Enrolment Information section once the student record is closed.

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Delivery Organizations The Delivery Organizations screen enables you to add a post-secondary institution where students were accepted into a program of study and received PSE funding.

To access the Delivery Organizations screen:

1. Expand the tab with the Reporting Organization name if not already active.

2. Click the Delivery Organizations tab.

The Delivery Organizations screen displays a list of all post-secondary institutions along with the number of students who attended each institution last year.

• The list can be sorted by clicking on the Ascending and Descending arrows ( ) in the column headings.

Once the report is completed, the table will display the following for each post-secondary institution:

• the expenditures by semester;

• the number of students funded; and

• the number of unmatched students.

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Unfunded Student Information On the Delivery Organizations screen, you have the option to provide information regarding eligible students who received partial or no PSSSP/UCEP funding (unfunded demand).

• If you select No then no further information is required.

• If you select Yes, you will need to provide the following information. Note that this information is no longer provided in the student record.

Adding a Delivery Organization To add a delivery organization:

1. At the bottom of the screen, click the Add Delivery Organization button.

2. In the Search screen that appears do the following:

a. In the Search field, enter the name (or part of the name) of the Delivery Organization and click Search. • If there is an exact match, the organization name will appear in the search

results.

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• If you enter part of the name, the search results will include all organization names containing the text you entered (e.g.: typing in “Simon” returns a list of all Delivery Organizations with “Simon” in their name).

b. In the list of search results that appears, select the Delivery Organization.

Note: If you are unsure of which campus to add, contact your Regional Office.

The Delivery Organization is added to the list of Delivery Organizations and appears as a light blue tab under the Delivery Organizations tab in the Navigation Menu.

Deleting a Delivery Organization If there are no students attending a PSE institution on the list of Delivery Organizations, then the PSE institution must be removed from the list.

To delete a delivery organization:

1. In the Actions column, in the row corresponding to the Delivery Organization, click the

Delete ( ) button.


The PSE Institution is deleted from the list of Delivery Organizations.

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Costs Summary The costs summary screen groups all expense types into the following sections:

• Post-Secondary Student Support (PSSSP)

• University College Entrance Preparation (UCEP)

• Program Administration (for both UCEP and PSSSP).

Reviewing the Costs Summary 1. To access the Costs Summary screen, expand the tab with the Reporting Organization

name and then click the Costs tab.

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2. In the Costs Summary screen that appears, review the expense amounts.

• If any changes are required, go back to the Summary of Expenses section of the student record and update the information.

Adding Administrative Costs 1. In the Program Administration section, enter Program Administration Costs for each

expense type and provide a detailed explanation for the costs.

2. At the bottom of the screen, review the Program Administration Costs (Percentage) to ensure that the Program Administration Costs do not exceed 10%.

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Supporting Documents To submit a supporting document:

1. Click the Supporting Documents tab.

2. In the Supporting Documents screen that appears, click the Add Document button.

3. Enter the Name of Supporting Document in the corresponding field.

4. From the drop-down, select the Method of Submission.

5. Click the Browse button.

6. In the Open screen that appears, find the file you want to upload and click the Open button

7. Click the Upload button. The file name appears in the Attached File Name field.

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Declaration You are required to complete the Declaration section of the report to confirm that you have reviewed the information provided in the report and that the information is accurate to the best of your knowledge.

To complete the declaration:

1. Click the Declaration tab.

2. in the Declaration screen that appears, enter your Given Name, Family Name, and Title in the corresponding fields.

3. Enter the Date (formats include YYYY-MM-DD or YYYYMMDD) on which you are completing the declaration. You can also click the Calendar icon to select the date.

4. Click the Next button to save the information and proceed to the next section of the report.

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Report Validation All reports must be validated. The validation process checks to ensure that all mandatory data fields have been completed and that the terms and conditions of the program are followed.

Validating the Report To validate the report:

1. Click the Validate tab.

2. In the Validate screen that appears, click the Validate button.

• The Navigation Menu expands to include 3 tabs: Errors and Warnings, Assisted E/W Navigation, and Reported Expenses Summary. These tabs are explained in the following subsections.

• Errors and warnings are displayed as follows:

− If the Report does not contain errors or warnings, the Message Count is 0. The 0 message count is also reflected on the Errors and Warnings tab.

− If the Report does contain errors or warnings, their numbers are displayed by Message Type along with the total. The total number of Errors and Warnings is also reflected on the Errors and Warnings tab.

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Errors and Warnings Tab The Errors and Warnings tab is used to review and correct errors and warnings in the report. It indicates the location of error and warning messages and provides direct access to where the message occurs so you can correct it.

1. Click the Errors and Warnings tab. The Errors and Warnings screen that appears indicates in which section of the Report an error or warning exists.

• A red circle (e.g., ) that appears with a section heading indicates that there is an error in that section of the Report.

• A gold circle (e.g., ) that appears with a section heading indicates that there is a warning in that section of the Report.

• The buttons on the Errors and Warnings screen can help you to:

Display only the sections of the Report containing errors and warnings.

Display all sections of the Report regardless of errors and warnings.

Print the entire list to assist you when working through the errors and warnings.

Export the list to an Excel document.

Filter the errors and warnings by message type (e.g., display only errors or only warnings). Narrow the results further by creating a custom filter. See the next page for more information on filtering.

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2. To view the error or warning message, click the section heading or circle. The message appears on the right-hand side.

3. To correct the error or warning, click the message. The system navigates to the section where the error or warning exists.

4. Review and address the warning, or correct the error by entering the information required.

• Warnings are identified by an symbol.

• Errors are identified by an symbol.

Warning Error

5. Once you’ve addressed the error or warning, click the Next button.

6. To continue addressing error and warning messages, repeat steps 1 to 5.

7. Once all the errors and warnings have been reviewed and corrected, click the X at the top-right of the Errors and Warnings screen to exit. You can also click the Close button at the bottom-right of the screen to exit.

8. Click the Validate tab.

9. Click the Re-validate button. Any remaining errors and warnings are indicated.

10. Repeat steps 1 to 9 until all errors have been corrected and no errors and warnings remain.

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Filtering Errors and Warnings By using filters you can quickly and easily narrow down the results and find what you are looking for.

To filter by message type:

1. On the Errors and Warnings screen, click the Filter button.

2. In the drop-down that appears under Filter Errors and Warnings, select a filter (Message Type) (e.g., if you want to see errors only, select Errors).

3. Click the OK button to run the filter. The results will be restricted to include only the

message type specified.

Creating a Custom Filter Custom filters enable you to create your own filter for shorter, focussed results.

To create a custom filter:

1. On the Errors and Warnings screen, click the Filter button.

2. In the drop-down that appears under Filter Errors and Warnings, select Custom Filter from the drop-down.

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3. In the left column of the list that appears, select a Message Type option(s) to be used as custom filter criteria.

• The Select All button enables you to select all of the Message options at once.

• The Deselect All button enables you to deselect all of the Message options at once.

4. Click the button to move the option(s) you selected to the right.

5. Click the OK button to run the filter. The results are displayed according to the options you selected.

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Assisted E/W Navigation Tab Assisted E/W Navigation makes it easy to find and correct all errors and warnings in sequence. It automatically moves you to each of the errors or warnings in the order in which they occur in the Report.

1. From the Validate page, click the Assisted E/W Navigation tab. The Navigation menu now appears as follows.

2. To move to the first error or warning message, click the Next E/W button. The system navigates to the section where the error or warning exists.

3. Review and address the warning, or correct the error by entering the information required. There may be more than one error or warning on a screen.

• Warnings are identified by an symbol.

• Errors are identified by an symbol.

Warning Error

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4. To continue addressing all of the error and warning messages, repeat steps 2 and 3 until all of the errors are corrected.

5. Once all of the errors and warnings have been reviewed and corrected, click the Exit Assisted E/W Navigation tab. In the Validate screen that appears, the Errors and Warnings count should now be 0.

6. Click the Re-validate button. Once there are no Errors you may submit the Report.

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Reported Expenses Summary The Reported Expenses Summary tab enables you to generate a printable summary of all expenses.

The summary contains 3 sections:

1. Section 1 provides a Summary by Reporter.

2. Section 2 provides the Rolled up Total for Report.

3. Section 3 provides a Summary by Objective.

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Submitting the Report Following successful validation of the Report (i.e., all errors have been corrected), the report can be submitted as follows:

Important: Before you submit your completed report, ensure to save a local copy as the report will no longer be accessible once submitted.

1. Click the Submit tab.

2. Click the Re-validate button.

3. Click the Submit button. A Confirmation page is displayed confirming that the Report was received by ISC.

4. Click the hyperlink to return to the INAC Services Portal.

5. Once returned to the INAC Services Portal, you will see that the status of your report is Received.

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PSE – Report Completion Checklist The following checklist itemizes the steps you must take to ensure your PDF or online PSE report is completed successfully. Please note that the checklist items pertain only to steps not flagged in the Validation process.

To indicate you have successfully completed a required step, click the corresponding checkbox.

Clicking a hyperlink will take you to the corresponding section of the User Guide for more instructions.

Once you have checked off all steps as completed, and have validated the report, you can go ahead and submit your report.

Step

Reporting Organization Sub-Reports

☐ Did you attach all sub-reports if applicable?

Entering Student Data

☐ Did you add new students who attended a PSE Institution and received funding during this reporting period?

☐ Did you delete the students who did not attend a PSE Institution during this reporting period?

☐ Did you ensure that any student who attended more than one PSE Institution during this reporting period has a student record for each PSE Institution attended?

Adding Expenses

☐ Did you itemize all expenses incurred for each semester?

☐ Did you stay within the maximum allowable expense amounts for each semester?

Submitting the Report

☐ Did you save a local copy of your completed PSE report?

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Appendix A – PSE Areas of Study Purpose When you are completing enrolment information in the Annual Register of Post-Secondary Education Students, you must enter both the Area of Study - Category (field of study) and the Area of Study - Sub-category (curriculum). This will help you avoid errors in the INAC Services Portal.

Use this document to help you find the Category and Sub-category that best describes the area of study in which a student is enrolled.

Areas of Study The Area of Study - Category is a list of large categories. When you select a category, the Area of Study - Sub-category is populated with related specializations.

Note: The Sub-category of University and College Entrance Preparation program (UCEP) is under the Category of Other.

The following table contains the available areas of study according to their academic field.

Category (Academic Field) Sub-category (Program)

Agriculture, Natural Resources and Conservation

Agriculture, Agriculture Operations and Related Sciences

Natural Resources and Conservation

Architecture, Engineering, and Related Technologies

Architecture and Related Services

Construction Trades

Engineering

Engineering Technologies/Technicians

Historic Preservation and Conservation

Mechanic and Repair Technologies/Technicians

Precision Production

Business, Management and Public Administration

Accounting and Computer Science

Business, Management, Marketing and Related Support Services

Public Administration and Social Service Professions

Education Education

Health and Related Fields Dental, Medical and Veterinary Residency Programs

Health Professions and Related Programs

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Parks, Recreation, Leisure and Fitness Studies

Humanities Aboriginal Languages, Literatures and Linguistics

Classical and Ancient Studies

English Language and Literature/Letters

Foreign Languages, Literatures and Linguistics

French Language and Literature/Letters

History

Holocaust and Related Studies

Liberal Arts and Sciences, General Studies and Humanities

Maritime Studies

Medieval and Renaissance Studies

Philosophy and Religious Studies

Theology and Religious Vocations

Mathematics, Computer and Information Sciences

Computational Science

Computer and Information Sciences and Support Services

Library Science

Mathematics and Computer Science

Mathematics and Statistics

Systems Science and Theory

Personal Improvement and Leisure Basic Skills (not for credit)

Citizenship Activities (not for credit)

Health-related Knowledge and Skills (not for credit)

Interpersonal and Social Skills (not for credit)

Leisure and Recreational Activities (not for credit)

Personal Awareness and Self-improvement (not for credit)

Personal, Protective and Transportation Services

Military Science, Leadership and Operational Art

Military Technologies and Applied Sciences

Personal and Culinary Services

Reserve Entry Scheme for Officers in the Armed Forces

Security and Protective Services

Transportation and Materials Moving

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Physical and Life Sciences and Technologies

Biological and Biomedical Sciences

Biological and Physical Sciences

Human Biology

Natural Sciences

Nutrition Sciences

Marine Sciences

Physical Sciences

Science Technologies/Technicians

Social and Behavioural Sciences and Law

Area, Ethnic, Cultural, Gender and Group Studies

Behavioural Sciences

Biopsychology

Cognitive Science

Communication, Journalism and Related Programs

Cultural Studies/Critical Theory and Analysis

Dispute Resolution

Family and Consumer Sciences/Human Sciences

Gerontology

Human Computer Interaction

Intercultural/Multicultural and Diversity Studies

International/Global Studies

Legal Professions and Studies

Museology/Museum Studies

Peace Studies and Conflict Resolution

Psychology

Science, Technology and Society

Sustainability Studies

Social Sciences

Visual and Performing Arts, and Communications Technologies

Communications Technologies/Technicians and Support Services

Visual and Performing Arts

Other High School/Secondary Diploma and Certificate Programs

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Multidisciplinary/Interdisciplinary Studies, Other

Technology Education/Industrial Arts Programs

University and College Entrance Preparation Program (UCEP)

* Statistics Canada: Classification of Instructional Programs (CIP) Canada 2016

TAB 5 - PAGE 83

Aboriginal Learners in British Columbia’s

Public Post-Secondary System

June 2018 Ministry of Advanced Education, Skills and Training

TAB 6 - PAGE 1

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Introduction ...................................................................................................................................................... 3

Scope ............................................................................................................................................................. 5

Demographics of the Aboriginal Population in British Columbia ................................................................. 5

Overview of the Public Post-Secondary System in British Columbia ............................................................ 6

Section 1: K-12 Completion and Transitions ..................................................................................................... 9

Six Year Completion Rates: Aboriginal and Non-Aboriginal Learners........................................................... 9

Dogwood Diplomas and Evergreen Certificates ......................................................................................... 10

Post-Secondary Transitions: Aboriginal and Non-Aboriginal Learners ....................................................... 12

Section 2: Aboriginal Learners in the B.C. Public Post-Secondary System ..................................................... 16

Student Full-Time Equivalents (FTEs) ......................................................................................................... 16

Headcount .................................................................................................................................................. 18

Credentials .................................................................................................................................................. 20

Section 3: Aboriginal Learners in B.C. Public Post-Secondary Institutions ..................................................... 22

Institutions .................................................................................................................................................. 22

Programs ..................................................................................................................................................... 26

Credential Types ......................................................................................................................................... 29

Section 4: Aboriginal Learner Characteristics ................................................................................................. 31

Gender ........................................................................................................................................................ 31

Age Groups.................................................................................................................................................. 34

Section 5: Aboriginal Learner Outcomes ........................................................................................................ 37

Baccalaureate Graduates Survey Data (2014-2016) ................................................................................... 37

Diploma, Associate Degree, and Certificate Survey Data (2014-2016) ....................................................... 39

Apprenticeship Survey Data (2014-2016) ................................................................................................... 41

Conclusion ....................................................................................................................................................... 44

Appendix 1 – Data Sources ......................................................................................................................... 48

Appendix 2 - Classification of Instructional Programs ................................................................................ 51

TAB 6 - PAGE 2

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Introduction

The Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan (Aboriginal

Policy Framework) outlines a plan for improving post-secondary opportunities and outcomes for First

Nations, Métis and Inuit peoples. The vision in the Aboriginal Policy Framework is that:

Aboriginal learners succeed in an integrated, relevant, and effective British Columbia

post-secondary education system that enhances their participation in the social, cultural

and economic life of their communities, the province, and global society.

Consistent with commitments made in the New Relationship document, Transformative Change Accord,

and Métis Nation Relationship Accord, the Aboriginal Policy Framework was developed by a working

group of British Columbia’s Aboriginal Post-Secondary Education Partners, including the First Nations

Education Steering Committee, the Indigenous Adult and Higher Learning Association, Métis Nation

British Columbia, the First Nations Public Service, BC Colleges, BC Association of Universities and

Institutes, and the Research Universities’ Council of British Columbia. The Aboriginal Post-Secondary

Education Partners continue to monitor the implementation of the Aboriginal Policy Framework.

Goal 5 of the Aboriginal Policy Framework states that “continuous improvement is based on research,

data-tracking and sharing of leading practices.” One of the objectives under that goal is that

“Governments, Aboriginal institutes and public post-secondary institutions make evidence-based

decisions with respect to Aboriginal post-secondary education.” The Aboriginal Policy Framework notes

that there is a need to increase the amount of consistent, accurate and reliable data relating to

Aboriginal post-secondary education so that governments, post-secondary institutions and Aboriginal

institutes can work together to improve policy decisions and determine the effectiveness of various

actions over the short, medium and long-term. The Aboriginal Policy Framework commits the Province to

working with Aboriginal post-secondary partners to report accurately and regularly on post- secondary

education and training progress and outcomes, including the results and outcomes contained in the

Aboriginal Policy Framework. This report is the result of those commitments.

Developed by a working group of the Aboriginal Post-Secondary Education Partners, this report provides

an overview of Aboriginal learners in British Columbia. Section 1 examines the data on transitions from

K-12 to the post-secondary system. Section 2 discusses recent trends in the B.C. public post-secondary

system including headcount, full-time equivalents and credentials. Section 3 analyzes the Aboriginal

TAB 6 - PAGE 3

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learner data by institution, program area and credential type. Section 4 highlights demographic

characteristics of the Aboriginal learner population including differences by gender and age group.

Finally, section 5 focuses on the results of the student outcomes surveys of recent graduates from

baccalaureate, certificate, diploma, associate degree, and apprenticeship programs. Data notes and

sources can be found in Appendices 1 and 2.

A note about terminology: The terms Aboriginal and Indigenous are both used as an inclusive reference

to First Nations, Inuit, and Métis peoples. The British Columbia government is now using the term

Indigenous as the collective term for First Nations, Inuit, and Métis peoples where appropriate. In this

report, the term Aboriginal is used because the data in this report has been collected based on learners

self-identifying as an Aboriginal person.

TAB 6 - PAGE 4

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Scope

This report compares the experiences and outcomes of Aboriginal and non-Aboriginal domestic learners

attending public schools and public post-secondary institutions in British Columbia.

Domestic learners are learners who are Canadian residents (i.e. citizens and landed immigrants), and do

not include international learners. The focus of this report reflects the Province of British Columbia’s

commitment “to reporting progress in closing the socio-economic gap between Aboriginal and non-

Aboriginal British Columbians.”

