Treaty No. 6, Treaty No. 7 & Treaty No. Chiefs’ Roundtable on Education Wingate Inn Edmonton West 18220 100 Ave NW, Edmonton, Alberta February 21, 2017 Agenda 5:00 PM to 7:30 PM Opening Prayer . AFN/INAC engagement process . Alberta Reconciliation for Education . IKWC update (membership appointments)TREATY No. 6 TREATY No. 7 TREATY No. 8 TREATY NO. 6, TREATY NO. 7 & TREATY NO.8 CHIEFS’ ROUNDTABLE ON EDUCATION TERMS OF REFERENCE VISION ‘The Assembly of Treaty Chiefs in Alberta hold a common vision for First Nation students in Alberta where First Nation students are achieving or exceeding the full educational outcomes, levels and successes of all other students in Alberta, CONTEXT ‘The Assembly of Treaty Chiefs passed Resolution 03-06-2010/#005R recommending that a Treaty No. 6, Treaty No. 7 and Treaty No, 8 coordinated dialogue continue through the establishment of a Chiefs Roundtable to address all issues related to education. A Memorandum of Understanding (MOU) for First Nations Education in Alberta was finalized on March 15, 2010. Signatories to the agreement include the Ministers of Indian and Northern Affairs Canada (INAC), Alberta Education, Alberta Aboriginal Relations, and the Grand Chiefs of the Confederacy of Treaty Six First Nations, the Treaty 7 Management Corporation and Treaty 8 First Nations of Alberta. The MOU commits the Parties, including the Assembly of ‘Treaty Chiefs in Alberta, to assist in fulfilling the Vision and Principles of the MOU. A First Nations, Métis and Inuit (FNM Partnership Council was established on October 13, 2009 for FNMI education in Alberta. Signatories to the agreement include the Ministers of Alberta Education, Alberta Advanced Education and ‘Technology, Alberta Aboriginal Relations, the Grand Chiefs of the Confederacy of Treaty Six First Nations, the Treaty 7 Management Corporation and Treaty 8 First Nations of Alberta, and the Presidents of the Métis Nation of Alberta and Métis Settlements General Council. The Partnership Council commits to addressing FNMI priorities identified in the Alberta and Summit on Aboriginal Education hosted by the Council of Ministers of Education, Canada (CMEC). PURPOSE ‘The Chiefs’ Roundtable on Education will address all issues relating to First Nations education in Alberta, TERM The CI fs’ Roundtable on Education is established for a term of ten years. MEMBERSHIPMembership of the Treaty No 6, Treaty No 7 & Treaty No 8 Chiefs’ Roundtable will include: Confederacy of Treaty 6 First Nations — Grand Chief, Education Portfolio Chief, Executive Director, Education Director, Elder(s); ‘Treaty 7 Management Corporation — Grand Chief, Education Portfolio Chief, Chief Executive Officer, Education Director, Elder(s); and, ‘Treaty 8 First Nations of Alberta — Grand Chief, Education Portfolio Chief, Chief Executive Officer, Education Director, Elder(s). In addition, an MOU Project Coordinator and a Treaty No. 6, TreatyNo. 7 and Treaty No. 8 Indigenous Knowledge and Wisdom Centre (IKWC) Project Manager will also participate. ROLES AND RESPONSIBILITIES: Grand Chiefs of Treaty No. 6, Treaty No. 7 and Treaty No. 8 provide guidance and direction to their respective Education Portfolio Chiefs and Education Directors on matters relating to the MOU for First Nations Education in Alberta and the FNMI Education Partnership Council Grand Chief will attend all meetings of elected officials under the MOU and the FNMI Education Partnership Council. Grand Chiefs may also attend meetings of the Alberta First Nations Education Circle (Circle). ‘The Education Portfolio Chiefs of Treaty No; 6, Treaty No. 7 and Treaty No. 8 will monitor the progress of the MOU and the FNMI Education Partnership Couneil and provide direction to their respective Education Directors... The Education Portfolio Chiefs will attend meetings of elected officials under the MOU.and the FNMI Education Partnership Council. Education Portfolio Chiefs may also attend meetings of the Circle. If, for some reason, the Grand Chief® are unable to,attend a meeting of elected officials, they may defer to their respective Education Portfolio Chief. If, for some reason, the Education Portfolio Chiefs are unable to attend.a meeting and would like to send a proxy, a letter identifying the proxy will be forwarded to each Education Director of the other Treaty organizations. The designated proxy should bring the original letter to the meeting as well. The Treaty organizations’ Chief Executive Officer or Executive Director will participate at meetings of the Circle and may also attend meetings of the FNMI Education Partnership Council. CEOs/Executive Directors may be replaced at any meeting of the Circle by the Education Portfolio Chiefs if deemed necessary by the Grand Chiefs or Education Portfolio Chiefs. ‘The Education Directors will participate at meetings of the Circle and MOU Working Group, as well as the FNMI Education Partnership Council and the Partnership Council Working Group. ‘The Education Directors will report to their respective Education Portfolio Chiefs, provide regular updates and