Demographics of the Aboriginal Population in British Columbia

British Columbia‘s total population increased by 10.6% between the 2006 Census and the 2016 Census.

During the same time period, the Aboriginal population grew by 38.0%. As a result, the Aboriginal

population in B.C. grew from 4.8% of the total population in 2006 to 5.9% in 2016.1 According to the

2016 Census, the Aboriginal population in British Columbia is also much younger than the non- Aboriginal

population – with a median age of 32.8 years compared to 42.4 years for the non-Aboriginal population.

Nearly 42.5% of the Aboriginal population in the province is under 25, compared to 26.1% of the non-

Aboriginal population. Given the growth of this younger demographic within the Aboriginal population,

we can expect to see increased enrolment in the public post-secondary system and this should be taken

into account in interpreting the data. At this time, the impact of this population growth on enrolment

data has not been analyzed.

Overall, as of 2016 there were approximately 270,585 Aboriginal people living throughout British

Columbia. Of these, 63.8% self-identified as First Nations, 33.0% as Métis, 1.0% reported multiple

identities and 0.6% as Inuit. The greatest proportion of British Columbia’s Aboriginal population lives in

Vancouver Census Metropolitan Area (23%), but they account for just 3% of its overall population.

Comparatively large proportions of the Aboriginal population can also be found in the Victoria (6.4%),

Prince George (4.6%) and Kelowna (4.2%) census metropolitan areas and census agglomerations.2

1 2016 Census topic: Aboriginal peoples. Accessed October 2017 from: http://www12.statcan.gc.ca/census- recensement/2016/rt-td/ap-pa-eng.cfm 2 Statistics Canada defines an “area” as “consisting of one or more neighbouring municipalities situated around a core. A census metropolitan area must have a total population of at least 100,000 of which 50,000 or more live in the core. A census agglomeration must have a core population of at least 10,000.” See Statistics Canada. Census Dictionary. Accessed October 2017 from: http://www12.statcan.gc.ca/census-recensement/2011/ref/dict/geo009-eng.cfm

TAB 6 - PAGE 5

http://www12.statcan.gc.ca/census-recensement/2016/rt-td/ap-pa-eng.cfm



http://www12.statcan.gc.ca/census-recensement/2011/ref/dict/geo009-eng.cfm

6

Compared to other groups, Aboriginal people tend to make up higher percentages of the population in

Northern and Interior communities. Some of the highest of these are Prince Rupert (38.8%), Terrace

(23.5%), and Williams Lake (20.3%).

Overview of the Public Post-Secondary System in British Columbia

In British Columbia, there are 25 public post-secondary institutions. These include four research-

intensive universities, seven teaching-intensive universities, eleven colleges, and three provincial

institutes.

• Research-intensive universities have the mandate to serve the entire province and provide

undergraduate and graduate instruction in a wide range of disciplines. These institutions offer

various undergraduate and graduate degree programs. They also offer a number of professional

certificate and diploma programs.

• Most teaching-intensive universities have the mandate to serve a region of the province and

provide adult basic education, career, technical, trades and academic programs leading to

certificates, diplomas and bachelor and master’s degrees. There are two teaching-intensive

universities with mandates to serve the entire province: Royal Roads University has a provincial

mandate to provide certificate, diploma and degree programs at the undergraduate and

graduate levels in applied and professional fields; and Emily Carr University of Art and Design

has a provincial mandate to provide applied and professional programs leading to bachelor and

master’s degrees in visual arts, design and media arts. Thompson Rivers University also has a

provincial mandate to serve the province’s open learning needs.

• Colleges have the mandate to serve specific regions of the province and provide adult basic

education, career, technical, trades and academic programs leading to certificates, diplomas and

applied bachelor degrees.

• Institutes have the mandate to serve the entire province and offer specialized programs. The

British Columbia Institute of Technology (BCIT) focuses on trades and technology programs. The

Justice Institute of British Columbia focuses on public safety programs. The Nicola Valley

Institute of Technology focuses on serving the needs of Aboriginal learners. Institutes offer a

range of credentials, including certificates, diplomas, associate degrees, and applied bachelor

degrees. BCIT also offers applied masters degrees.

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British Columbia has a well-developed transfer system which involves all public post-secondary

institutions and some private institutions (see www.bctransferguide.ca). This system allows students to

move from one institution to another and to get credit for previous coursework. For example, if a

student does not meet the admission requirements for entering a university directly, they may be

eligible to apply for admission later as a transfer student.

British Columbia’s public post-secondary institutions award a variety of credentials upon completion of a

program, ranging from certificates and diplomas to degree and graduate programs:

• Certificate: normally involves up to one year of full-time study. Academic certificates are

typically made up of 30 credits or about 10 courses.

• Diploma: normally involves two years of full-time study. Academic diplomas are usually made

up of 60 credits or about 20 courses.

• Associate degree: requires two years of university transfer course work (60 credits) in Arts or

Sciences. B.C. universities guarantee students all 60 credits will be accepted for transfer.

• Post-baccalaureate or advanced diploma: enables diploma or undergraduate degree graduates

to gain greater specialization in their original area of study or gain core skills in a new field of

study. Program length is typically eight months to two years. These diplomas are not considered

graduate level studies.

• Bachelor’s degree: normally requires four years of academic course work. The program

structure is designed to allow a student to gain both breadth and depth in their studies. It is

common for a student to gain specialization in one subject area through a Major or Honours

program.

• Master’s degree: normally involves two years of full-time studies beyond an undergraduate

degree. The degree offers students the opportunity to enhance their knowledge and skills

through a combination of course work and independent research under a faculty advisor. The

research is presented in the form of a thesis.

• Doctoral degree: normally involves at least two years of study beyond a master’s degree. This

degree is the highest level of academic achievement available to learners. It involves the

completion of oral and written exams and original research presented in the form of a

dissertation.

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http://www.bctransferguide.ca/

8

Aboriginal Self-Identification

In 2007, the Ministry of Advanced Education, Skills and Training (AEST) worked with the then-Ministry of

Aboriginal Relations and Reconciliation, the Aboriginal Post-Secondary Education Partners Data Working

Group and the Post–Secondary Application Service of British Columbia (PASBC) to implement a system-

wide standard for Aboriginal data collection.3 The primary purpose of implementing a provincial data

standard was to support improved administrative data across the province.

The Aboriginal Administrative Data Standard was implemented by the public post-secondary system in

2008. In order to facilitate consistent reporting at every institution, the data standard uses two

standardized questions to allow Aboriginal learners to self-identify3. The two questions are:

1. Do you identify as an Aboriginal person, that is, First Nations, Métis or Inuit?

2. If you identify yourself as an Aboriginal person, are you First Nations, Métis, or Inuit?

Institutions were given a year to implement the new data standard, and by 2009/10 the data were

considered reliable for reporting. This report uses 2009/10 as the baseline data for analysis.

Unless otherwise stated, all data included in this report is based on this form of self-identification.

3 The Ministry of Education data differs slightly in that it is based on self-identification of Aboriginal ancestry.

TAB 6 - PAGE 8

9

Section 1: K-12 Completion and Transitions

This section uses data from the Ministry of Education’s annual Aboriginal Report: How Are We Doing? It

is included here to provide additional context to the experiences of Aboriginal learners in the public

post-secondary education system. In particular, this section discusses the rates of kindergarten to

Grade 12 completion and transitions from Grade 12 graduation to public post-secondary education for

Aboriginal and non-Aboriginal learners.4

Six Year Completion Rates: Aboriginal and Non-Aboriginal Learners

The following figure shows the percentage of Aboriginal and non-Aboriginal learners who completed a

Certificate of Graduation within six years of entering Grade 8. A Certificate of Graduation is commonly

known as a Dogwood Diploma. Learners earning School Completion Certificates, also known Evergreen

Certificates, are not included in the six-year high school completion rates.5

A non-Aboriginal learner, on average, is 29 percent more likely to achieve a Dogwood Diploma within

six-years of entering Grade 8 than an Aboriginal learner. However, the six-year completion rates are

improving for Aboriginal learners, having increased by 7 percentage points, from 57% to 64% between

2011/12 and 2015/16. In comparison, graduation rates for non-Aboriginal learners have remained the

same since 2012/13.

4 Unlike other data sources in this report, data from the Ministry of Education’s annual Aboriginal report does not exclude international learners. However, the inclusion of international students in the K-12 data does not affect the comparisons to post-secondary data, which does not include international students, due to the very low number of international students in the secondary system who self-identify as Aboriginal. 5 The School Completion (“Evergreen”) Certificate is intended to celebrate success in learning that is not recognized in a Certificate of Graduation (“Dogwood Diploma”). It is used to recognize the accomplishments of students with special needs and an Individual Education Plan, who have met the goals of their education program other than graduation (and not all students with special needs should be in an Evergreen Certificate Program). The Evergreen Certificate is not a graduation credential; students who receive an Evergreen have not graduate.

TAB 6 - PAGE 9

10

62% 61% 65% 67% 69% 65%

52%58% 59% 60% 60% 58%

2011/12 2012/13 2013/14 2014/15 2015/16 5-year average

Six-Year Aboriginal High School Completion Ratesby Gender

Female Male

Six-Year High School Completion Rate

by Aboriginal Identity

84% 86% 86% 86% 86% 86%

57% 60% 62% 63% 64% 61%

2011/12

2012/13

2013/14

2014/15

2015/16

5-year average

Aboriginal Non-Aboriginal

Source: Ministry of Education, How Are We Doing Report, 2015/16

The figure below shows the difference between male and female Aboriginal learners who achieve a

Dogwood Diploma within six-years of entering Grade 8. From 2011/12 to 2015/16, on average, 7% more

female Aboriginal learners achieved graduation than males.


Dogwood Diplomas and Evergreen Certificates

Aboriginal learners are less likely to receive Dogwood Diplomas than non-Aboriginal learners and they

are more highly represented among learners receiving the Evergreen Certificate. The figure below shows

a five year average of the percent of Grade 12 learners awarded a certificate or diploma by the end of

TAB 6 - PAGE 10

11

the year. An Adult Graduation Diploma (or “Adult Dogwood”) is awarded to adult learners (18 and

older). Courses towards an Adult Dogwood Diploma can be taken at school district continuing education

centres, or at a post-secondary institution.

Percentage of Grade 12 Students Awarded a Certificate or Diploma

by Aboriginal Identity 5-year average 2011/12 - 2015/16

73%

51%

4% 1% 10% 5%

Dogwood Diploma Evergreen Certificate Adult Dogwood Diploma



In 2016, the Ministry of Education introduced changes to restrict the use of Evergreen Certificates.

British Columbia schools are no longer allowed to issue Evergreen Certificates to students unless they

are classified as students with special needs and have an Individual Learning Plan. The change was made

at the request of the First Nations Education Steering Committee, the British Columbia School Trustees

Association and British Columbia Teachers’ Federation. Restricting the use of Evergreen Certificates was

also a recommendation made by the Auditor General of British Columbia in her report, An Audit of the

Education of Aboriginal Students in the B.C. Public School System, released in November 2015.

Aboriginal learners are significantly less likely than non-Aboriginal learners to obtain a Dogwood

Diploma (51% vs. 73%), and more likely to obtain an Evergreen Certificate (4% vs. 1%) or an Adult

Dogwood Diploma (10% vs. 5%).

TAB 6 - PAGE 11

12

Post-Secondary Transitions: Aboriginal and Non-Aboriginal Learners

The Aboriginal Policy Framework aims to achieve the long term goal of “increase[ing] the percentage of

Aboriginal youth making the transition from K-12 to post-secondary education to 90 per cent.”6

Aboriginal learners who complete high school transition to post-secondary education at a lower rate

than non-Aboriginal learners. This difference is particularly acute when looking at rates of immediate

entry to post-secondary education from high school. When looking at the cumulative transition rate

over five years the difference remains, but decreases significantly.

The following figure presents the cumulative transition rate of Aboriginal and non-Aboriginal learners

who graduated high school with a Dogwood Diploma in the 2010/11 academic year and enrolled in a

B.C. public post-secondary institution in the 2011/12 to 2015/16 academic years. The immediate

transition rate for Aboriginal learners is 42% compared to 54% for non-Aboriginal learners. By 2015/16,

63% of the Aboriginal 2010/11 graduate cohort had transitioned to post-secondary, compared to 72% of

non-Aboriginal learners.7 The transition rate includes learners who graduated from high school and

enrolled at a public post-secondary institution to complete upgrading courses.

Cumulative Transition Rate to B.C. Public Post-Secondary Institution

by Aboriginal identity 2010/11 Grade 12 Graduates Cohort

68% 70% 72%

42%

54%

53%

64% 58% 61% 63%

2011/12 2012/13 2013/14 2014/15 2015/16


Source: Student Transitions Project, Fall 2016 submission

6 Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan. Accessed July 2017 from: http://www2.gov.bc.ca/assets/gov/education/post-secondary-education/aboriginal-education- training/aboriginal_action_plan.pdf 7 The transition rate does not include learners who completed an Adult Dogwood Diploma.

TAB 6 - PAGE 12

http://www2.gov.bc.ca/assets/gov/education/post-secondary-education/aboriginal-education-training/aboriginal_action_plan.pdf



13

Stud

ents

The figure above includes those students that completed secondary school with a Dogwood Diploma;

however, the data shows that a much higher proportion of Aboriginal learners leave the education

system between grades 8 and 12.

The following figure shows the cumulative loss of Aboriginal learners in the K-12 education system prior

to enrollment in a post-secondary institution compared with non-Aboriginal learners; it is based on an

inference of a cohort of 100 Aboriginal learners and 100 non-Aboriginal learners who enter grade 8

(note that any attrition that occurs prior to grade 8 is not accounted for in this figure). Of 100 Aboriginal

learners who entered grade 8, only 54% graduated from grade 12 within 6 years, compared to 83% of

non-Aboriginal learners entering grade 8. Furthermore, only 34% of these 100 Aboriginal learners

transition from grade 12 to the public post-secondary system within five years of graduating, compared

to 60%of non-Aboriginal learners.8

2010/11 Grade 12 Cohort Transitions

by Aboriginal Identity

100

80

60

100 100

83

60 54

40 34

20

0

Entered Grade 8 Graduated from Grade 12 within Entered Post-Sec within 5 years 6 Years of Entering Grade 8 of Grade 12 Grad



The following figure shows the five year cumulative transition rate for Aboriginal and non-Aboriginal

learners by institution type. Aboriginal learners are more likely to transition to colleges within five years

of graduation than non-Aboriginal learners (31% vs. 24%) and less likely to transition to research-

intensive universities (8% vs. 23%). Again, the transition rate includes learners who graduated from high

school and enrolled at a public post-secondary institution to complete upgrading courses.

8 STP Fast Facts. Accessed July 2017 from: http://www2.gov.bc.ca/assets/gov/education/post-secondary-education/data- research/stp/stp_fast_facts_2016-06-01.pdf

TAB 6 - PAGE 13

http://www2.gov.bc.ca/assets/gov/education/post-secondary-education/data-research/stp/stp_fast_facts_2016-06-01.pdf



14

Five-year Cumulative Transition Rate by Aboriginal Identity and Institution Type

2010/11 Grade 12 Graduation Cohort

63%

72%

31% 24%

4% 5%

23%

8%

20%

20%

College Institute Research Intensive University

Teaching Intensive University

Total Transition


9


Institutions accept students by considering a number of variables, one of which can be academic grade

point average (GPA). Acceptance based on GPA differs by institution type and program of study;

research-intensive universities are more likely to rely on GPA as a factor of acceptance. Under the

current curriculum, an academic GPA is derived by taking the average GPA of English 12 and three of the

learner’s best other grade 12 academic courses. If a student does not have three grade 12 academic

courses or English 12 then an academic GPA cannot be calculated. The figure below shows that

Aboriginal learners are more likely to graduate without an academic GPA calculated than non-Aboriginal

learners (78% vs. 51%). Only 14% of Aboriginal grade 12 graduates achieve academic GPAs above 75%,

compared to 39% of non-Aboriginal learners.

An academic GPA above 75% corresponds to the average minimum GPA for admission to the research-

intensive universities, although it should be noted that there is significant variation by institution and

program area ranging from GPAs in the mid-60s to mid-80s. From 2010 to 2016 the average minimum

GPA for admission to the research-intensive universities was 76 percent. In contrast, teaching-intensive

universities, colleges and institutes are less reliant on GPA for admissions.

9 For consistency and ease of presentation, most percentages in the report have been rounded and may not always add to 100.

TAB 6 - PAGE 14

15

100%

80%

14% 8%

Grade 12 Academic GPA by Aboriginal Identity

Average 2010/11 to 2014/15 Graduates

39%

60%

40%

78%

10%

More than 75%

Less than 75%

No Academic GPA Calculated

20% 51%

0% Aboriginal Non-Aboriginal


In summary, Aboriginal learners face significant disadvantages before they reach the post-secondary

system. These include a lower graduation rate than non-Aboriginal learners and a lower academic GPA

or no academic GPA calculated when a Dogwood Diploma is received. Aboriginal learners also receive a

disproportionate number of Evergreen Certificates compared to their non-Aboriginal peers. These

certificates are meant to recognize school completion for individuals with significant disabilities, and are

not recognized for the purposes of post-secondary admissions. Each of these factors affects the ability of

many Aboriginal learners to transition out of K-12 and into post-secondary programs.

TAB 6 - PAGE 15

16

Section 2: Aboriginal Learners in the B.C. Public Post-Secondary System

This section explores trends in the Aboriginal learner population attending British Columbia’s public

post-secondary institutions with a focus on student full-time equivalents (FTEs), headcount, and

credentials.

Student Full-Time Equivalents (FTEs)10

The figure below shows the number of FTEs attributed to Aboriginal learners in the system since the

Aboriginal Policy Framework baseline year of 2009/10. Overall, the number of Aboriginal learner FTEs

has increased. In 2015/16 Aboriginal learners accounted for 13,098 FTEs, an 11.5% increase over the

baseline of 11,745. During that same period the number of non-Aboriginal FTEs decreased by 2.3%.

Aboriginal FTEs have shown positive year-over-year growth in every year except 2014/15 – which

reported a decrease of 1.0% from 2013/14. This decrease is similar to the year-over-year change in non-

Aboriginal FTEs, which fell 2.1% between 2013/14 and 2014/15.

It is important to note that the increase in FTEs could be attributed in part to growth of the population

in the province. For example, between 2011 and 2016 the Aboriginal population in B.C. grew from

232,290 to 270,585 - a 16% increase.11

It should also be taken into account that the increase in Aboriginal FTEs at the post-secondary level lags

behind the increase in Aboriginal learners completing grade 12. Between the 2008/09 and 2014/2015

the number of Aboriginal learners that graduated from grade 12 and obtained a Dogwood Diploma or an

Adult Dogwood Diploma increased by 23.3% while the number of Aboriginal learners enrolling in the

B.C. public post-secondary system the following year increased by 11.5%. During the same period the

number of non-Aboriginal learners completing grade 12 decreased by 4.7% while the number of non-

Aboriginal learners enrolling in post-secondary the following year decreased by 2.3%.12

10 FTEs represent all full-time and part-time enrollments, converted to represent the number of students carrying a full-time course load. One student whose course load is equal to the normal full-time number of credits or hours required in an academic year for normal progression in a recognized program would generate 1.0 Student FTE. A Student FTE represents the instructional activity (course registrations) of one student completing all the requirements of a full-time program in a period that extends over one normal academic year. 11 Increase in Aboriginal population based on totals from National Household Survey (2011) and Census (2016). 12 B.C. Ministry of Education data received November 17, 2017.

TAB 6 - PAGE 16

17

Aboriginal Domestic FTEs 2009/10 to 2015/16 Fiscal Year

13,000

11,745 11,901 11,905

12,995 13,132 12,996 13,098

11,000

10,000

9,000

8,000 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

Source: Central Data Warehouse, May 2016 Submission; Student Transitions Project, Fall 2016 Submission; Ministry of Advanced Education, Skills and Training Post-Secondary Finance Branch.

As the number of Aboriginal FTEs increased, so did the percentage of Aboriginal FTEs of total FTEs. In

2009/10, 5.8% of all domestic FTEs were Aboriginal; by 2015/16 this had increased to 6.5%.Note that

while the Aboriginal population represents 5.9% of the overall population in B.C., they represent 6.5% of

the domestic FTEs in the public post-secondary system. In part, this is likely due to the relative

youthfulness of the Aboriginal population.

TAB 6 - PAGE 17

18

7.0%

Aboriginal Domestic FTEs as % of Total FTEs

2009/10 to 2015/16 Fiscal Year

6.5%

6.3% 6.3% 6.4%

6.5%

6.0% 5.8%

5.9% 5.8%

5.5%

5.0% 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16


Headcount

Total domestic headcount13 has decreased 8.1% since 2009/10, from 410,810 to 377,350 in 2015/16. The

majority of this decrease is as a result of an 8.6% decrease in non-Aboriginal headcount, from 384,775 in

2009/10 to 351,390 in 2015/16. During the same period of time, Aboriginal headcount decreased by

0.3%, from 26,035 in 2009/10 to 25,960 in 2015/16. It is worth noting that while Aboriginal learner

headcount dropped by almost 1,200 learners since 2013/14, Aboriginal FTEs only dropped by 34. This

suggests that more Aboriginal learners were studying full-time in 2015/16 than in 2013/14.

13 The number of individual students registered in courses in a given period of time. Since students can be registered in more than one program or more than one institution at a time, a unique headcount is sometimes called “unduplicated headcount.” See Appendix I for more information.

TAB 6 - PAGE 18

19

400,000

Non-Aboriginal Learner Domestic Headcount

by Academic Year

Aboriginal Learner Domestic Headcount

by Academic Year

30,000

350,000 25,000

300,000 20,000

250,000

Source: Student Transitions Project, Fall 2016 Submission

15,000

Aboriginal learner headcount as a percentage of total domestic learner headcount has increased slightly

since 2009/10, from 6.34% to 6.88% in 2015/16.

As noted earlier, international learners are not included in the post-secondary data in this report.

However, they currently make up over 10% of enrolments in the public post-secondary system, and at

some institutions make up 20% of enrollment. As international learners are less likely than domestic

learners to have an accurate understanding of the history of First Nations, Métis and Inuit cultures and

perspectives, this is relevant to the experience of Aboriginal learners in the post-secondary system.


TAB 6 - PAGE 19

20

Credentials

The Aboriginal Policy Framework sets a goal to increase the number of credentials awarded to

Aboriginal learners by 75%, from 2,634 in 2009/10 to 4,609 in 2020/21.14 The following figure outlines

progress towards that goal. The most recent data shows 3,244 credentials awarded to Aboriginal

learners in 2015/16, which represents a 3% decline from the previous year but a 23% increase over the

2009/10 baseline. Despite this increase over time, progress towards the goal of 4,609 credentials has

not achieved the rate necessary to meet the target set by the Aboriginal Policy Framework should

current trends continue to 2020/21.

A more detailed look at the change in credentials awarded to Aboriginal learners between 2014/15 and

2015/16 shows that most of the decline occurred at the certificate and developmental level, with losses

of 251 and 45 credentials, respectively. The number of diplomas awarded remained stable and the

number of graduate and first professional degrees awarded increased by 14 (5%). Bachelor’s degrees in

particular were up substantially by 118 (17%), which is a positive trend.

5,000

Credentials Awarded to Aboriginal Learners by Fiscal Year

4,500

4,000

3,500

3,000

2,500

2,634 2,727

3,010 3,070

3,241 3,340 3,244

2,000

Credentials awarded to Aboriginal students Target

Source: Student Transitions Project, Annual submissions

14 The number of credentials awarded includes Adult upgrading at a public post-secondary institution to achieve an Adult Dogwood.

TAB 6 - PAGE 20

21

An analysis of the credentials awarded to Aboriginal learners by economic development region shows

that the major declines between 2014/15 and 2015/16 occurred in the North (-75) and Thompson-

Okanagan (-45). In the North, all credential types are down with certificates accounting for most of the

decrease (-65 or -32%) while in the Thompson-Okanagan credentials at the certificate and

developmental level are down by -37 (-8%) and -38 (-55%), respectively. Certificates decreased in all six

economic development regions while bachelor’s degrees increased in all four regions where bachelor’s

degrees are offered. Apart from Vancouver Island/Coast, diplomas increased significantly in all regions.

The recent decline in credentials may signal a shift in the pathways of Aboriginal learners in the public

post-secondary system. As the number of credentials awarded decreased, so too did enrolment in one

and two-year certificate and diploma programs. However, at the same time the number of Aboriginal

learners enrolled in bachelor’s degrees increased – these learners, who have recently enrolled in a

bachelor’s degree course of study, will only appear in the credential totals in three to four years.

TAB 6 - PAGE 21

22

Section 3: Aboriginal Learners in B.C. Public Post-Secondary Institutions

While Aboriginal participation and achievement in post-secondary education has increased in recent

years, the collective experience of Aboriginal learners differs significantly from non-Aboriginal learners.

This section looks at the public post-secondary institutions Aboriginal learners attend, the programs

they take, and the credentials they earn.

Institutions

In comparison to non-Aboriginal learners, Aboriginal learners are more likely to attend colleges (38.2%

vs. 23.2%) and teaching-intensive universities (28.1% vs. 20.3%), and less likely to attend research-

intensive universities (22.8% vs. 45.1%). The fact that Aboriginal learners are underrepresented in the

research-intensive universities is an area of concern.

Distribution of Domestic FTEs by Aboriginal Identity and Institution Type

2015/16 Fiscal Year

38.2%

45.1%

23.2% 10.9%

11.4%

22.8%

28.1% 20.3%

College Institute Research-Intensive University

Teaching-Intensive University



As the figure below illustrates, the majority of non-Aboriginal learners (68.5%) attend institutions in the

Mainland/Southwest of B.C., while only 3.2% attend institutions in the Cariboo and North. The

Aboriginal learner population follows a similar pattern of distribution, but is more evenly distributed

TAB 6 - PAGE 22

23

across the province. The largest proportion (37.5%) still attends an institution in the

Mainland/Southwest, but the remaining learners are more evenly enrolled across the province.

Distribution of Domestic FTEs by Aboriginal Identity and Economic Development Region

2015/16 Fiscal Year

68.5%

37.5% 24.1% 22.8%

18.0%

10.3%

15.6%

3.2%

Mainland/Southwest Vancouver Island/Coast Thompson

Okanagan/Kootenay Cariboo/North


Source: Central Data Warehouse, May 2016 Submission; Student Transitions Project, Fall 2016 Submission; Ministry of Advanced Education Skills and Training, Post-Secondary Finance.

The figure below shows the differing representation of Aboriginal learners across each of the institutions

in the public post-secondary system. The data show the percentage of domestic FTEs at each institution

that is attributed to Aboriginal learners. As few as 2% of domestic FTEs taught at some institutions

identify as Aboriginal, while over 91% of the domestic FTEs at Nicola Valley Institute of Technology

(NVIT), which has a mandate to serve Aboriginal learners, identify as Aboriginal.15

15 NVIT is an Aboriginal-governed provincial institute with a mandate to serve as British Columbia’s public Aboriginal post-secondary institution. NVIT offers a range of programs including developmental, career training, trades, health, human services, business and university transfer leading to certificates, diplomas and baccalaureate degrees. Established in 1983 as a private Aboriginal institution and designated as a public post-secondary institution in 1995 under the College and Institute Act, NVIT now has campuses in Merritt and Vancouver.

TAB 6 - PAGE 23

24

Aboriginal FTEs as % of Domestic FTEs at Institution

2015/16 Fiscal Year

Nicola Valley Institute of Technology

Northwest Community College

College of New Caledonia

Northern Lights College

North Island College

Vancouver Island University

University of Northern British Columbia

College of the Rockies

Thompson Rivers University

Okanagan College

Selkirk College

Camosun College

University of the Fraser Valley

Justice Institute of British Columbia

Capilano University

Vancouver Community College

Emily Carr University of Art and Design

University of Victoria

Royal Roads University

Douglas College

British Columbia Institute of Technology

Kwantlen Polytechnic University

Langara College

University of British Columbia

Simon Fraser University

26.3%

25.3%

16.8%

15.9%

14.0%

12.7%

12.0%

11.1%

10.1%

8.6%

8.3%

6.0%

6.0%

5.6%

5.1%

4.9%

4.6%

4.2%

4.1%

3.7%

3.3%

2.9%

2.0%

44.6%

91.9%

Lower Mainland/Southwest

Thompson Okanagan/Kootenay Vancouver Island/Coast Cariboo/North


While the previous figure reported Aboriginal FTEs as a percentage of domestic FTEs at each institution,

the following figure reports each institution’s Aboriginal FTEs as a percentage of the total number of

Aboriginal FTEs in the public post-secondary system. It is worth noting that an institution may have a

relatively low proportion of domestic FTEs attributed to Aboriginal learners, but can still account for a

TAB 6 - PAGE 24

25

high proportion of the system total. For example, only 2.9% of FTEs at UBC are attributed to Aboriginal

learners; however, Aboriginal learners at UBC represent just over 10% of all Aboriginal FTEs in the public

post-secondary system. Conversely, 91.9% of domestic FTEs at NVIT are attributed to Aboriginal

learners, but Aboriginal learners at NVIT represent only 3.5% of all Aboriginal FTEs in the public post-

secondary system.

Lower Mainland/Southwest

Thompson Okanagan/Kootenay Vancouver Island/Coast Cariboo/North


10.3%9.0%

8.6%6.4%

6.3%6.1%

6.0%5.7%

4.6%4.5%

3.5%3.4%

2.8%2.8%2.8%

2.6%2.4%2.3%

1.9%1.9%1.9%

1.7%1.2%

0.8%0.6%

University of British ColumbiaThompson Rivers UniversityVancouver Island University

Okanagan CollegeUniversity of Victoria

British Columbia Institute of TechnologyCollege of New Caledonia

Camosun CollegeNorthwest Community CollegeUniversity of the Fraser Valley

Nicola Valley Institute of TechnologySimon Fraser University

North Island CollegeKwantlen Polytechnic University

University of Northern British ColumbiaDouglas College

Vancouver Community CollegeNorthern Lights College

College of the RockiesCapilano University

Selkirk CollegeLangara College

Justice Institute of British ColumbiaRoyal Roads University

Emily Carr University of Art and Design

Aboriginal FTEsas % of Total Aboriginal FTEs in the B.C. Public Post-Secondary System

2015/16 Fiscal Year

TAB 6 - PAGE 25

26

Programs

The preceding section shows that Aboriginal learners tend to enrol at different institutions than non-

Aboriginal learners. This section shows that Aboriginal learners also tend to enrol in different program

areas. While the following data is for the 2015/16 academic year, the proportion of learners in the

various program areas has been relatively stable for the past five years.

The program areas outlined below represent groupings categorized according to the national

Classification of Instructional Programs (CIP).16 The following figure indicates the percentage of learners

in a program area. When using headcount at the program level a single learner may be enrolled in two

different program areas within an academic year. If this is the case they will be counted twice—once in

each program area—and the program headcount may be higher than the institution headcount. As a

result, although the overall trends are reflective of student participation, some of the proportions below

may be artificially inflated.

The following figure compares Aboriginal and non-Aboriginal learners, showing the proportion of all

learners in each population studying in each program area. For example, 27.5% of non-Aboriginal

learners study in the Arts and Sciences, compared to 22.8% of Aboriginal learners.

16 See Appendix 2 for more information on CIP.

TAB 6 - PAGE 26

27


The data shows a significantly higher proportion of Aboriginal learners in the Developmental and

Trades17 program areas, and lower representation in the Business and Management, Engineering and

Applied Sciences, and Health program areas. Developmental programs include Adult Basic Education,

English as a Second Language, and Adult Special Education programs; these programs are not at the

post-secondary level.18

The credential data shows similar differences between Aboriginal and non-Aboriginal learners. The data

below is from the 2015/16 fiscal year across all public post-secondary institutions. This figure shows the

percentage of all credentials awarded to Aboriginal and non-Aboriginal learners within each program

area. For example, 11% of all credentials awarded to non-Aboriginal learners are in Trades programs,

17 Trades programs include trades foundation programs (introductory trades programs that provide learners with credit for the first level of apprenticeship training) and apprenticeship technical training programs (the in-school portion of an apprenticeship program). 18 The following programs clusters generally do not have credit-based programs: Developmental, Personal Improvement and Leisure, and Other. Also note that domestic headcount by program area includes learners enrolled in “intro to trades” and continuing education programs that are not credit-based.

1.9%

0.5%3.1%

0.6%


Other


22.8%

15.5%

15.3%

11.4%

8.7%

7.5%

7.5%

6.1%

2.8%

1.9%

0.5%

27.5%

9.5%

6.3%

10.0%

13.5%

10.2%

9.5%

6.4%

3.2%

3.1%

0.6%

Arts and Sciences

Trades

Developmental

Human and Social Services

Business and Management

Engineering and Applied Sciences

Health

Personal Improvement and Leisure

Education


Other

Domestic Headcountby Aboriginal Identity and Program Area

2015/16 Academic Year


TAB 6 - PAGE 27

28

compared to 22% of all credentials awarded to Aboriginal learners. “Other” and “Personal Improvement

and Leisure” are not included due to the low number of credentials awarded in those areas.19 When

compared with non-Aboriginal learners, Aboriginal learners are more likely to receive credentials in the

Trades20, Human and Social Services, and Developmental programs, and less likely to receive credentials

in Arts and Sciences, Business and Management, and Engineering and Applied Sciences.

The Aboriginal Policy Framework prioritizes increasing the number of Aboriginal teachers in the

elementary and secondary school systems because: “Aboriginal people are under-represented among

the teaching profession resulting in few role models for Aboriginal learners and their parents in the

public system.”21 To that end, the number of Aboriginal learners eligible to apply for teaching

certification is monitored closely. It is important to note that learners can take different pathways to

teaching certification including an education degree or completing a Bachelor’s degree followed by post-

19“Other programs” are not associated with a specific program and are sometimes general studies. “Personal Improvement and Leisure” is primarily leisure and recreational courses, interpersonal and social skills courses, personal awareness and self- improvement courses, and some health-related courses such as First Aid. 20 Trades credentials do not include apprenticeship credentials, as these are not awarded by public post-secondary institutions; rather they are awarded by the Industry Training Authority. There are no credentials awarded for foundation programs. 21 Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan. Accessed July 2017 from: http://www2.gov.bc.ca/assets/gov/education/post-secondary-education/aboriginal-education- training/aboriginal_action_plan.pdf

4%

11%

2%

8%

14%

16%

9%

26%

11%

3%

5%

6%

7%

13%

13%

13%

17%

22%



Developmental

Education

Health



Arts and Sciences

Trades

Credentials Awarded to Domestic Learnersby Aboriginal Identity and Program Area

2015/16 Fiscal Year


TAB 6 - PAGE 28



29

degree teacher training. On average, approximately 93 Aboriginal learners per year are graduating with

teaching credentials, which is fewer than necessary to ensure that Aboriginal people are well

represented in the teaching profession. The vast majority of these learners are obtaining a Bachelor’s

degree in education with the remainder obtaining a post-degree diploma or certificate. In 2015/16, a

total of 105 Aboriginal learners graduated with teaching credentials; 70 of these learners obtained their

Bachelor’s degrees in education with the rest obtaining a post-degree diploma or certificate, or receiving

recommendation for certification from the post-secondary institution.22 This breakdown is consistent

with previous years. Aboriginal Learners Eligible to Apply for Teaching Certification

Fiscal Year

Institution 2011/12 2012/13 2013/14 2014/15 2015/16

University of Victoria 15 20 10 10 30 University of British Columbia Vancouver 25 25 30 25 25 Simon Fraser University 20 15 15 20 15 University of Northern British Columbia 10 5 10 10 10 Vancouver Island University 20 15 10 10 10 University of British Columbia Okanagan 10 * * 5 5 University of the Fraser Valley * * * * 5 Thompson River University * * 5 * *

Total 100 90 90 80 105 * To protect the privacy of individuals, results fewer than 5 are masked. Data has been rounded to the nearest 5. The effects of rounding may result in totals in different reports not matching exactly when they would be expected to match.


Aboriginal learners typically account for between 4% to 6% of all teaching credentials awarded per year.

In 2015/16, Aboriginal learners accounted for 6% of the 1,880 teaching credentials awarded. Similar to

non-Aboriginal learners, the majority (approximately 75%) of Aboriginal learners eligible to apply for

teaching certification are female.

Credential Types

As noted previously, Aboriginal learners are more likely to attend colleges and teaching-intensive

universities, and less likely to attend research-intensive universities than non-Aboriginal learners.