carry out the duties as stated in the MOU Implementation Framework and ‘the FNMI Partnership Council Action Plan‘The MOU Project Coordinator will provide secretariat functions for the Chiefs” Roundtable. This includes the booking/arrangement of facilities for meetings, development of meeting ‘materials/agendas and distributing an agreed-upon record of outcomes following meetings. The MOU Project Coordinator will report to the Chiefs’ Roundtable on Education, The IKWC Project Manager will fulfill the activities identified in the MOU Implementation Framework. The IKWC Project Manager will report to the Chiefs" Roundtable on Education. MEETINGS The Roundtable will meet once every three months to share information, processes, and updates from all parties on any important changes regarding the work surrounding the MOU and the FNMI Education Partnership Council. A special or extraordinary meeting may be called when deemed necessary by the Grand Chiefs, Education Portfolio Chiefs or the Education Directors. COMMUNICATION Representatives on the Chiefs’ Roundtable on Education from the Confederacy of Treaty 6 First Nations, the Treaty 7 Management Corporation and Treaty 8 First Nations of Alberta agree that they have a shared responsibility to communicate with each other and agree: * to work collaboratively to avoid misuse of any information; * that all parties have a role to play as pariners to ensure every student has the tools needed to be successful and to participate in the economic and social fabric of our society; ‘* that the commitments contained in the MOU call on all parties to do their part to help First Nations students)sueceed; that work to achieve the goals and priorities of the FNMI Education Partnership Council requires leadership from all levels in order to build community and family values that embrace education and encourage and provide the opportunity for student success; to make decisions jointly and implement those decisions together; to express their mutual respect for one another and treat each other as equal parties; and, toestablish a basis of mutualsupport for the preservation and protection of Aboriginal and Treaty Rights, as recognized in the Constitution Act, and to examine the possibilities of shared jurisdiction, AMENDMENTS. Any party may request that this document be reviewed, amended or replaced by providing 30 days written notice to the other parties.Wii rear no.7 rhesrrNo.s Treatrno.6 Treaty No. 6, Treaty No. 7 & Treaty No. 8 Chiefs’ Roundtable on Education February 21st, 2017 Prepared for: Treaty 6, 7 & 8 Chiefs’ Round Table on Education Submitted by: Treaty No.6, Treaty No.7 & Treaty No. 8 Education Leads Purpose To provide an update the Treaty 6, 7 & 8 Chiefs’ Round Table on Education regarding the status and development of the Joint Collaboration process between INAC and AFN engaged through the regional NIEC and CCOE. The Joint Collaboration will support primary and secondary First Nations education policy and/or legislative reform to reach statutory funding for First Nations Education. Background > July 2016 - AFN Resolution #16/2016 passed — Resolution included “Accept the document, First Nations - Government of Canada Terms of Reference for Joint Collaboration between the Assembly of First Nations’ (AFN) Chiefs Committee on Education (CCOE) and Indigenous and Northern Affairs Canada (INAC) Phase 1 — First Nations Education Engagement Processes, as the document that outlines an honorable process between First Nations and INAC that includes full and meaningful regional First Nations participation to develop recommendations for reforming First Nations education, which respects existing regional models and initiatives”. > September 8, 2016- Correspondence to Chris Rainer from AFN Education Portfolio holder and Regional Chief Saskatchewan outlining next steps for a collaborative process specifically for Phase 1- First Nations Education Engagement Processes. ‘TREATY 6, 7 & 8 CHIEFS’ ROUND TABLE ON EDUCATION FEBRUARY 21ST, 2017Current Status First Nations Education Regional Engagement Processes > Phase 1, Research & Representation - calls for appointment of 1 regional expert for each task team. Task teams indicated are as follows: + Early Childhood Education (K-3), + Post-Secondary Education, + Measurement & Mutual Accountability, + Education Statutory task team, + and Funding Mechanisms. Phase 2, Draft Documents & Approvals - Joint working group (INAC & AFN) in conjunction with regional task teams will serve an overall national coordinating role to elaborate various recommendations for reforming First Nations Education. INAC and the AFN are working together to roll out a National process for First Nations Education Legislation Addition of three more Joint Task Teams: Accountability for First Nation Students in Provincial Schools; Unique needs of Northern and Remote Communities; Education Infrastructure (major/minor capital, transportation) Aletter was sent dated November 2 to Chiefs and Councils from the Minister of INAC. No response was sent back from Chiefs and Councils, so