Predictably, Aboriginal learners and non-Aboriginal learners tend to earn different types of credentials

upon graduation. The figure below displays the types of credentials earned by Aboriginal learners and

22 Some public post-secondary institutions report the number of learners who graduate with teaching credentials awarded as “recommended for certification” which can include having obtained a Bachelor’s degree or a post-degree certificate or diploma.

TAB 6 - PAGE 29

30

non-Aboriginal learners. Aboriginal learners are more likely to earn credentials at the certificate or

developmental level, and less likely to earn baccalaureate degrees. Just over 50% of credentials earned

by Aboriginal learners are at the certificate and developmental level, compared to just under 30% for

non-Aboriginal learners.

Credentials Awarded to Domestic Learners by Aboriginal Identity and Credential Type

2015/16 Fiscal Year

Developmental

1.6%

5.8%

Certificate

27.8%

44.8%

Diploma 15.6% 16.2%

Bachelor 25.4%

40.9%

Graduate and First Professional

8.4%

13.5%



The number of learners who enrol in the developmental program area is higher than the number of

credentials granted. This is due to the fact that many learners studying in the developmental program

area may be taking one or two upgrading courses as prerequisites for other post-secondary programs

without the intention to pursue a developmental credential.

TAB 6 - PAGE 30

31

Section 4: Aboriginal Learner Characteristics

This section examines the demographic characteristics of age and gender within the Aboriginal learner

population, and offers comparisons to the non-Aboriginal learner population when appropriate.

Gender

The Aboriginal Policy Framework acknowledges that the “growing gender gap between Aboriginal male

and female students means that tools and resources need to consider the needs of male students in

particular.”23 The framework outlines a commitment to “work with Aboriginal K-12 and post-secondary

partners to identify specific strategies to increase the number of Aboriginal males participating in post-

secondary education.” This section provides data on gender differences, to determine if progress has

been made since the baseline year off 2009/10.

British Columbia’s public post-secondary education system has more female than male learners, but the

gap is larger in the Aboriginal learner population. On average, in the six years from 2010/11 to 2015/16,

53% of the non-Aboriginal learner population was female. Over that same period of time, 57% of the

Aboriginal learner population was female. The trend identified in the Aboriginal Policy Framework—a

consistent underrepresentation of male Aboriginal learners—has not changed. On average the gender

gap for non-Aboriginal learners is approximately 6% (47% male, 53% female). The gender gap for

Aboriginal learners is 14% (43% male, 57% female). The gender gap is larger among older learners, as

demonstrated in the following figure.

23 Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan. Accessed July 2017 from: http://www2.gov.bc.ca/assets/gov/education/post-secondary-education/aboriginal-education- training/aboriginal_action_plan.pdf

TAB 6 - PAGE 31




32

Aboriginal Domestic Headcount % Female by Age Group 2015/16 Academic Year

48%

56% 57% 56% 57%

62% 65% 60%

17 and under

18 to 21 22 to 24 25 to 29 30 to 39 40 to 49 50 to 64 65 to 99


Aboriginal females earn more credentials than Aboriginal males. The following figure shows that females

received 61% of all credentials awarded to Aboriginal learners in 2015/16. Similarly, non-Aboriginal

females received 56% of all credentials awarded to non-Aboriginal learners in 2015/16.

Credentials Awarded to Aboriginal Domestic Learners by Gender

2015/16 Fiscal Year

39%

Female Male

61%


The figure below shows the differences in credential types earned by Aboriginal males and females.

Aboriginal male learners are more likely to achieve a certificate or diploma, while female learners are

more likely to earn a credential at the bachelor level or higher. Over 56% of female Aboriginal learners

earn a credential higher than a diploma (bachelor and graduate/first professional degrees), compared to

just under 49% of male Aboriginal learners.

TAB 6 - PAGE 32

33

Credentials Awarded to Aboriginal Domestic Learners by Gender and Credential Type

2015/16 Fiscal Year

Developmental 2.1% 1.7%

Certificate

Diploma

Bachelor

Graduate and First Professional

16.9% 15.6%

12.1%

14.0%

32.2% 26.2%

36.7% 42.5%

Male

Female


Males and females also tend to study in different program areas, as the following figure shows.

TAB 6 - PAGE 33

34

Similar gender differences evident in the figure above are found in the non-Aboriginal learner

population.

Age Groups

This figure below uses the 2015/16 academic year headcount data to examine the ages of Aboriginal

and non-Aboriginal learners. There are no significant differences in the distribution of age groups from

2009/10 to 2015/16. Therefore, only a single year of data is shown.

1%

2%

4%

5%

6%

7%

11%

11%

11%

16%

28%

0%

1%

2%

11%

7%

27%

6%

3%

11%

15%

16%

Other


Education


Personal Improvement and Leisure

Trades


Health


Developmental

Arts and Sciences

Aboriginal Domestic Learner Headcountby Gender and Program Area


Male

Female

TAB 6 - PAGE 34

35

Domestic Learner Headcount by Age Group


17 years and under 5% 3%

18 to 21

22 to 24

15%

18%

24%

30%

25 to 29

30 to 39

40 to 49

50 to 64

65 to 99 1% 2%

11% 9%

8% 7%

16% 16%

16%

19%



Overall, Aboriginal learners participating in post-secondary education tend to be older than non-

Aboriginal learners, though the difference is small. Non-Aboriginal learners are slightly more likely to be

in their late teens and early 20s, while Aboriginal learners are more likely to be in their 30s and 40s. This

pattern is contrary to trends in the Aboriginal population in B.C., which tends to be younger than the

non-Aboriginal population. The data supports the fact that Aboriginal learners are less likely to begin

their post-secondary education directly out of high school (as outlined in Section 1 of this report).

Credential data shows a similar trend; Aboriginal learners tend to be older when they are awarded a

credential. The following figure, using 2015/16 data, compares the ages of Aboriginal and non-Aboriginal

learners earning credentials.

TAB 6 - PAGE 35

36

Credentials Awarded to Domestic Learners by Aboriginal Identity and Age

2015/16 Fiscal Year

21 and less

22 to 24

25 to 29

18%

21% 20%

24% 23%

33%

30 to 39

40 to 49

50 and up

10% 7%

6%

4%

15%

19%



More Aboriginal learners earning credentials are over the age of 30 and under 21. A possible

explanation for the high representation of Aboriginal learners under the age of 21 earning credentials is

that Aboriginal learners are more likely to enroll in shorter credential programs (i.e. certificates), which

can be completed within one academic year. The higher representation of Aboriginal learners over the

age 30 is likely the result of the previously noted pattern of Aboriginal learners being less likely to

transition immediately from secondary to post-secondary education, due to the significant barriers

faced at the K-12 level.

TAB 6 - PAGE 36

37

Section 5: Aboriginal Learner Outcomes

This section summarizes the results of the Baccalaureate Graduates Survey; Diploma, Associate Degree,

and Certificate Student Outcomes Survey; and the Apprenticeship Student Outcomes Survey that

provide information regarding trends in the Aboriginal learner satisfaction with their education and their

employment outcomes. For each survey, the results outlined below represent the aggregated results

from three years of surveys, 2014-2016.

Baccalaureate Graduates Survey Data (2014-2016)

Each year, baccalaureate graduates from British Columbia's public post-secondary institutions are asked

to participate in a province-wide survey. These surveys provide important feedback on student

satisfaction, further education, education financing and student debt, and employment outcomes. The

survey interviews former students two years after graduation. Approximately 80 percent of

baccalaureate graduates surveyed obtained their degrees from a research university.

Education Outcomes

Baccalaureate graduates report high overall satisfaction with the education they received. Responses

also indicate high levels of satisfaction in the quality of course instruction.

Respondents Satisfied with Education Satisfied with Quality of

Instruction Aboriginal 831 93% 94% Female 605 95% 95% Male 226 91% 94% Non Aboriginal 26,268 93% 94% Female 15,990 93% 95% Male 10,278 92% 93% Source: Baccalaureate Graduate Survey 2014; 2015; 2016

Employment Outcomes

Approximately 11% of respondents were not in the labour force at the time of survey. Respondents are

not in the labour force if they are not seeking work. This includes respondents that are taking further

education. Respondents are considered unemployed if they are seeking work (e.g., are in the labour

force) but are not employed. Aboriginal baccalaureate graduates experience higher unemployment

rates than non-Aboriginal graduates (9% vs. 7%). Despite higher unemployment rates, Aboriginal

baccalaureate graduates who find employment are more likely than non-Aboriginal graduates to report

TAB 6 - PAGE 37

38

being in a job related to their program, and that the knowledge and skills they acquired are useful in

their job. Female graduates (both Aboriginal and non-Aboriginal) report a lower median income than

male graduates.

Of those Employed…

Knowledge

Median Annual

Respondents

Not in Labour force

Unemployment

Rate

In Job Related

to Program

and Skills Acquired Useful in

Job

Income from Main Job

Aboriginal 831 11% 9% 80% 90% $55,500 Female 605 10% 8% 83% 91% $51,000 Male 226 11% 9% 76% 89% $60,000 Non Aboriginal 26,268 11% 7% 72% 85% $51,500 Female 15,990 11% 7% 73% 86% $48,000 Male 10,278 11% 8% 71% 83% $55,000 Source: Baccalaureate Graduate Survey 2014; 2015; 2016

Aboriginal baccalaureate graduates under 25 years of age experience the highest unemployment rates

compared to any other Aboriginal or non-Aboriginal age group with baccalaureate degrees (see table

below). Aboriginal baccalaureate graduates over 40 also experience higher unemployment rates (11%),

compared to non-Aboriginal baccalaureate graduates in the same age group (5%).


Knowledge and Skills

Median Annual Income

Respondents

Not in Labour force

Unemployment

Rate

In Job Related to Program

Acquired Useful in

Job

from Main Job

Aboriginal 823 12% 10% 81% 87% $50,875 <25 33 18% 15% 74% 74% $39,500 25-29 386 10% 9% 74% 90% $50,000 30-39 235 10% 5% 85% 90% $55,000 40+ 169 8% 11% 93% 93% $59,000 Non Aboriginal 26,067 11% 7% 75% 86% $53,597 <25 2,199 19% 8% 65% 80% $45,000 25-29 16,969 11% 8% 69% 83% $49,761 30-39 5,111 7% 6% 80% 89% $56,628 40+ 1,788 8% 5% 86% 93% $63,000 Source: Baccalaureate Graduate Survey 2014; 2015; 2016

TAB 6 - PAGE 38

39

Diploma, Associate Degree, and Certificate Survey Data (2014-2016)

Each year, former students from diploma, associate degree, or certificate programs in the B.C. post-

secondary system are asked to participate in a province-wide survey. These former students, who have

been out of their programs for approximately 9 to 20 months, provide feedback on student satisfaction,

ratings of programs, further education, and employment outcomes. Not all students surveyed have

achieved a credential; students who complete the bulk of their credits at one institution but move to

another to complete the credential (e.g. university transfer students) are also included in this survey.

Students included in the employment outcomes have acquired a credential.

Education Outcomes

As seen in the table below, Aboriginal students express similar levels of satisfaction with their education

and the quality of course instruction compared to non-Aboriginal students.

Respondents Satisfied with

Education Satisfied with

Quality of Education Aboriginal 2,242 94% 95% Female 1,386 95% 95% Male 856 93% 96% Non-Aboriginal 28,437 92% 94% Female 15,268 93% 94% Male 13,169 92% 94% Source: Diploma, Associate Degree, and Certificate Student Outcomes Survey, 2014; 2015; 2016

Employment Outcomes

Compared to other surveys, respondents from the diploma, associate degree and certificate programs

are less likely to report being in the labour force. As mentioned previously, respondents who are taking

further education contribute to lower reported labour force participation. Aboriginal graduates

experience higher unemployment rates than their non-Aboriginal counterparts (15% vs. 8%). At 19%, the

unemployment rate among male Aboriginal graduates is nearly twice that of male non-Aboriginal

graduates (10%). Among those who are employed, Aboriginal graduates are more likely to be in a job

related to their program and to find that the knowledge and skills acquired are useful in the job.

TAB 6 - PAGE 39

40


Respondents

Not in Labour force

Graduate

Unemployment Rate

In Job Related

to Program

Knowledge and Skills Acquired

Useful in Job

Median Hourly

Wage at Main Job

Aboriginal 2,242 15% 15% 72% 83% $19.21 Female 1,386 15% 10% 75% 85% $18.43 Male 856 15% 19% 69% 81% $20.00 Non-Aboriginal 28,437 12% 8% 69% 78% $19.25 Female 15,268 11% 6% 70% 78% $19.00 Male 13,169 13% 10% 68% 77% $19.50 Source: Diploma, Associate Degree, and Certificate Student Outcomes Survey, 2014; 2015; 2016

Aboriginal graduates under 25 years of age are more likely than other age groups to be out of the labour

force or to be unemployed (see table below). Additionally, both Aboriginal and non-Aboriginal graduates

in this age group are less likely than any other age group to be employed in a job related to their

program or to report that the knowledge and skills they acquired are useful in their job. Overall wage

levels for non-Aboriginal graduates are approximately 10% higher than for Aboriginal graduates, with

wages generally lower among younger age groups and higher among older ones.

Of those Employed… Knowledge

Respondents

Not in Labour force

Graduate

Unemployment Rate

In Job Related

to Program


Job

Median

Hourly Wage at Main Job

Aboriginal 2,244 14% 14% 76% 85% $18.95 < 25 890 18% 16% 58% 75% $16.00 25-29 426 15% 14% 78% 87% $18.00 30-39 500 14% 11% 83% 88% $20.00 40 and older 428 11% 14% 83% 91% $21.81 Non-Aboriginal 28,440 10% 7% 74% 80% $20.95 < 25 14,287 15% 9% 59% 72% $16.00 25-29 6,008 10% 7% 75% 81% $20.80 30-39 4,449 9% 5% 80% 83% $23.00 40 and older 3,696 7% 9% 82% 86% $24.00 Source: Diploma, Associate Degree, and Certificate Student Outcomes Survey, 2014; 2015; 2016

TAB 6 - PAGE 40

41

Apprenticeship Survey Data (2014-2016)

The Apprenticeship Student Outcomes Survey includes learners who participated in apprenticeship

programs, which combine workplace training with in-school training at an institution. Normally,

approximately 20% of an apprenticeship is completed in school and the rest in the workplace. Over

three-quarters of apprentices attended an institution in the public post-secondary system. The results

discussed below do not include apprentices who attended a private post-secondary institution. Former

apprentices were surveyed 8 to 18 months after finishing their in-school training. Males constitute a

significant majority of apprentices.

Education Outcomes

Aboriginal and non-Aboriginal former apprentices report high levels of satisfaction with their overall

education, the quality of their course instruction, and their workplace training experience. A lower

proportion of Aboriginal former apprentices obtain their certificate of qualification compared to non-

Aboriginal former apprentices (78% vs. 85%). Female former apprentices are less likely to report having

obtained their certificate of qualification compared to male former apprentices.

Satisfied with

Satisfied Satisfied with Workplace Obtained with Quality of Training Certificate of Respondents Education Education Experience Qualification

Aboriginal 586 87% 94% 90% 78% Female 79 82% 94% 89% 75% Male 507 91% 95% 90% 81% Non-Aboriginal 6,644 94% 96% 92% 85% Female 591 94% 95% 91% 83% Male 6,053 94% 96% 92% 88% Source: Apprenticeship Student Outcomes Survey, 2014; 2015; 2016

Employment Outcomes

As seen in the table below, 10% of Aboriginal former apprentices were not in the labour force at the

time of survey. A disproportionately higher number of female Aboriginal former apprentices report not

being in the labour force, more than twice that of male Aboriginal former apprentices and female non-

Aboriginal former apprentices. Aboriginal former apprentices face an unemployment rate nearly three

times higher than that of non-Aboriginal former apprentices (22% vs 8%).

TAB 6 - PAGE 41

42

Of those who find employment, Aboriginal former apprentices are less likely to report they are in a

training-related job (76% vs 88%). Aboriginal former apprentices report similar median hourly wages at

$24.50. Female former apprentices report significantly lower median wages than males (this is also the

case for the non-Aboriginal female former apprentices).


Median

Respondents

Not in Labour force

Graduate

Unemployment Rate

In Job Related

to Program


Job

Hourly Wage at

Main Job

Aboriginal 586 10% 22% 76% 86% $24.50 Female 79 14% 24% 69% 82% $20.00 Male 507 6% 20% 83% 90% $29.00 Non-Aboriginal 6,644 4% 8% 88% 91% $24.50 Female 591 6% 9% 85% 90% $19.00 Male 6,053 3% 7% 91% 93% $30.00 Source: Apprenticeship Student Outcomes Survey, 2014; 2015; 2016

Aboriginal former apprentices in the over-40 age groups are more likely to be unemployed with a 31%

unemployment rate.


Median

Respondents

Not in Labour force

Graduate

Unemployment Rate

In Job Related

to Program


Job

Hourly Wage at

Main Job

Aboriginal 586 7% 22% 81% 89% $27.50 < 25 161 6% 20% 77% 88% $20.00 25-29 126 9% 20% 83% 90% $30.00 30-39 174 4% 16% 83% 88% $30.00 40+ 125 9% 31% 83% 88% $30.00 Non-Aboriginal 6,656 3% 7% 90% 93% $30.50 < 25 2,163 5% 8% 87% 92% $25.00 25-29 1,893 2% 7% 92% 93% $30.00 30-39 1,778 2% 6% 92% 93% $33.00 40+ 822 3% 9% 90% 92% $34.00 Source: Apprenticeship Student Outcomes Survey, 2014; 2015; 2016

TAB 6 - PAGE 42

43

It is worth noting that labour market outcomes for Aboriginal former apprentices vary considerably by

region. While unemployment rates in the Lower Mainland/Southwest are higher for Aboriginal former

apprentices than their non-Aboriginal counterparts (14% vs. 6%); the differences are more pronounced

in the rest of B.C. Unemployment rates for Aboriginal former apprentices are 24% in Vancouver

Island/Coast, 21% in the Interior/Kootenays and 32% in Northern B.C., compared to 9% among non-

Aboriginal former apprentices in these regions. Among those employed at the time of the survey,

Aboriginal former apprentices in the Vancouver Island/Coast are least likely to be in a training-related

job and their reported median hourly wage is well below that of Aboriginal former apprentices in the

Lower Mainland/Southwest and the rest of B.C., as well as non-Aboriginal former apprentices (average

of $27.00).