INAC took this as consent to roll out their consultation, They have gone to First Nations and Tribal Council Education Directors to help them consult directly with Parents (the recognized legal authority over education) through the New Paths proposals. Correspondence dated December 8”, 2016 to January 22, 2017 between T8 Education Chief Billy Joe Laboucan to AFN Regional Education Chief Bobby Cameron speaks to the aggressive timeline and requests a meeting to deal with this impasse. A conference call was established on January 31, 2017 and a conversation was had in reference to the tables currently seeking representation is contradictive to Alberta's position. Chief Bobby Cameron ‘ensured not only in the conversation but in the email as well that “each region is unique and has their own direction there going with treaty education and jurisdiction. We will not intrude ‘on your Chiefs direction on this very important matter.” Key Considerations > Abriefing on the provincial strategy has been provided within the package, please note that the province and federal strategies align. Massive resources are being spent to roll this out. TREATY 6, 7 & 8 CHIEFS’ ROUND TABLE ON EDUCATION FEBRUARY 21ST, 2017 PAGE2Consultation on education legislation is happening now. The strategy employed by INAC & AFN is under an aggressive timeline, Agreeing to this engagement is happening in your First Nations now. This will entrench the Alberta contro! mentioned above as well as AFN and INAC oversight. ‘AFN’s role is only to facilitate the National First Nation Education Reform. Timelines proposed are too restrictive for internal regional processes to occur. The AFN/INAC process is not true Statutory Funding as it conflicts with the T6, T7 & T8 Position on First Nations control of First Nations Education. The AFN/INAC process is only tinkering with the Indian Act where the Minister has the authority. The AFN/INAC process is contradicting to the position that the federal government is only responsible for funding First Nations Education. Recommendations: > The only role AFN should play in this process is to facilitate the tables to negotiate and collaborate on a Statutory Funding. Conversations about Early Childhood Education (K-3), Post-Secondary Education, Measurement & Mutual Accountability should not be part of this process. Correspondence to both governments and AFN from a united all chiefs position on these matters. Education Directors of Treaty 6, 7 & 8 First Nations meet after T6, 7 & 8 Chiefs to get on the same page. In the meantime, refrain from issuing any letters of support or BCR’s to INAC regional and Ha requests for New Paths Parental engagement on FN Education. In the meantime, retract in writing any BCR's or letters of support given for the above mentioned initiatives. TREATY 6, 7 & 8 CHIEFS’ ROUND TABLE ON EDUCATION FEBRUARY 21ST, 2017ANNUAL GENERAL ASSEMBLY JULY 12, 13, & 14, 2016; NIAGARA FALLS, ON Resolution no. 16/2016 TITLE: Honourable Process to Develop Recommendations to support First Nations Education Reform SUBJECT: Education MOVED BY: Chief Lyndon Musqua, Keeseekoose First Nation, SK SECONDED BY: Chief Elaine Johnston, Serpent River First Nation, ON DECISION Carried by Consensus WHEREAS: ‘A. The United Nations Declaration on the Rights of Indigenous Peoples (UN Declaration) states: i. Article 14(1): Indigenous peoples have the right to establish and contol their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural ‘methods of teaching and learning. ji, Attcle 19: States shall consult and cooperate in good faith with the Indigenous peoples concemed through their own representative institutions in order to obtain their free, prior and informed consent before adopting and implementing legislative or administrative measures that may affect them. B. Indigenous and Northem Affairs Canada's control and underfunding of First Nations education systems has produced many negative outcomes that First Nations understand can be remedied by a statutory guarantee of fair, predictable and sustainable funding for systems developed and maintained by First Nations. C. First Nations recognize federal legislation as a construct of the Government of Canada that provides @ ‘mechanism for inter-govemnmental transfers to occur. Certified copy of a resolution adopted on the 13th day of July 2046 in Niagara Falls, Ontario PERRY BELLEGARDE, NATIONAL CHIEF 16-2016 Page 1 of 3ANNUAL GENERAL ASSEMBLY JULY 12, 13, & 14, 2016; NIAGARA FALLS, ON Resolution no. 16/2016 D. AFN Resolution 35/2014 supported a draft Framework for a Federal Act for First Nation Education and a draft First Nations - Federal Crown Terms of Reference on Federal Act for Funding First Nations Education as ‘working documents to bring to the Government of Canada and develop an honourable process to develop a federal act for funding First Nations education. E, AFN Resolutions 01/2014 and 11/2014 also supported First Nations to call upon Canada to engage in an honourable process to develop a more streamlined and effective funding mechanism for First