Knowledge

Median Hourly

Respondents

Not in Labour force

Graduate

Unemployment Rate

In Job Related

to Program


Job

Wage at

Main Job

Aboriginal 586 7% 23% 80% 88% $26.14 Interior/Kootenays 92 7% 21% 84% 84% $29.50 Mainland/Southwest 265 6% 14% 83% 92% $28.00 Northern B.C. 152 7% 32% 81% 84% $27.55 Vancouver Island/Coast 77 9% 24% 74% 90% $19.50 Non-Aboriginal 6,658 3% 8% 89% 93% $30.00 Interior/Kootenays 1,405 4% 9% 89% 92% $30.00 Mainland/Southwest 3,657 2% 6% 91% 93% $30.00 Northern B.C. 623 3% 9% 88% 92% $33.00 Vancouver Island/Coast 973 4% 9% 90% 94% $27.00 Source: Apprenticeship Student Outcomes Survey, 2014; 2015; 2016

TAB 6 - PAGE 43

44

Conclusion

This report offers a clearer picture of the experiences of Aboriginal learners in B.C.’s public post-

secondary system.

With respect to increases in the number of Aboriginal learners participating in post-secondary education

in B.C., and the numbers of credentials being awarded to Aboriginal learners, British Columbia has made

some progress to realizing the vision of the Aboriginal Policy Framework. This progress reflects the

efforts of individual Aboriginal learners to overcome barriers at a number of stages in their journey to

post-secondary education. It also reflects efforts made by Aboriginal communities, Aboriginal institutes

and organizations, British Columbia’s public post-secondary institutions, and the Province to improve

the post-secondary education experience for Aboriginal learners. Some of the programs and services

designed to assist Aboriginal learners in achieving success in post-secondary education are outlined in

the Aboriginal Policy Framework. The Ministry of Advanced Education, Skills and Training is committed

to building on and improving programs and services that support Aboriginal learners. The purpose of

this report is to draw attention to areas needing additional work and to inform policy and program

development to make further improvements.

While the number of Aboriginal learners participating and succeeding in post-secondary education has

increased, it is important to note that Aboriginal learners continue to face significant barriers to entering

and succeeding in post-secondary education, and that the improvement in enrolment and credentials

awarded could be attributed in part to growth of the Aboriginal population in the province. Further

research is needed to determine the impact of these changing demographics on the data.

Data provided by the Ministry of Education indicates that experiences in K-12 affect the ability of

Aboriginal learners to transition into post-secondary programs. Aboriginal learners are significantly less

likely than non-Aboriginal learners to graduate with a Certificate of Graduation (Dogwood Diploma)

within six years (64% vs. 86% in 2015/16), and more likely to receive an Evergreen Certificate (although

this should change as a result of the Ministry of Education’s 2016 restriction on the granting of

Evergreen Certificates). Aboriginal learners are also less likely to graduate with an academic GPA higher

than 75%, which is an approximation of the minimum basis for admission to research-intensive

universities. There are noticeable gender disparities in Aboriginal graduation rates: from 2011/12 to

2015/16, on average, 7% more female Aboriginal learners achieved Grade 12 graduation than Aboriginal

male learners.

TAB 6 - PAGE 44

45

This is not to suggest that responsibility for improving transition rates rests solely with the K-12 system.

Research has shown that increased collaboration between the K-12 and post-secondary systems can

positively affect student success and transitions. This collaboration can include early outreach by post-

secondary institutions (for example, visits to schools, bringing K-12 learners to post-secondary

campuses, and summer camps).

Even for those Aboriginal learners who achieve secondary school graduation, the immediate transition

rate to post-secondary institutions is much lower than for non-Aboriginal learners (42% vs. 54%). After 5

years, this difference is smaller, with 63% of Aboriginal Grade 12 graduates transitioning to a post-

secondary institution, compared to 72% of non-Aboriginal Grade 12 graduates. It is important to note

that the higher attrition rate of Aboriginal learners in the K-12 system results in a lower number of

Aboriginal learners graduating from grade 12 and then enrolling in the B.C. public post-secondary

system.24 Programs such as the Aboriginal Service Plan initiative provide funding to some public post-

secondary institutions to assist learners in making this transition, but moving forward it is important for

public post-secondary institutions to consider what steps they can take to support this transition.

Likely as a result of the above factors, Aboriginal learners are more likely to attend a college and are less

likely to attend a research-intensive university. Aboriginal learners are also more likely than non-

Aboriginal learners to earn credentials at the developmental and certificate level and less likely to earn

baccalaureate degrees. Aboriginal learners are also more likely than non-Aboriginal learners to study in

Developmental and Trades program areas and less likely to study in the Business and Management, Arts

and Sciences, Engineering and Applied Sciences, or Health program areas, which are more frequently

associated with baccalaureate degrees. As such, looking exclusively at enrolment or credentials is not

adequate and additional work should be undertaken to ensure that Aboriginal learners are appropriately

represented across the spectrum of disciplines and programs.

Overall, the number of credentials awarded to Aboriginal learners has increased 23% since the 2009/10

baseline. It appears that progress towards the target of a 75% increase in credentials awarded to

Aboriginal learners by 2020/21 has fallen behind the rate necessary to meet the target, but it should be

noted that it can take several years for a learner to earn a credential like a baccalaureate degree.

24 STP Fast Facts. Accessed July 2017 from: http://www2.gov.bc.ca/assets/gov/education/post-secondary-education/data- research/stp/stp_fast_facts_2016-06-01.pdf

TAB 6 - PAGE 45




46

Overall, the number of Aboriginal learner FTEs in the B.C. public post-secondary system has increased. In

2015/16, Aboriginal learners accounted for 13,098 FTEs, an 11.5% increase over the baseline of 11,745.

As the number of Aboriginal FTEs increased, so did the share of the total domestic FTEs in the public

post-secondary sector. In 2009/10, 5.8% of all domestic FTEs were Aboriginal, by 2015/16 this had

increased to 6.5%. At the same time, the Aboriginal learner headcount has dropped, suggesting that

while fewer Aboriginal learners are attending post-secondary, more of them are studying full-time.

Aboriginal graduates report high overall satisfaction with the education they receive and the quality of

course instruction, at rates similar to non-Aboriginal graduates. The employment results are concerning,

particularly for Aboriginal graduates of apprenticeship, certificate, diploma, and associate degree

programs. These graduates experience substantially higher unemployment rates than non-Aboriginal

graduates. Aboriginal learners who complete baccalaureate degrees have a slightly higher

unemployment rate than non-Aboriginal baccalaureate holder (9% versus 7%).

This report points to some areas where post-secondary institutions can focus efforts in order to reduce

barriers and improve outcomes for Aboriginal learners. In this regard, it is important to note the

following principle from the Aboriginal Policy Framework:

Recognition that First Nations, Métis and Inuit peoples are in the best position to inform the

development of and decision-making around post-secondary education programs, policies and

services for First Nations, Métis and Inuit peoples, working collaboratively within existing

governance structures.

This report highlights areas where further research and policy work is required including:

• What factors contribute to the high proportion of Aboriginal learners graduating from high

school with no academic GPA calculated or a GPA less than 75%, making it more difficult to

transition to a research-intensive university? How can this discrepancy be addressed in the K-12

system? How can public post-secondary institutions assist this transition?

• What factors contribute to Aboriginal learners being less likely to transition immediately from

secondary to post-secondary education and then entering post-secondary education later in life

than non-Aboriginal learners? What programs have been effective in supporting students in

the transition and what systemic barriers need to be addressed?

TAB 6 - PAGE 46

47

• What factors contribute to the gender gap between male and female learners being greater in

the Aboriginal than the non-Aboriginal population and what measures can be taken to reduce

this gap?

• What factors contribute to lower Aboriginal teacher education program recruitment and

retention and what measures can be taken in order to increase the number of Aboriginal

learners eligible for teacher certification?

• What factors contribute to the higher unemployment rates for Aboriginal learners who graduate

from apprenticeship, diploma, certificate, and baccalaureate programs and what can be done to

address them?

Additional data analysis that would increase our understanding of the experiences of Aboriginal learners

in the B.C. public post-secondary system includes:

• The impact of population growth on the number of Aboriginal learners enrolling in post-

secondary education.

• The experiences of on-reserve First Nations learners compared to other Aboriginal learners.

• The experiences of Aboriginal learners who are former youth in care compared to those who

have not been in care.

• Measuring the retention of Aboriginal learners within the public post-secondary system.

TAB 6 - PAGE 47

48

Appendix 1 – Data Sources

Student Transitions Project

The Student Transitions Project (STP) is a collaborative project between the Ministry of Advanced

Education, Skills and Training; the Ministry of Education; public post-secondary institutions; and school

districts. STP links learner data in the B.C. public post-secondary education system with information

from their years in kindergarten to Grade 12 using the unique nine-digit personal education numbers

(PENs) assigned to every learner entering the public provincial educational system. Information from

the STP helps the Ministry of Advanced Education, Skills and Training ; the Ministry of Education; public

post-secondary institutions; and school districts plan and manage programs to increase learner success.

The STP identifies Aboriginal learners as anyone who self-identified at any point from kindergarten to

post-secondary in response to the questions noted on p.8 of this report. This report relies on the STP for

reporting headcount and credential data.

Headcount

Headcount represents the total number of learners enrolled in the B.C. public post-secondary system in

the academic year. It reports the number of learners enrolled over a period of time (e.g. within the

2009/10 academic year), and at the system-level, institutional-level, or program-level. Because

headcount is based on course-level data, duplication can occur depending on the granularity of the

analysis. For instance, if a learner is enrolled in a course at two institutions, they will be counted once at

the system-level, but included in each of the institutions’ data. The same is true for learners enrolled in

courses across multiple program areas or programs. As a result, the term “unique headcount” is used to

signify the number of unique learners enrolled across the whole public post-secondary system without

any duplication. Headcount includes all activity engaged in at the institution.

Credentials

Credential data represent the total number of credentials awarded across the B.C. public post-secondary

system in the fiscal year. Credentials are reported as awarded when the learner obtains their credential.

Learners who have completed their program requirements, but have not applied to receive their

credential are not included. Institutions update this data annually, and credentials can change slightly

year-over-year as some learners may request their credentials a year or more after they have completed

their studies. Any discrepancies between this report and other reports are due to these expected

adjustments.

TAB 6 - PAGE 48

49

Credentials reported are based on the data standards of the Ministry of Advanced Education, Skills and

Training’s Accountability Framework. The data standard excludes the following types of credentials:

those offered with less than three months of study (short certificates), apprenticeships (these are

awarded by the Industry Training Authority), credentials offered based on various evaluative

components but not within the standard definitions (other), and programs that do not offer a credential.

Central Data Warehouse & Custom Data requests

The Post-Secondary Central Data Warehouse contains standardized data relating to learner

demographics, programs, credentials, courses, session registration and campuses for 21 public post-

secondary institutions in B.C., including colleges, institutes and teaching-intensive universities.

Full-Time Equivalents (FTEs)

The Central Data Warehouse Data Definitions and Standard Element Definitions25 define the process for

the calculation of FTEs. “The FTE Divisor [representing the number of program learning units within a

program that equals a full time load for an academic year as defined by the institution] is used to

calculate the number of FTE’s delivered for a particular program by an institution.” In other words, one

FTE is defined as one learner taking a full course load or three learners with a 33% course load each. As a

result headcount will be higher than FTEs as many students with partial course loads will create a single

FTE. FTE data is tracked by the fiscal year, April 1 to March 31. Like the STP data included in this report,

FTEs include any Aboriginal learners who self-identified at any point from kindergarten to post-

secondary. Unlike credential data, FTEs reported include all activity taken at the institution.

Aboriginal FTE data for the four research-intensive universities and Royal Roads University are collected

via custom data requests and reflect the number reported in those institutions’ annual Institutional

Accountability Plan and Reports.

Student Outcomes Data

The B.C. Student Outcomes program collects learner feedback by surveying former post-secondary

learners who took baccalaureate programs, apprenticeship technical training, and diploma, certificate,

or associate degree programs. These surveys provide insight on learners’ transitions from one stage of

25 Ministry of Advanced Education, Skills and Training, “Data Definitions and Standards for the Central Data Warehouse,” modified September 2015. Accessed July 2017 from: http://www2.gov.bc.ca/gov/content/education-training/post-secondary- education/data-research/post-secondary-central-data-warehouse

TAB 6 - PAGE 49

http://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/data-research/post-secondary-central-data-warehouse



50

education to another and from the post-secondary education system to the labour force. They also

provide a comprehensive overview of the province’s public post-secondary system from the learner’s

perspective. All of B.C.'s 25 public post-secondary institutions participate in the program and close to

30,000 former learners are surveyed each year. The surveys are conducted with funding from the

Ministry of Advanced Education, Skills and Training; the Industry Training Authority; and from B.C.'s

public post-secondary institutions.

The Student Outcomes surveys provide each learner the opportunity to identify as Aboriginal. However,

unlike the STP, Aboriginal identity is not matched to previous educational experiences (i.e. kindergarten

to grade 12). This creates potential differences between the set of learners tracked as Aboriginal

learners in STP and those tracked in Student Outcomes. For example, a learner who self-identified as

Aboriginal in the post-secondary system and then did not self-identify during a Student Outcomes

survey will be considered to be of Aboriginal identity by the Student Transitions Project but not by the

Student Outcomes survey. Similarly, a learner who self-identifies for the first time when taking the

survey will be considered Aboriginal in the survey but not by STP.

While the Student Outcomes surveys has an excellent response rate, once individual surveys have been

broken down into Aboriginal and non-Aboriginal respondents, numbers can be small. This is

compounded by the fact that not all learners answer all questions. As a result, this report combines

three years of data to ensure meaningful reporting can occur. With a larger sample size, the data tends

to be more reliable and meaningful.

TAB 6 - PAGE 50

51

Appendix 2 - Classification of Instructional Programs

CIP Cluster CIP CIP Category Title Arts and Sciences Cluster 5 Area, ethnic, cultural, and gender studies

9 Communications, journalism and related programs 10 Communications technologies/technicians and support services 16 Aboriginal and Foreign languages, literatures, and linguistics 23 English language and literature/letters 24 Liberal arts and sciences, general studies and humanities 26 Biological and biomedical sciences 27 Mathematics and statistics 30 Multidisciplinary/interdisciplinary studies 38 Philosophy and religious studies 39 Theology and religious vocations 40 Physical sciences 42 Psychology 45 Social Sciences 54 History 55 French Language and Literature/Letters

Trades Cluster 12 Personal and culinary services 46 Construction trades 47 Mechanic and repair technologies/technicians 48 Precision production 49 Transportation and materials moving

Health Cluster 51 Health professions and related clinical sciences 60 Dental, medical, and veterinary residency programs

Education Cluster 13 Education 25 Library science

Visual and Performing Arts Cluster 50 Visual and performing arts

Business and Management Cluster 52 Business, management, marketing and related support services Engineering and Applied Sciences Cluster

1 Agriculture, agriculture operations and related sciences 3 Natural resources and conservation 4 Architecture and related services

11 Computer and information sciences and support services 14 Engineering 15 Engineering technologies/technicians 41 Science technologies/technicians

Human and Social Services Cluster

19 Family and consumer sciences/human sciences 22 Legal professions and studies 31 Parks, recreation, leisure, and fitness studies 43 Security and protective services 44 Public administration and social service professions

Developmental Cluster 21 Technology education/industrial arts programs 32 Basic skills

TAB 6 - PAGE 51

52

53 High school/secondary diploma and certificate programs Personal Improvement and Leisure Cluster

33 Citizenship activities 34 Health-related knowledge and skills 35 Interpersonal and social skills 36 Leisure and recreational activities 37 Personal awareness and self-improvement 89 Continuing Education

Other Cluster 28 Reserve entry scheme for officers in the armed forces 29 Military technologies 99 Unknown

For more information please see: Classification of Instructional Programs (CIP) 2016

TAB 6 - PAGE 52

http://www23.statcan.gc.ca/imdb/p3VD.pl?Function=getVD&TVD=299355

Fact Sheet on First Nations Post-Secondary Education 1

FACT SHEET First Nations Post-Secondary Education

This fact sheet is intended to provide a snapshot of participation in and completion of post-secondary education for First Nations people in Canada.

Educational Attainment The majority of First Nations

people who participate in PSE attend a college or trade school, rather than a university.

In 2006, the proportion of First Nations adults who had completed a trades certificate was on par with non-Aboriginal adults.

The overall gap in PSE between First Nations and non-Aboriginal people is directly related to the wide gap in university attainment.

According to recent research

comparing performance in education across the world, Canada, Australia, New Zealand and the United States have similar gaps in university attainment between Indigenous and non-Indigenous adults.

The smallest gap is found in the United States where nearly 15% of Indigenous adults have attained a university degree, compared to 23% of non-Indigenous adults.

Figure 1: Proportion of First Nations people aged 25 to 64 who have completed a post-secondary program, by degree type and area of residence, 2006

14

4

14

20

913

14

19

23

20

8

12

0.0

5.0

10.0

15.0

20.0

25.0

Apprenticeship or trades certificate College or CEGEP diploma University certificate, diploma ordegree

First Nations (on reserve) First Nations (off reserve) Non-Aboriginal people Aboriginal People

Source: Statistics Canada, 2006 Census Figure 2 : Proportion of Indigenous and non-Indigenous adults aged 25 to 64 with a university degree above a bachelor's, 2006

7.7

14.5

6.0

8.4

23.4 23.124.0

21.6

0%

5%

10%

15%

20%

25%

30%

Canada United States Australia New Zealand

IndigenousNon-Indigenous

TAB 6 - PAGE 53


FUNDING NEEDS Approximately seven in 10

First Nations youth aspire to complete a PSE degree.

However, the reality is persistent barriers are preventing First Nations from reaching their goals.

Lack of funding remains the primary barrier PSE for First Nations people living on-reserve.

In 2005, more than one in four (27%) felt the lack of funding was prohibiting access to PSE.

First Nations youth are

significantly impacted by the 2% funding cap on education program spending.

In 2008, the PSSSP program supported an estimated 22,303 students at a total of $300M.

In actual fact, $724M was needed in 2008 to support:

The real costs needed for 22,303 students ($147M).

An additional $64 million for 3,213 other students who were ready to enrol.

An additional $208 million to address the backlog of 10,589 students who are ready but have not been able to enrol in PSE.

This leaves only $5 million required for the 280 First Nations students needed to close the PSE gap.

Figure 3: Barriers to post-secondary education as identified by First Nations living on-reserve, 2005

2

6

7

8

10

14

27

7

14

0 5 10 15 20 25 30

Other

Too far aw ay

Not prepared for PSE

Not very interested

Lack of academicqualif ications

Not used to living out ofthe community

PSE not encouraged

Problems w ith alchohol /drugs; pregnancy

Lack the money / Lack ofgovernment funding

Source: EKOS Research Associates Inc., 2005-Wave 2

Figure 4: Estimated PSSSP funding needs, Canada, 2008-09

$300

$424

0

100

200

300

400

500

600

700

800

$ m

illion

s

Additional costs needed (including backlog of students)Capped Budget

Source: First Nations Education Council, 2009

TAB 6 - PAGE 54


Post-Secondary Student Support Program (PSSSP) The number of First Nations

students funded through INAC’s PSE program has steadily declined from 22,938 in 1997 to 18,729 in 2009.

Despite the historical decline in

funding and enrolled First Nations students, the total graduates from the program have increased since 1997 (3,644) and is at its highest point in 2008 (3,803).

Figure 5: Enrolment funded by INAC Post-Secondary Education Program, by program type, 1997-2010

5,000

7,000

9,000

11,000

13,000

15,000

17,000

19,000

21,000

23,000

25,000

1997

/1998

1998

/1999

1999

/2000

2000

/2001

2001

/2002

2002

/2003

2003

/2004

2004

/2005

2005

/2006

2006

/2007

2007

/2008

2008

/2009

2009

/2010

Source: INAC Post-Secondary Student Support Program (unpublished)

Figure 6: Graduates funded by INAC Post-Secondary Education Program, 1997-2009

3,100

3,200

3,300

3,400

3,500

3,600

3,700

3,800

3,900

1997/1

998

1998/19

99

1999

/2000

2000

/2001

2001/2

002

2002/20

03

2003

/2004

2004/2

005

2005/20

06

2006/20

07

2007

/2008

2008/2

009


TAB 6 - PAGE 55


The characteristics of First

Nations graduates have remained similar since 1997.

First Nations graduates are: Over thirty years of age

(48%); Female (70%); College graduates (48%); Full-time students (86%).

PSSSP students graduate

most often from the following programs of study: General arts and sciences

(17%); Social sciences and

services (15%); Education (13%); and Business and commerce

(13%).

Figure 7: Characteristics of graduates funded by INAC Post-Secondary Education Program, 2008-2009

32%

20%

48%

30%

70%

48%40%

12%

86%

14%

0%10%20%30%40%50%60%70%80%90%

100%

Less

than

24

25-2

9

30 a

ndov

er

Mal

e

Fem

ale

Col

lege

Uni

vers

ity

Oth

er

Full-

time

Par

t-tim

e

Age Gender PSE Program Program Type

Source: INAC Post-Secondary Student Support Program (unpublished) Figure 8: Graduates funded by INAC Post-Secondary Education Program, by program of study, 2008-09

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%

Genera

l Arts

and S

cience

s

Social S

cience

s and

Serv

ices

Educa

tion

Busines

s and

Com

merce

Engine

ering

and A

pplie

d Scie

nce

Other

Health Scie

nces a

nd R

elated

Health Profes

sions

Humanities a

nd R

elated

Fine an

d Applie

d Arts Arts

Native S

tudies

Clerical

Natural Scie

nces

and P

rimary

Indu

stries La

w

Agricu

lture

and Biol

ogica

l Scie

nces

Mathem

atics

and Phys

ical S

cienc

es

Canadia

n Stud

ies


TAB 6 - PAGE 56


The importance of investing in First Nations education The success of First Nations

people in PSE should be of vital interest to all Canadians as the country’s social and economic prosperity depends on it.

With increased education (from no education degree to a university diploma), the gap in employment rates between First Nations and non-Aboriginal people is essentially closed.

Figure 9: Employment rates by level of educational attainment, 2006

36.2

56.160.5

70.976.3

45.8

66.070.0 73.5

78.4

45.0

67.369.8

75.4

79.9

59.5

74.3

79.081.7

81.8

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

No certif icate, diplomaor degree

High school certif icateor equivalent

Apprenticeship ortrades certif icate or

diploma

College, CEGEP orother non-universitycertif icate or diploma

University certif icate,diploma or degree

First Nations (on reserve) First nations (off reserve) Total Aboriginal population Non-Aboriginal population

Source: Statistics Canada, 2006 Census

TAB 6 - PAGE 57

Summary of United Nations Declaration on the Rights of Indigenous Peoples (UN Declaration) Articles Related to Post-Secondary

Education and Training

Article 13 1. Indigenous peoples have the right to revitalize, use, develop and transmit to future generations

their histories, languages, oral traditions, philosophies, writing systems and literatures, and to designate and retain their own names for communities, places and persons.

2. States shall take effective measures to ensure that this right is protected and also to ensure that indigenous peoples can understand and be understood in political, legal and administrative proceedings, where necessary through the provision of interpretation or by other appropriate means.

Article 14

1. Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.

2. Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination.

3. States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.

Article 15

1. Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education and public information.

2. States shall take effective measures, in consultation and cooperation with the indigenous peoples concerned, to combat prejudice and eliminate discrimination and to promote tolerance, understanding and good relations among indigenous peoples and all other segments of society.

Article 21

1. Indigenous peoples have the right, without discrimination, to the improvement of their economic and social conditions, including, inter alia, in the areas of education, employment, vocational training and retraining, housing, sanitation, health and social security.

2. States shall take effective measures and, where appropriate, special measures to ensure continuing improvement of their economic and social conditions. Particular attention shall be paid to the rights and special needs of indigenous elders, women, youth, children and persons with disabilities.

TAB 7 - PAGE 1

Summary of Truth and Reconciliation Commission (TRC) Calls to Action Related to Post-Secondary Education and Training

7. We call upon the federal government to develop with Aboriginal groups a joint strategy to eliminate educational and employment gaps between Aboriginal and non-Aboriginal Canadians. 9. We call upon the federal government to prepare and publish annual reports comparing funding for the education of First Nations children on and off reserves, as well as educational and income attainments of Aboriginal peoples in Canada compared with non-Aboriginal people. 10. We call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples. The new legislation would include a commitment to sufficient funding and would incorporate the following principles:

I. Providing sufficient funding to close identified educational achievement gaps within one generation.

II. Improving education attainment levels and success rates. III. Developing culturally appropriate curricula. IV. Protecting the right to Aboriginal languages, including the teaching of Aboriginal languages as

credit courses. V. Enabling parental and community responsibility, control, and accountability, similar to what

parents enjoy in public school systems. VI. Enabling parents to fully participate in the education of their children.

VII. Respecting and honouring Treaty relationships. 11. We call upon the federal government to provide adequate funding to end the backlog of First Nations students seeking a post-secondary education. 24. We call upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism. 62. We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:

I. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.

II. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.

III. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms.

IV. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education.

TAB 7 - PAGE 2

65. We call upon the federal government, through the Social Sciences and Humanities Research Council, and in collaboration with Aboriginal peoples, post-secondary institutions and educators, and the National Centre for Truth and Reconciliation and its partner institutions, to establish a national research program with multi-year funding to advance understanding of reconciliation. 86. We call upon Canadian journalism programs and media schools to require education for all students on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations.

TAB 7 - PAGE 3

____________________________________________________________________________________________ Office of the Web Site: Mailing Address: Location: Premier www.gov.bc.ca PO Box 9041 Stn Prov Govt Parliament Buildings Victoria BC V8W 9E1 Victoria

July 18, 2017

Honourable Melanie Mark

Minister of Advanced Education, Skills and Training

Parliament Buildings

Victoria, British Columbia V8V 1X4

Dear Minister Mark:

Congratulations on your new appointment as Minister of Advanced Education, Skills and Training.

It has never been more important for new leadership that works for ordinary people, not just those at the

top.

It is your job to deliver that leadership in your ministry.

Our government made three key commitments to British Columbians.

Our first commitment is to make life more affordable. Too many families were left behind for too long by

the previous government. They are counting on you to do your part to make their lives easier.

Our second commitment is to deliver the services that people count on. Together, we can ensure that

children get access to the quality public education they need to succeed, that families can get timely

medical attention, and that our senior citizens are able to live their final years with dignity.

These and other government services touch the lives of British Columbians every day. It is your job as

minister to work within your budget to deliver quality services that are available and effective.

Our third key commitment is to build a strong, sustainable, innovative economy that works for everyone,

not just the wealthy and the well-connected. Together, we are going to tackle poverty and inequality,

create good-paying jobs in every corner of the province, and ensure people from every background have

the opportunity to reach their full potential.

These three commitments along with your specific ministerial objectives should guide your work and

shape your priorities from day to day. I expect you to work with the skilled professionals in the public

service to deliver on this mandate.

…/2

TAB 7 - PAGE 4

2

As you are aware, we have set up a Confidence and Supply Agreement with the B.C. Green caucus. This

agreement is critical to the success of our government. Accordingly, the principles of “good faith and no

surprises” set out in that document should also guide your work going forward.

As minister, you are responsible for ensuring members of the B.C. Green caucus are appropriately

consulted on major policy issues, budgets, legislation and other matters as outlined in our agreement. This

consultation should be coordinated through the Confidence and Supply Agreement Secretariat in the

Premier’s Office. The secretariat is charged with ensuring that members of the B.C. Green caucus are

provided access to key documents and officials as set out in the agreement. This consultation and

information sharing will occur in accordance with protocols established jointly by government and the

B.C. Green caucus, and in accordance with relevant legislation.

British Columbians expect our government to work together to advance the public good. That means

seeking out, fostering, and advancing good ideas regardless of which side of the house they come from.

Our government put forward a progressive vision for a Better B.C. that has won broad support with all

members of the legislature. There is consensus on the need to address many pressing issues such as

reducing health-care wait times, addressing overcrowded and under-supported classrooms, taking action

on climate change, tackling the opioid crisis, and delivering safe, quality, affordable child care for all. As

one of my ministers, I expect you to build on and expand that consensus to help us better deliver new

leadership for British Columbians.

As part of our commitment to true, lasting reconciliation with First Nations in British Columbia our

government will be fully adopting and implementing the United Nations Declaration on the Rights of

Indigenous Peoples (UNDRIP), and the Calls to Action of the Truth and Reconciliation Commission. As

minister, you are responsible for moving forward on the calls to action and reviewing policies, programs,

and legislation to determine how to bring the principles of the declaration into action in British Columbia.

In your role as Minister of Advanced Education, Skills and Training I expect that you will make

substantive progress on the following priorities:

Provide greater access to adult basic education and English-language learning programs by

eliminating fees.

Reduce the financial burden on students by eliminating interest on B.C. government student loans and

establish a $1,000 completion grant program to provide debt relief to B.C. graduates.

Encourage excellence in B.C.’s graduateschool programs by introducing a new graduate student

scholarship fund.

Work with the Minister of Education to support co-op, apprenticeship and work-experience programs

for high school and undergraduate students.

Work with the Minister of Transportation and Infrastructure to implement effective apprenticeship

ratios on government-funded infrastructure projects, and increase participation of equity-seeking

groups in the skilled workforce.

…/3

TAB 7 - PAGE 5

3

Work with the Minister of Children and Family Development to improve the education success of

former youth in care by expanding the tuition fee waiver program.

Expand B.C.’s technology-related post-secondary programs, co-op programs, and work to establish

technology and innovation centres in key areas of the economy.

Develop more degree and certificate programs to increase the number of skilled workers in B.C.’s

forestry sector, focusing on growing innovation and the manufactured wood products sector.

All members of Cabinet are expected to review, understand and act according to the Members Conflict of

Interest Act and to conduct themselves with the highest level of integrity. Remember, as a minister of the

Crown, the way you conduct yourself will reflect not only on yourself, but on your Cabinet colleagues

and our government as a whole.

I look forward to working with you in the coming weeks and months ahead.

It will take dedication, hard work, and a real commitment to working for people to make it happen, but I

know you’re up to the challenge.

Sincerely,

John Horgan

Premier

TAB 7 - PAGE 6

19-12-13

Minister of Indigenous Services Mandate Letter

Dear Mr. Miller:

Thank you for agreeing to serve Canadians as Minister of Indigenous Services.

On Election Day, Canadians chose to continue moving forward. From coast to coast to coast,

people chose to invest in their families and communities, create good middle class jobs and fight

climate change while keeping our economy strong and growing. Canadians sent the message that

they want us to work together to make progress on the issues that matter most, from making their

lives more affordable and strengthening the healthcare system, to protecting the environment,

keeping our communities safe and moving forward on reconciliation with Indigenous Peoples.

People expect Parliamentarians to work together to deliver these results, and that’s exactly what

this team will do.

It is more important than ever for Canadians to unite and build a stronger, more inclusive and

more resilient country. The Government of Canada is the central institution to promote that unity

of purpose and, as a Minister in that Government, you have a personal duty and responsibility to

fulfill that objective.

That starts with a commitment to govern in a positive, open and collaborative way. Our platform,

Forward: A Real Plan for the Middle Class, is the starting point for our Government. I expect us

to work with Parliament to deliver on our commitments. Other issues and ideas will arise or will

come from Canadians, Parliament, stakeholders and the public service. It is my expectation that

you will engage constructively and thoughtfully and add priorities to the Government’s agenda

when appropriate. Where legislation is required, you will need to work with the Leader of the

Government in the House of Commons and the Cabinet Committee on Operations to prioritize

within the minority Parliament.

We will continue to deliver real results and effective government to Canadians. This includes:

tracking and publicly reporting on the progress of our commitments; assessing the effectiveness

of our work; aligning our resources with priorities; and adapting to events as they unfold, in

order to get the results Canadians rightly demand of us.

Many of our most important commitments require partnership with provincial, territorial and

municipal governments and Indigenous partners, communities and governments. Even where

disagreements may occur, we will remember that our mandate comes from citizens who are

served by all orders of government and it is in everyone’s interest that we work together to find

common ground. The Deputy Prime Minister and Minister of Intergovernmental Affairs is the

Government-wide lead on all relations with the provinces and territories.

There remains no more important relationship to me and to Canada than the one with Indigenous

Peoples. We made significant progress in our last mandate on supporting self-determination,

improving service delivery and advancing reconciliation. I am directing every single Minister to

TAB 7 - PAGE 7

19-12-13

determine what they can do in their specific portfolio to accelerate and build on the progress we

have made with First Nations, Inuit and Métis Peoples.

I also expect us to continue to raise the bar on openness, effectiveness and transparency in

government. This means a government that is open by default. It means better digital capacity

and services for Canadians. It means a strong and resilient public service. It also means humility

and continuing to acknowledge mistakes when we make them. Canadians do not expect us to be

perfect; they expect us to be diligent, honest, open and sincere in our efforts to serve the public

interest.

As Minister, you are accountable for your style of leadership and your ability to work

constructively in Parliament. I expect that you will collaborate closely with your Cabinet and

Caucus colleagues. You will also meaningfully engage with the Government Caucus and

Opposition Members of Parliament, the increasingly non-partisan Senate, and Parliamentary

Committees.

It is also your responsibility to substantively engage with Canadians, civil society and

stakeholders, including businesses of all sizes, organized labour, the broader public sector and

the not-for-profit and charitable sectors. You must be proactive in ensuring that a broad array of

voices provides you with advice, in both official languages, from every region of the country.

We are committed to evidence-based decision-making that takes into consideration the impacts

of policies on all Canadians and fully defends the Canadian Charter of Rights and Freedoms.

You will apply Gender-based Analysis Plus (GBA+) in the decisions that you make.

Canada’s media and your engagement with them in a professional and timely manner are

essential. The Parliamentary Press Gallery, indeed all journalists in Canada and abroad, ask

necessary questions and contribute in an important way to the democratic process.

You will do your part to continue our Government’s commitment to transparent, merit-based

appointments, to help ensure that people of all gender identities, Indigenous Peoples, racialized

people, persons with disabilities and minority groups are reflected in positions of leadership.

As Minister of Indigenous Services, you will work to ensure a consistent, high-quality and

distinctions-based approach to the delivery of services to Indigenous Peoples. In parallel, you

will work with the Minister of Crown-Indigenous Relations on capacity building to bring control

of and jurisdiction for service delivery back to Indigenous communities.

I will expect you to work with your colleagues and through established legislative, regulatory

and Cabinet processes to deliver on your top priorities. In particular, you will:

• Fulfill our commitment to eliminate all long-term drinking water advisories on reserve by

Spring 2021 and continue to take steps to ensure water stays safe to drink.

• Continue to fully implement Jordan’s Principle to ensure that First Nations children have

access to the health, social and educational supports and services that they need, when

and where they need them.

• Move quickly on fair and equitable compensation to First Nations persons who were

harmed by the discriminatory underfunding of child and family services on reserve.

TAB 7 - PAGE 8

19-12-13

• Co-develop distinctions-based Indigenous health legislation, backed with the investments

needed to deliver high-quality health care for all Indigenous Peoples.

• Continue to work with First Nations communities to ensure First Nations control over the

development and delivery of services.

• Supported by the Minister of Infrastructure and Communities, work to co-develop and

invest in distinctions-based community infrastructure plans, and move forward with

addressing critical needs including housing, all-weather roads, high-speed internet, health

facilities, treatment centres and schools in First Nations, Inuit and Métis communities by

2030. These plans should also include new investments to support the operation and

maintenance of this infrastructure.

• Working with the provinces and territories, fully implement An Act respecting First

Nations, Inuit and Métis children, youth and families, and ensure long-term predictable

and sufficient funding to support the implementation of the Act.

• Work with the Minister of Infrastructure and Communities, the Minister of Natural

Resources and the Minister of Northern Affairs to support the transition of Indigenous

communities from reliance on diesel-fueled power to clean, renewable and reliable

energy by 2030.

• Ensure that First Nations, Inuit and Métis students have the support they need to access

and succeed at post-secondary education.

• Expand outreach efforts to Indigenous communities to make sure they can access the full

range of federal social benefits including the Canada Child Benefit. This includes the

continued work on pilot outreach activities for urban Indigenous communities.

• With the support of the Minister of Finance, building on the success of the 10-Year

Grant, work with the Minister of Crown-Indigenous Relations to establish a new fiscal

relationship with Indigenous Peoples that moves toward: sufficient, predictable and

sustained funding for communities; and a renewed economic and fiscal relationship that

ensures nations have the revenue generation and fiscal capacity to govern effectively and

to provide programs and services to those for whom they are responsible.