Nations education including a comprehensive funding formula to replace antiquated and outdated methodologies. F. AEN Resolutions 01/2014 and 11/2014 also called for an immediate infusion of additonal funding for First Nations education to begin closing the funding gap for First Nations education until such time as a new fiscal framework is agreed upon, G. Anew Liberal government announced its federal commitment to First Nations education through the 2016 federal budget which invested $2.6 bilion over five years for elementary and secondary education. H. First Nations across Canada have engaged in extensive discussions in their territories on the way forward for First Nations education and require a statutory guarantee of fir, predictable and sustainable funding to ensure the educational needs of First Nations learners are fully recognized and met regardless of where they reside. |. Responding to Resolution AFN 35/2014, AFN, the Chiefs Committee on Education and its national committee of First Nations education technicians, the National Indian Education Couneil (NIEC), will workin collaboration with INAC to develop a new draft First Nations - Government of Canada Terms of Reference for Joint Collaboration between the Assembly of First Nations’ (AFN) Chiefs Committee on Education (CCOE) and Indigenous and Northem Affairs Canada (INAC) Phase 1 - First Nations Education Engagement Processes, ‘which outlines an honourable and collaborative process for ratification by Chiefs-in-Assembly. J. The terms of reference for joint collaboration outine three phases to ths initiative, which include: Phase 1 Regional Processes: Collaborative Engagement Processes with First Nations; Phase 2: Co-Development of National Policy/Legislation; and Phase 3: Implementation ‘THEREFORE BE IT RESOLVED that the Chiefs-in-Assembly: 4. Accept the document, First Nations ~ Government of Canada Terms of Reference for Joint Collaboration between the Assembly of First Nations’ (AFN) Chiefs Committee on Education (CCOE) and indigenous and Northem Affairs Canada (INAC) Phase 1 - First Nations Education Engagement Processes, as the document ‘that outlines an honourable process between First Nations and INAC that includes full and meaningful regional First Nations participation to develop recommendations for reforming First Nations education, which respects existing regional models and initiatives, Certified copy of a resolution adopted on the 13th day of July 2016 in Niagara Falls, Ontario PERRY BELLEGARDE, NATIONAL CHIEF 16-2016 Page 2 of 3ANNUAL GENERAL ASSEMBLY JULY 12, 13, & 14, 2016; NIAGARA FALLS, ON Resolution no. 16/2016 2. Call for the implementation of the aforementioned document through the activities and timelines therein 3, Require that any draft federal education legislation andlor policy that results from ths process be ratified by the Chiefs in Assembly before being intoduced into the federal House of Commons. 4. Understand that implementation of this resolution is contingent upon the Government of Canada and their provision of sufficient funding to undertake activities as outlined in the aforementioned documents 5, Demand that Canada honours and upholds their Constitutional obligation to the spirit and intent of Inherent and Treaty rights to education. Certified copy of a resolution adopted on the 13th day of July 2016 in Niagara Falls, Ontario PERRY BELLEGARDE, NATIONAL CHIEF 16-2016 Page 3 of 3‘TREATY No. 6 TREATY No. 8 Treaty No. 6, Treaty No. 7 & Treaty No. 8 iefs’ Roundtable on Education February 21st, 2017 Prepared for: Treaty 6, 7 & 8 Chiefs’ Round Table on Education Submitted by: Treaty No.6, Treaty No.7 & Treaty No. 8 Education Leads Purpose To provide an update the Treaty 6, 7 & 8 Chiefs’ Round Table on Education regarding the status and development of the provincial plan for First Nations Education they call “Education for Reconciliation’. There are many components to this. A document entitled ‘An update for First Nations Education in Alberta’ has been included in this package to illustrate the Educational agenda that the provincial government is currently rolling out. Background > Alberta’s commitment to mandatory First Nations, Métis and Inuit perspectives and experiences in curriculum was reaffirmed on March 27, 2014, at the Truth and Reconciliation Commission (TRC) event in Edmonton. > Itis mandatory that current and future Kindergarten to Grade 12 curriculum includes ‘student learning outcomes specific to First Nations, Métis and Inuit perspectives and experiences, as well as content on the significance of residential schools and treaties. > Education for Reconciliation is a broad umbrella term used by the Alberta Province government to support their commitments according to the MOU on First Nations Education signed in 2010. ‘TREATY 6, 7 & 8 CHIEFS’ ROUND TABLE ON EDUCATION FEBRUARY 21ST, 2017> The above provincial initiatives have not come across any First Nations table including the MOU for discussion. Key Considerations > Alberta Education is implementing a plan for First Nations Education they call “Education for Reconciliation’. There are many components to this initiative that is why it needs to be address at the leadership level. These components directly impact jurisdiction and Chiefs rational as to why BR's are required. What is the long term impact of allowing the province to assert its authority on reserve? The strategy is being utilized for Health, Data and Child & Family Services. The province uses the term “Extending provincial initiatives and services to First Nations”. This is a unilateral government process and plan. ‘ They are using this plan to build provincial capacity, and to accept First Nations program monies. They are using this plan to assert provincial Ministerial authority over Chiefs and Councils. The governance structure for this is already established and does NOT include Chiefs and Councils at the decision making table. Provincial government disregard First Nations’ capability to be stewards of their intellectual property, history and knowledge. To date Alberta Education refuses to be transparent and accountable for the First Nations children serviced within their jurisdiction. Recommendations: > Refrain from issuing any BCR's and letters of Support to provincial government, school board, and RCSD regional bodies. > Review attached correspondence with the Provincial government. > First Nations need to be involved in the planning, delivery and structure process from the on-set in order for the service to reach First Nations children effectively. TREATY 6, 7 & 8 CHIEFS’ ROUND TABLE ON EDUCATION FEBRUARY 21ST, 2017TREATY No. 6 ‘TREATY No. 7 ‘TREATY No. & December 7, 2016 Premier Rachel Notley Office of the Premier 5 307 Legislature Building 10800 - 97 Avenue Edmonton, Alberta TSK 286 RE: First Nations Education in Alberta Dear Premier Notley, Many of our peoples have been encouraged by your vision of a renewed relationship with the First Nations in Treaty 6, 7, and 8 territories. To support this, you have taken on the challenge to implement the Calls to Action of the Truth and Reconeiliation Commission and have adopted an Indigenous Policy based upon the United Nations Declaration on the Rights of Indigenous People. We were also pleased to read your letter of July 7, 2015 to your Ministers stating: “At its heart, the UN Declaration encourages all of us to celebrate and preserve Indigenous cultures and traditions and to work alongside Indigenous people to ensure they are participating in decisions that concern them”. We extend our gratitude to ‘you for your ongoing leadership in these crucial endeavours. Like you, we work diligently to offer informed leadership to our communities, and, consequently, to @ considerable percentage of Alberta's voting population. ‘As you know, First Nations in the aforementioned territories, through their regional representative ‘organizations, are partners in the Memorandum of Understanding for First Nations Education in Alberta (MOU). Since 2010, this MOU has provided a fremework to allow for First Nations, the Provincial Government, and the Federal Government to work collaboratively on addressing First Nations Education in Alberta. Although currently under review, the MOU is the only collaborative mechanism we have that allows forall three parties to be at the table. As such, it both mandates and permits us to honour our n of a collaborative relationship between the Governments and First Nations Peoples. shared viDespite the many encouraging developments in our relationship with the Provincial Government since ‘you took office, we are concerned that key provincial policy initiatives have become inhibitive to ‘genuine collaboration and compliance with the MOU. Without the full scope of the MOU's collaborative processes in place, the work it promises to do through its Strategic Action Plan will not be accomplished. At best, these current trends could turn the MOU into a weakened and inadequate mechanism for changes that undermine its original intent. At worst, we fear that some of the efforts currently being attributed to the MOU could compromise our collective ability to honour the Truth and Reconciliation ‘Commission's Calls to Action and the UN Declaration, and could work against your timely and imperative directive to “work with Indigenous leaders as true partners.” In the spirit of reconciliation, we request a meeting with you personally at the earliest mutually acceptable date to have a full dialogue on these urgent issues; we are requesting that you allow us to host you for this important meeting. Our staff will follow up with your office as to securing the date and location for the meeting. In spirit of true partnership, Inf t Chiet Randy Ermineskin Chief Stanley Grier Grand Chief Treaty No. 6 Education Portfolio Treaty No.7 Eniéi Rupert Meneen sand Chief Treaty No. 8 ce. Chiefs of Treaty 6,7, & 8 Alberta Honourable David Eggen, Alberta Minister of Education, Culture and Tourism Honourable Richard Feehan, Alberta Minister of indigenous RelationsEducation update for First Nations in AlbertaTable of Contents A. Executive Summary