• Work with Indigenous communities on distinctions-based housing strategies.

These priorities draw heavily from our election platform commitments. As mentioned, you are

encouraged to seek opportunities to work across Parliament in the fulfillment of these

commitments and to identify additional priorities.

I expect you to work closely with your Deputy Minister and their senior officials to ensure that

the ongoing work of your department is undertaken in a professional manner and that decisions

are made in the public interest. Your Deputy Minister will brief you on the many daily decisions

necessary to ensure the achievement of your priorities, the effective running of the government

and better services for Canadians. It is my expectation that you will apply our values and

principles to these decisions so that they are dealt with in a timely and responsible manner and in

a way that is consistent with the overall direction of our Government.

TAB 7 - PAGE 9

19-12-13

Our ability, as a government, to implement our priorities depends on consideration of the

professional, non-partisan advice of public servants. Each and every time a government

employee comes to work, they do so in service to Canada, with a goal of improving our country

and the lives of all Canadians. I expect you to establish a collaborative working relationship with

your Deputy Minister, whose role, and the role of public servants under their direction, is to

support you in the performance of your responsibilities.

We have committed to an open, honest government that is accountable to Canadians, lives up to

the highest ethical standards and applies the utmost care and prudence in the handling of public

funds. I expect you to embody these values in your work and observe the highest ethical

standards in everything you do. I want Canadians to look on their own government with pride

and trust.

As Minister, you must ensure that you are aware of and fully compliant with the Conflict of

Interest Act and Treasury Board policies and guidelines. You will be provided with a copy of

Open and Accountable Government to assist you as you undertake your responsibilities. I ask

that you carefully read it, including elements that have been added to strengthen it, and ensure

that your staff does so as well. I expect that in staffing your offices you will hire people who

reflect the diversity of Canada, and that you will uphold principles of gender equality, disability

equality, pay equity and inclusion.

Give particular attention to the Ethical Guidelines set out in Annex A of that document, which

apply to you and your staff. As noted in the Guidelines, you must uphold the highest standards of

honesty and impartiality, and both the performance of your official duties and the arrangement of

your private affairs should bear the closest public scrutiny. This is an obligation that is not fully

discharged by simply acting within the law.

I will note that you are responsible for ensuring that your Minister’s Office meets the highest

standards of professionalism and that it is a safe, respectful, rewarding and welcoming place for

your staff to work.

I know I can count on you to fulfill the important responsibilities entrusted in you. It is

incumbent on you to turn to me and the Deputy Prime Minister early and often to support you in

your role as Minister.

Sincerely,

Rt. Hon. Justin Trudeau, P.C., M.P.

Prime Minister of Canada

TAB 7 - PAGE 10

19-12-13

Minister of Crown-Indigenous Relations Mandate Letter

Dear Ms. Bennett:

Thank you for agreeing to serve Canadians as Minister of Crown-Indigenous Relations.

On Election Day, Canadians chose to continue moving forward. From coast to coast to coast,

people chose to invest in their families and communities, create good middle class jobs and fight

climate change while keeping our economy strong and growing. Canadians sent the message that

they want us to work together to make progress on the issues that matter most, from making their

lives more affordable and strengthening the healthcare system, to protecting the environment,

keeping our communities safe and moving forward on reconciliation with Indigenous Peoples.

People expect Parliamentarians to work together to deliver these results, and that’s exactly what

this team will do.

It is more important than ever for Canadians to unite and build a stronger, more inclusive and

more resilient country. The Government of Canada is the central institution to promote that unity

of purpose and, as a Minister in that Government, you have a personal duty and responsibility to

fulfill that objective.

That starts with a commitment to govern in a positive, open and collaborative way. Our platform,

Forward: A Real Plan for the Middle Class, is the starting point for our Government. I expect us

to work with Parliament to deliver on our commitments. Other issues and ideas will arise or will

come from Canadians, Parliament, stakeholders and the public service. It is my expectation that

you will engage constructively and thoughtfully and add priorities to the Government’s agenda

when appropriate. Where legislation is required, you will need to work with the Leader of the

Government in the House of Commons and the Cabinet Committee on Operations to prioritize

within the minority Parliament.

We will continue to deliver real results and effective government to Canadians. This includes:

tracking and publicly reporting on the progress of our commitments; assessing the effectiveness

of our work; aligning our resources with priorities; and adapting to events as they unfold, in

order to get the results Canadians rightly demand of us.

Many of our most important commitments require partnership with provincial, territorial and

municipal governments and Indigenous partners, communities and governments. Even where

disagreements may occur, we will remember that our mandate comes from citizens who are

served by all orders of government and it is in everyone’s interest that we work together to find

common ground. The Deputy Prime Minister and Minister of Intergovernmental Affairs is the

Government-wide lead on all relations with the provinces and territories.

TAB 7 - PAGE 11

19-12-13

There remains no more important relationship to me and to Canada than the one with Indigenous

Peoples. We made significant progress in our last mandate on supporting self-determination,

improving service delivery and advancing reconciliation. I am directing every single Minister to

determine what they can do in their specific portfolio to accelerate and build on the progress we

have made with First Nations, Inuit and Métis Peoples.

I also expect us to continue to raise the bar on openness, effectiveness and transparency in

government. This means a government that is open by default. It means better digital capacity

and services for Canadians. It means a strong and resilient public service. It also means humility

and continuing to acknowledge mistakes when we make them. Canadians do not expect us to be

perfect; they expect us to be diligent, honest, open and sincere in our efforts to serve the public

interest.

As Minister, you are accountable for your style of leadership and your ability to work

constructively in Parliament. I expect that you will collaborate closely with your Cabinet and

Caucus colleagues. You will also meaningfully engage with the Government Caucus and

Opposition Members of Parliament, the increasingly non-partisan Senate, and Parliamentary

Committees.

It is also your responsibility to substantively engage with Canadians, civil society and

stakeholders, including businesses of all sizes, organized labour, the broader public sector and

the not-for-profit and charitable sectors. You must be proactive in ensuring that a broad array of

voices provides you with advice, in both official languages, from every region of the country.

We are committed to evidence-based decision-making that takes into consideration the impacts

of policies on all Canadians and fully defends the Canadian Charter of Rights and Freedoms.

You will apply Gender-based Analysis Plus (GBA+) in the decisions that you make.

Canada’s media and your engagement with them in a professional and timely manner are

essential. The Parliamentary Press Gallery, indeed all journalists in Canada and abroad, ask

necessary questions and contribute in an important way to the democratic process.

You will do your part to continue our Government’s commitment to transparent, merit-based

appointments, to help ensure that people of all gender identities, Indigenous Peoples, racialized

people, persons with disabilities and minority groups are reflected in positions of leadership.

As Minister of Crown-Indigenous Relations, you will continue the work to renew the nation-to-

nation, Inuit-Crown and government-to-government relationship between Canada and

Indigenous Peoples. This includes continuing to modernize our institutional structure and

governance so that First Nations, Inuit and Métis Peoples can build capacity that supports

implementation of their vision of self-determination.

I will expect you to work with your colleagues and through established legislative, regulatory

and Cabinet processes to deliver on your top priorities. In particular, you will:

• Lead a whole-of-government approach on the continued renewal of a nation-to-nation,

Inuit-Crown and government-to-government relationship with Indigenous Peoples,

advancing co-developed distinctions-based policy and improving our capacity as a

Government to consider and respond to the unique realities of Indigenous Peoples.

TAB 7 - PAGE 12

19-12-13

• Support the Minister of Justice and Attorney General of Canada in work to introduce co-

developed legislation to implement the United Nations Declaration on the Rights of

Indigenous Peoples by the end of 2020.

• Lead and coordinate the work required of all Ministers to continue to implement the

Truth and Reconciliation Commission’s Calls to Action.

• Lead and coordinate the work required of all Ministers in establishing a National Action

Plan in response to the National Inquiry into Missing and Murdered Indigenous Women

and Girls’ Calls for Justice, in partnership with First Nations, Inuit and Métis Peoples.

• Co-develop with Indigenous Peoples a new distinctions-based process for the ongoing

review, maintenance and enforcement of Canada’s treaty obligations between the Crown

and Indigenous communities. This work will be supported by a new National Treaty

Commissioner’s Office that will be designed and established with Indigenous partners.

• Continue to support Indigenous-led processes for rebuilding and reconstituting their

historic nations, advancing self-determination and, for First Nations, transitioning away

from the Indian Act.

• Continue ongoing work with First Nations to redesign federal policies on additions to

reserves, and on the Specific Claims process.

• Continue ongoing work with First Nations, Inuit and Métis to redesign the

Comprehensive Claims and Inherent Rights Policies.

• Work with the Minister of Finance and the Minister of Natural Resources to develop a

new national benefits-sharing framework for major resource projects on Indigenous

territory.

• Deepen work with the Minister of Finance, working with the Minister of Indigenous

Services, to establish a new fiscal relationship with Indigenous Peoples that ensures

sufficient, predictable and sustained funding for communities, and that nations have the

revenue generation and fiscal capacity to govern effectively and to provide programs and

services to those for whom they are responsible.

• Work with First Nations, Inuit and Métis Nation leadership, with the support of the

Minister of Public Services and Procurement, to conclude the Government’s contribution

to the space for Indigenous Peoples in the Parliamentary Precinct.

• With the support of the Minister of Northern Affairs, co-develop and implement an Inuit

Nunangat policy, and fully implement Inuit land claims agreements.

• Continue our regular meetings on Indigenous priorities through the Assembly of First

Nations-Canada Memorandum of Understanding on Joint Priorities, the Inuit-Crown

Partnership Committee and the Canada-Métis Nation Accord.

• Work with the Deputy Prime Minister and Minister of Intergovernmental Affairs and

with me to support a First Ministers’ Meeting on Reconciliation with Indigenous Peoples,

and continue to advance meaningful inclusion of First Nations, Inuit and Métis partners

in federal and intergovernmental decision-making processes that have an impact on

Indigenous rights and interests.

TAB 7 - PAGE 13

19-12-13

These priorities draw heavily from our election platform commitments. As mentioned, you are

encouraged to seek opportunities to work across Parliament in the fulfillment of these

commitments and to identify additional priorities.

I expect you to work closely with your Deputy Minister and their senior officials to ensure that

the ongoing work of your department is undertaken in a professional manner and that decisions

are made in the public interest. Your Deputy Minister will brief you on the many daily decisions

necessary to ensure the achievement of your priorities, the effective running of the government

and better services for Canadians. It is my expectation that you will apply our values and

principles to these decisions so that they are dealt with in a timely and responsible manner and in

a way that is consistent with the overall direction of our Government.

Our ability, as a government, to implement our priorities depends on consideration of the

professional, non-partisan advice of public servants. Each and every time a government

employee comes to work, they do so in service to Canada, with a goal of improving our country

and the lives of all Canadians. I expect you to establish a collaborative working relationship with

your Deputy Minister, whose role, and the role of public servants under their direction, is to

support you in the performance of your responsibilities.

We have committed to an open, honest government that is accountable to Canadians, lives up to

the highest ethical standards and applies the utmost care and prudence in the handling of public

funds. I expect you to embody these values in your work and observe the highest ethical

standards in everything you do. I want Canadians to look on their own government with pride

and trust.

As Minister, you must ensure that you are aware of and fully compliant with the Conflict of

Interest Act and Treasury Board policies and guidelines. You will be provided with a copy of

Open and Accountable Government to assist you as you undertake your responsibilities. I ask

that you carefully read it, including elements that have been added to strengthen it, and ensure

that your staff does so as well. I expect that in staffing your offices you will hire people who

reflect the diversity of Canada, and that you will uphold principles of gender equality, disability

equality, pay equity and inclusion.

Give particular attention to the Ethical Guidelines set out in Annex A of that document, which

apply to you and your staff. As noted in the Guidelines, you must uphold the highest standards of

honesty and impartiality, and both the performance of your official duties and the arrangement of

your private affairs should bear the closest public scrutiny. This is an obligation that is not fully

discharged by simply acting within the law.

I will note that you are responsible for ensuring that your Minister’s Office meets the highest

standards of professionalism and that it is a safe, respectful, rewarding and welcoming place for

your staff to work.

I know I can count on you to fulfill the important responsibilities entrusted in you. It is

incumbent on you to turn to me and the Deputy Prime Minister early and often to support you in

your role as Minister.

Sincerely,

TAB 7 - PAGE 14

19-12-13

Rt. Hon. Justin Trudeau, P.C., M.P.

Prime Minister of Canada

TAB 7 - PAGE 15

- 1 -

Policy Proposal First Nations Post-Secondary Education

Policy Co-development Team Assembly of First Nations National Indian Education Council Indigenous Services Canada Version 8 UPDATED December 3, 20181

1 Original document was drafted in English.

TAB 7 - PAGE 16

- 2 - V8 – December 3, 2018

PREFACE A region, for the purpose of this document, is defined as any territory which First Nations choose to implement First Nation control of First Nation education and negotiate First Nations post-secondary education models. This could include, but not be limited to, a territory defined as a single First Nation, Tribal Council, Treaty affiliation, language family, or an entire province. Only Treaty First Nations will speak for Treaty First Nations. First Nations have the right to self-determination in all aspects relating to education. Authority and autonomy rests with, and will continue to reside with, First Nations at the local level. The government of Canada will not undertake any unilateral decision making or impose mandatory use of regional bodies to allocate funding. SUMMARY OF RECOMMENDATIONS ISSUE: How to strengthen the Government of Canada’s support for First Nations post-secondary education through Treaty Based, self-government and/or regional models that enable First Nations control of First Nations education. DECISION: It is recommended that the Minister of Indigenous Services (“The Minister”) be authorized by Cabinet to implement a two part approach to strengthening First Nations Post-Secondary Education by:

1. Implementing immediate new investments of $544.3M including: A) $427.3M annually in modernized post-secondary education programs starting

in 2019-2020, and B) $124.5M transitional funding for secondary upgrading and/or completion,

starting in 2019-2020 and ongoing.

2. Supporting development of First Nations-led Treaty based, self-government based and /or regional2-based processes to develop First Nations models that will best support First Nations post-secondary education, inclusive of preparation, through a three year $15.5M investment, starting with $7.5M in 2019-2020.

RATIONALE AND KEY CONSIDERATIONS: First Nations assert their right and responsibility to direct and make decisions regarding all matters relating to First Nations lifelong learning as an Inherent and Treaty Right and Post-Secondary Education is a fundamental element of this continuum. There is a persistent gap between First Nations post-secondary education attainment and those of other Canadians, a gap that has widened in the last two decades3. According to the 2016 Census data, 73% of non-Indigenous Canadians have attained post-secondary education as compared with 62% of First Nations. In order to close this gap, 78,000 additional First Nations people, not currently enrolled, would need to attain post-secondary education credentials. In addition, 2016 Census data illuminates that the overall gap in post-secondary education between First Nations and non-Indigenous people is directly related to the persistent gap in university attainment.4 Since 1996, the number of students funded through the Post-Secondary Student Support Program (PSSSP) has been capped at approximately 23,000 students, despite consistent increases in First Nations population and high-school graduation rates. The cap in funding to the PSSSP, among other historical factors has resulted in an over-representation of First Nations in the trades and colleges, leading to an increase in the gap in university attainment. Less than half of students funded through the PSSSP are funded to complete a university diploma, degree or certificate.

2 A region, for the purpose of this document, is defined as any territory which First Nations choose to implement First Nation control of First Nation education and negotiate First Nations post-secondary education models. This could include, but not be limited to, a territory defined as a single First Nation, Tribal Council, Treaty affiliation, language family, or an entire province. Only Treaty First Nations will speak for Treaty First Nations. 3 2018 Spring Reports of the Auditor General of Canada to the Parliament of Canada, Report 5 – Socio-economic Gaps on First Nations Reserves – Indigenous Services Canada, Section 5.18. 4 AFN PSE Fact Sheet, 2018.

TAB 7 - PAGE 17

- 3 - V8 – December 3, 2018

The economic benefits of improved First Nations education and employment outcomes are indisputable. Data from the national Census show that the employment gap between First Nations and non-Indigenous Canadians essentially closes with increased university attainment. 5 Furthermore, research estimates that closing the First Nations education gap would increase First Nations contributions to the GDP by 45% over baseline measures.6 While more and more First Nations people are seeking post-secondary education, there continues to be an outstanding adult education need as well. First Nations require new approaches in order to fully meet community needs. Notably, many First Nations require funding for transitional education for secondary upgrading and/or completion to prepare them for post-secondary education attainment. 2016 Census data shows that 36% of First Nations population aged 25-64 have not attained a high school diploma.7 Moreover, the 2018 Auditor General of Canada Report on Socio-economic Gaps on First Nations Reserves highlighted that 14.5% of on-reserve students received completion certificates as compared to only 2% of non-First Nations students in British Columbia, over the same period of time, creating challenges in identifying how many First Nations graduating students might not be eligible to attend post-secondary institutions.8This funding will work towards improving post-secondary access to First Nations women and their families. New approaches would also include modernized supports for First Nations established institutes of higher learning and the establishment of models consistent with The United Nations Declaration on the Rights of Indigenous Peoples (UN Declaration), Article 14.1 and the right to establish and control institutions providing culturally and linguistically relevant methods of teaching and languages. These institutes increase post-secondary education attainment rates by providing the holistic, culturally relevant supports that drive First Nations student success9. Currently, First Nations established institutes have to rely on proposal based funding that unfairly forces them to compete against larger, provincial and territorial post-secondary institutions, historically resulting in insufficient and unpredictable funding for these institutes. Moreover, recognizing that some First Nations may not establish their own institutes, and given the size and diversity of First Nations, funding is required to bring post-secondary education programming into First Nations communities to address local priorities and needs through community-based programming. In keeping with Government of Canada commitments to work with First Nations through a renewed nation-to-nation relationship, the recommended approach is one co-developed by First Nations and Indigenous Services Canada (ISC). This approach aligns with the principles of First Nations Control of First Nations Education and First Nations jurisdiction over education, and the First Nations Post-Secondary Education Review 2018 Interim Report endorsed on July 26, 2018, by the Chiefs-in-Assembly in AFN Resolution 29/2018, First Nations Post-Secondary Education Review Report and Recommendations. First Nations emphasize the need for immediate investments accompanied by the development of joint processes that honour existing regional models, self-government agreements and provides for the development of Treaty based and/or regional processes for new models. The proposed approach will build on current best practices to implement regional models to enable First Nations to holistically consider, design and implement a suite of integrated programs and services to comprehensively support post-secondary education attainment and success. Models will respect local control, honouring the

5 AFN PSE Fact Sheet 2011. 6 Canadian Centre for Living Standards 2015 (http://www.csls.ca/reports/csls2015-03.pdf) 7 Canadian Council on Learning, The State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success, 2009. 8 2018 Spring Reports of the Auditor General of Canada to the Parliament of Canada, Report 5 – Socio-economic Gaps on First Nations Reserves – Indigenous Services Canada, Section 5.55. 9 Aboriginal Institutes Consortium, A Roadmap to Recognition for Aboriginal Institutes in Ontario Position Paper, October 10, 2014.

TAB 7 - PAGE 18

- 4 - V8 – December 3, 2018

autonomy of First Nations to dictate their own models that will not minimize flexibilities that First Nations communities currently have. These models, once created, will be First Nations directed and managed, including funding as determined by First Nations and inclusive of the potential elements outlined below.

RELATED APPROVALS: It is recommended that the following be approved: In order to implement recommendations:

1. A) Immediate investment of $544.3M in 2019-2020 and on-going as outlined in Appendix A, with a priority for student support, in programs to meet current demand and needs of First Nations people pursuing post-secondary education, through funding to First Nations students, communities and First Nations established institutes. First Nations will allocate investments in line with First Nations control of First Nations education through the respective programs:

i. $45M (continuing annually the two-year investment in PSSSP announced in Budget 2017).

ii. $210.4M PSSSP top-up commensurate with the real costs for currently funded students.

iii. $102.4M PSSSP top-up commensurate with the real costs for current unfunded students.

iv. $62.1M immediate investment to be used for both First Nations directed support for First Nations established institutions and for community-based programming.

v. $124.5.M transitional funding for secondary upgrading and/or completion, in order for First Nations students to be prepared for post-secondary education.

B) To modernize the PSSSP and the Post-Secondary Partnership Program (PSPP), with updated terms and conditions exclusively focused on the needs of First Nations in a manner consistent with First Nations Control of First Nations Education, to enable investments in A(i-iv).

i. Streamline the PSSSP requirements by removing problematic program restrictions based on: student eligibility, eligible expenditures, residency, and increased flexibility to First Nations communities to select students, consistent with self-determination.

ii. Modify the PSPP to be a First Nations directed and First Nations only, regionally delivered program that supports First Nations established post-secondary education institutions and First Nations directed community-based programming, inclusive of funding for First Nations directed selection processes.

C) Establish program authorities for First Nations transitional funding for secondary upgrading and completion, not currently included in the existing K-12 program.

2. Authority to support First Nations to develop regional10 models to best support First Nation students, communities and First Nations established institutes. Related funding of $15.5M over three years will advance Treaty based, self-government-based and/or regional-level engagements. A return to Cabinet as early as 2019 will set out the authorities for implementing the comprehensive post-secondary education models and identify the funding needs associated with the first submission of Treaty based, self-government-based and/or regional models.

CONTEXT The Government of Canada is committed to achieving reconciliation with Indigenous peoples through a renewed, nation-to-nation and government-to-government relationship based on recognition of rights, respect, co-operation, and partnership as the foundation for transformative change. The implementation of the UN Declaration requires transformative change in the Government’s relationship with Indigenous peoples.

10 See footnote 2 for definition of region and/or regional in this context.

TAB 7 - PAGE 19

- 5 - V8 – December 3, 2018

Canada’s commitment to the 2030 Agenda for Sustainable Development, Goal 4: Quality education to ensure inclusive and equitable quality education and promote lifelong learning opportunities for fall 2018. The Government of Canada is working to fulfill this commitment through a review of laws and policies, as well as other collaborative initiatives and actions. The co-development11 process for developing this policy proposal is part of an early effort to advance fundamental change. These efforts must be guided by Canada’s obligation to respect and uphold First Nations’ inherent and Treaty rights to education. This work is rooted in section 35, guided by the UN Declaration, and informed by the Report of the Royal Commission on Aboriginal Peoples and the Truth and Reconciliation Commission’s Calls to Action. The proposed approach furthers Canada’s commitments to supporting a quality education for all First Nations students and to reconciliation as echoed in the 2015 Speech from the Throne, Budget 2017, and the 2015 and 2017 Mandate Letters. First Nations students have the inherent and Treaty right to receive education that is in accordance with their culture, values, traditions and languages and that is free of prejudice and discrimination. Quality and culturally appropriate education is a cornerstone to the preservation and vitality of First Nations societies and to the realization of other fundamental human rights of First Nations students. First Nations students may require unique measures in order to realize their right to education on an equal footing with other Canadian students. This includes the right to equitable funding that meets their specific needs and circumstances, taking into account First Nations cultural, linguistic and geographical needs and historical realities. A strategy premised on the application of standard funding formulas is not sufficient to ensure substantive equality in education for First Nations students. In 2017, a Joint Task Team on Post-Secondary Education was established between (ISC), First Nations and the AFN, which identified programmatic changes to the PSSSP improving access for First Nations students to the program. In 2017-2018, the First Nations Post-Secondary Education Review brought many First Nations representatives from across Canada, which included members of the original task team, to produce the First Nations Post-Secondary Education Review Interim 2018 Report. The report reflects insights and ideas for future First Nations post-secondary education progress, as well as confirming the conversation that can occur nationally across First Nations, while highlighting its limitations and the need for First Nations, regionally and at community level, to define their own needs and requirements for student success. Appendix B includes further principles to guide the discussions and interpretation of any future agreements regarding self-determing self-government First Nations education. Self-determining self-government agreements recognize the inherent right to self-government for First Nations governments and provides a vehicle for the transfer of funds from the Government of Canada. The fiscal arrangement negotiated, in support of the self-government agreement, is based on current funding levels through the ISC’s existing programs with additional funding for governance supports. Most fiscal arrangements include provisions that would be triggered in the event that a change in the funding approach under the Indian Act would result in an increase for non-self-governing First Nations. Where identified in their respective agreements, self-governing First Nations would be eligible to benefit from the revised funding approach. The costing for this proposal will be required to update education funding levels in existing self-government agreements. RECOMMENDED APPROACH 1. Implementing immediate new investments in 2019-2020 in modernized

programs – New investments will provide funding for much needed upgrading and/or completion of secondary school required to enter post-secondary, support new and existing First Nations students to attain post-secondary, and First Nations established institutions and community-based programming. Modernization of Indigenous

11 The use of the word co-development should be understood contextually throughout the document. There are occasions on which co-development is essential to moving the nation to nation relationship forward, particularly where current federal policy and programming affecting First Nations may be changed.

TAB 7 - PAGE 20

- 6 - V8 – December 3, 2018

Services Canada’s programs will provide the autonomy needed to deliver funds consistent with First Nations control of First Nations education and no unilateral decisions will be made by government of Canada. All First Nations education program and services terms and conditions that require change and adaptation to be consistent with this policy proposal will be co-developed with First Nations, consistent with First Nations control of First Nations education and no unilateral decisions will be made by the federal government.

A) In addition to disbursement of the new investments outlined above, this new

approach will require evolution of how the PSPP is currently delivered, in order to respect the principle of First Nations control of First Nations education. For the distribution of First Nations directed support for First Nations established institutions and for community-based programming (the “First Nations Post-Secondary Institutions and Community-Based Programming Stream ): First Nations-led regional bodies or self-governing education systems will set

criteria for funding and adjudicate based on regional allocations of available funding.

ISC regional office shall support the convening of First Nations-led regional bodies and implement its decisions.

Funding will be allocated by the First Nations-led regional bodies to either First Nations established institutes or to community-based programming.12

Costs associated with First Nations directed adjudication, selection and other related matters will be included within the program.

Once current funding commitments within the PSPP are completed, i.e. at the end of 2019-2020, funds will be transferred into the First Nations Post-Secondary Institutions and Community-Based Programming Stream which will become the program and the PSPP will be discontinued.

B) Regarding immediate Investments for transitional education:

Will build on the current K-12 program by creating a specific component of the Nominal Roll. There will be no age limit, and students must not be eligible for the standard K-12 Nominal Roll.

First Nations will establish their transitional education programs by adding students to the transitional education component of the Nominal Roll.

As First Nations adopt transitional programs, design and delivery costs shall be included in the program.

Transitional education programs are focused on secondary school completion (ungraduated) and upgrading or bridging to post-secondary education (graduated).

The Yukon and Northwest Territories First Nations will work with ISC to establish how transitional funding will flow to First Nations and who will determine how resources are best used, consistent with First Nations control of First Nations education.

ISC will work with First Nations communities who have unique agreements and funding circumstances to ensure access.

Self-government agreements will receive their proportional share. As Regional Education Agreements and post-secondary education models are

developed, there are opportunities for First Nations to consider how transitional education best complements First Nations priorities for life-long learning, as well as meeting the needs of specific populations such as youth at risk.

2. Development of regional funding models for First Nation students,

communities and First Nations established institutes – Funding models will be developed on a community, Treaty based and/or regional13 process and respect self-government agreements. First Nations will define their own models and decide when to involve or include the federal government. Funding will go directly to First Nations. Second level service providers will not administer funding unless directed by First

12 See footnote 2 for definition of region and/or regional in this context. 13 See footnote 2 for definition of region and/or regional in this context.

TAB 7 - PAGE 21

- 7 - V8 – December 3, 2018

Nations. First Nations will maintain authority and autonomy to develop their own models including as individual Nations. Process for Treaty and/or Regional Models – The role of the $15.5M investment over three years, is to enable Treaty based, self-government-based and/or regional processes for the development of First Nations-led Treaty and/or regional-based post-secondary education models. The regional models will enable First Nations to transition from the current patchwork of programs to holistic approaches that supports post-secondary education in accordance with First Nations priorities. The current programming does not respect First Nations Control of First Nations education; it is restrictive; and it limits First Nations capacity, flexibility and autonomy. The models will enable an integrated, strategic approach regrouping a suite of supports that includes: Student Supports; First Nations Post-Secondary Education Community Support Services; First Nations established institutes; Community-based programming; and Governance and Leadership Capacity. The funding to support the Treaty based, self-government-based and/or regional model development will support a range of activity including: exploratory discussions, engagement, partnership tables, and model design. ISC regional offices will work in partnership with First Nations or self-governing groups to distribute funds. First Nations will designate the First Nations body that receives the funds by a duly mandated process, as outlined in a letter of intent articulating the intended purpose, activities of engagement (including timelines) and the parties involved. The duly mandated process could be via Band Council Resolution, Chiefs Assembly Resolution, or other existing First Nations regional processes with the mandate to do so. For self-governing First Nations, funding will be distributed by Crown-Indigenous Relations Canada in accordance with established agreements. AFN Resolution 29/2018 indicates that First Nations are interested in moving to the new approach, and it is estimated that there may be 64 Treaty and/or Regional models. It is anticipated that approximately 30% of the models will be ready to implement in 2020-2021, followed by 40% in 2021-22 and 30% in 2022-2023. A return to Cabinet will outline the models developed by First Nations, including additional costs identified by First Nations, and secure the additional funds and authorities required to establish and implement the models. Regional approaches proposed here is consistent with early-childhood and elementary/secondary approaches and provides opportunity for regional bodies to implement life-long learning strategies.

After the three year partnership process, ISC and First Nations will re-evaluate how many First Nations, if any, remain under the PSSSP and the PSPP (or First Nations Post-Secondary Institutions and Community-Based Programming Stream). Some First Nations (i.e. in British Columbia) will be ready earlier. This process will allow for a re-evaluation of the programs’ funding levels.

The Treaty, self-government and/or Regional, models are anticipated to be based on the principles of: Only Treaty First Nations speak for Treaty First Nations. Section 35 of the Constitution. United Nations Declaration on the Rights of Indigenous Peoples. The Truth and Reconciliation Commission Calls to Action as outlined in Appendix

B. Streamlined reporting to reduce reporting burden. Funding will be based on real costs, accounting for the great diversity of local

needs and costs associated with pursuing post-secondary education. Funding models will ensure adequate resources so that First Nations can meet the

needs and priorities of their communities. Regional funding models will be developed in a manner consistent with First

Nations control of First Nations education. Models will account for the exceptional circumstances and unique costs associated

with northern, remote, isolated, fly-in First Nations students, communities, special

TAB 7 - PAGE 22

- 8 - V8 – December 3, 2018

needs, former children in care, First Nations established institutes, and community-based programming.

First Nations-determined objectives. Models will respect existing agreements and arrangements concluded by First

Nations. Funding will flow directly to First Nations or as set out in their existing agreements.

Models could include the following components. As an integral part of the models, First Nations will have the freedom and authority to determine, adjust and change the combination and emphasis within the Model over time. This will enable First Nations to address their own post-secondary needs and priorities.

A) Student Supports

Funding models could include any student supports outlined in the First Nations Post-Secondary Education Review 2018 Interim Report, to be implemented as appropriate, outlined in Appendix C.

First Nations will develop their own policies to govern delivery and manage resources.

B) First Nation Post-Secondary Education Community Support Services

Increased funding for communities to build capacity for coordination for post-secondary education programs and activities and coordinators to support student success including, but not limited to: program choice, career planning, transitioning to post-secondary education, enrolment application process, guidance, Elder supports, orientation for students and families, strategic planning, and community-based education programming.

C) First Nations Established Institutes

Each model will determine the eligibility criteria for their associated First Nations established Institute(s).

Funding models could include any elements outlined as supports for First Nations post-secondary institutions in the First Nations Post-Secondary Education Review 2018 Interim Report, as outlined in Appendix C, and others as determined by First Nations.

Governance/core funding will support the capacity for First Nations established institutes to advance and implement First Nations accreditation and support the delivery, development and modification of post-secondary and transitional programming.

New investments would also support the development of a capital and infrastructure strategy which would include the establishment and expansion of new institutes (including virtual institutes) and increased research and development, while ensuring First Nations holistic wrap-around student supports and services.

Criteria and funding models to be developed by First Nations and their respective institutes.

D) First Nations Community-Based Program Supports

First Nations have access to the resources required to bring post-secondary programming into their communities and support the delivery, development and modification of post-secondary and transitional programming within or for the community.

First Nations would be able to develop, modify or deliver programs, including in partnership with institutions of their choosing.

Guidelines and allocation methodology and adjudication will be determined by First Nations.

For example, a First Nation may deliver Teacher education training within a First Nation, in partnership with a First Nations established institute or public institution. Alternatively, a First Nation may partner with a medical school to secure spots for physician training.

E) Governance and Leadership Capacity

TAB 7 - PAGE 23

- 9 - V8 – December 3, 2018

Provides required capacity and resources for First Nations to: Establish objectives, determine priorities, and report on progress. Engage community to develop sound policies and practices. Strengthen decision-making, manage and analyze data. Engage in partnerships. Develop a First Nations community-led appeals process.

TAB 7 - PAGE 24

- 10

- AP

PEN

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TAB 7 - PAGE 25

- 11 -

APPENDIX B: PRINCIPLES TO GUIDE THE DISCUSSIONS AND INTERPRETATION OF ANY FUTURE AGREEMENTS REGARDING FIRST NATIONS EDUCATION. The history of colonization, residential schools and the imposition of federal and provincial laws and policies have had devastating consequences on First Nations people, their languages, cultures and social structures. There is a pressing need for transformative change to address the gaps in First Nations’ education systems to take into account the rights and aspirations of communities and the best interests of First Nations students. The government of Canada has committed to achieve reconciliation with First Nations people through a renewed, nation-to-nation relationship, based on recognition of rights, respect, cooperation and partnership with First Nations. This includes capacity-building investments that will lead to the implementation of access to real equity in education services and equitable funding. The broad principles of constitutional law, the fiduciary relationship and the honour of the Crown, as well as the legal standards developed by Canadian Courts and international law define and frame all relationships between the government of Canada and First Nations, as well as Canada's responsibilities in providing services and funding to First Nations. Consistent with its obligations, the government of Canada must ensure that any measures, arrangements, programs, policies, agreements or legislation regarding First Nations education, specifically including post- secondary education, are developed in collaboration with communities and recognize and respect the following legal principles. First Nations have the right to self-government and jurisdiction over the education of their members, an Aboriginal right protected by s. 35 of the Constitution Act, 1982. This includes the right to determine their own priorities in education, based on their responsibilities to future generations and their inherent rights. The government of Canada must provide adequate funding and resources to enable the development of local capacity and institutions to ensure First Nations’ control over education. First Nations communities and post-secondary students have the right to effectively participate in and lead any decision-making process that concerns their education. This includes the right to be provided with all necessary information in a timely way to enable them to give their free and informed consent. First Nations’ views and concerns must be seriously considered and integrated into any proposed plan of action regarding their education. First Nations students have the right to receive education that is in accordance with their culture, values, traditions and languages and that is free of prejudice and discrimination. Quality and culturally appropriate education at all levels, including higher learning and post-secondary, is a cornerstone to the preservation and vitality of First Nations societies and to the realization of other fundamental human rights of First Nations peoples. All First Nations learners require enhanced measures in order to enjoy their right to education on an equal footing with other Canadian citizens. This includes the right to equitable funding that meets their specific needs and circumstances, taking into account First Nations peoples’ cultural, linguistic and geographical needs and historical realities. A strategy premised on the application of strict and limited funding formulas is not sufficient to ensure substantive equality in education for First Nations learners in higher education. In order to adequately identify existing gaps and potential areas of discrimination related to First Nations post-secondary education, the government of Canada must ensure that adequate mechanisms and funding are in place to allow First Nations to: i) assess the real needs of communities in order to determine the equitable level of funding required; ii) monitor and evaluate the effectiveness of programs and measures implemented to improve outcomes in First Nations lifelong learning; and iii) develop local capacity and institutions to ensure First Nations’ control over education.

TAB 7 - PAGE 26

BC

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part

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gniz

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e Fi

rst N

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ablis

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t Nat

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such

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proc

ess

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rdin

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rst N

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eter

min

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ria.

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fund

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nstit

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Stud

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exib

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and

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Publ

ic

Post

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Inst

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PSIs

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Prov

inci

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over

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Effec

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st-S

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App

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chie

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PPSI

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PPSI

s di

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cor

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Gov

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and

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y BC

Fi

rst N

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inst

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bo

rig

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anda

ted

inst

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s.

Prov

inci

al

Gov

ernm

ent

DR

AF

TTAB 7 - PAGE 27

pse coordinator workshop 2020

Documents

Transcript of pse coordinator workshop 2020