B. Education for Reconciliation 1. Overview 2. Joint Commitment to Action 3. Building Collaboration & Capacity in Education (BCCE) 4. Regional Collaborative Service Delivery (RCSD) . INAC/AEN First Nation Education Legislation D. Supporting DocumentsA. Executive Summary 2017 Our ancestors exercised the Inherent right to self-determination when they signed the Treaty. The Crown recognized the Inherent right when they signed the Treaty. Every person has the right to be self- determination. This comes from our Creator and our land, and is an inherent human right. We need to constantly remind ourselves of the process taken by our ancestors which created a position of unity. We come together in unity for common purposes. (Our system of Life-long learning is rooted in our relationship with the land and within our languages. (Our Life-long learning System flows from the land through our relationship with it; this is our process. This process is rooted in our language; our philosophy is rooted in our language. Our peoples’ vision for ‘our children is to nurture a child as a whole being - to become a good person. ‘The parameters of the western education system, was and always has been utilized by the western governments to assimilate us; that holds true today. The agenda has remained the same. The only variables which have changed are the tools which the western government utilize within their systems. ‘There is overwhelming research which demonstrates that their system has falled not only us, but is ‘committing harm to their own children as well. We need to control and maintain control of our system. ‘We are the only ones that can do what needs to be done for our children. They have demonstrated time ‘and time again that they do not have the capacity, or the ability, to shape our children to have a good life and to be good people. ‘The governments of the day have cushioned thelr Indian policy in the language of reconciliation. ‘The process that the Assembly of First Nations is facilitating (Joint Collaboration) will have us weave ourselves into thelr framework. It will have us live under their roof, and will continue to force our children and grandchildren into their systems. ‘The Alberta government is stating that their actions are legitimized in the Truth and Reconciliation calls ‘to action. The Alberta government is stating that through the TRC calls to action they are committing, acts of reconciliation. The Calls to Action do not give the governments of today the sole discretion to interpret and populate First Nations Education solely within a process defined by their bureaucrats to fulfill their agenda. We are the stewards of this land, which is our learning system. To achieve this, we must understand and value who we are. We are capable. Our framework for our learning systems have always been there, left for us by our Elders and ancestors. As the original peoples of this land we are not required to weave our perspectives into other frameworks, although our framework has room to welcome other perspectives. (ur starting point must always be who we are, not how we will fit into theirs. ‘We need to define what UNDRIP means for us in implementation; we have the tools to interface with these governments. The tools are there to regain control, true control, and to articulate a process of true collaboration. We need to take our place at the table, not to live under the systems defined for us. ‘A. Executive Summary pg. 1A. Executive Summary 2017 The space exists for this. This space has been left for us through the Treaty. We are the only peoples to have this space. This isthe space that they are after, as its a direct threat to their never ending agenda of full assimilation and control. This document explores the Government of Alberta's and the Government of Canada’s initiatives to utilize the TRC Calls to Action, The United Nations Declaration on the Rights of Indigenous Peoples, and the Memorandum of Understanding on First Nations Education as the legitimizing documents to offload control of First Nations Education to the Province. ‘A. Executive Summary pg. 2(3008) 14815 voneanp3 ui Ayede) 7B onevogegeyioD ‘SupineB. 2. Joint Commitment to Action | 2017 The Joint Commitment to Action stems from the Truth and Reconeiliation Commission Call to Action (TRC). The Provincial government organizations and the National Centre for Truth and Reconciliation signed a Joint Commitment to Action on June 15, 2015. Through the Joint Commitment to Action, stakeholders such as Alberta Education, the Alberta Schoo! Boards Association (ASBA), the Alberta Teachers Association (ATA), the Alberta Association of Deans of Education (ADE), the Alberta Regional Professional Development Consortia (ARPOC), the College of AB. School Superintendents (CASS), and the National Centre for Truth and Reconciliation (NCTR) have all been allocated funds to develop PD for teachers so all students learn about the history, culture, perspectives and contributions of FNM! peoples. The Joint Commitment to Action has failed to include First Nations inthis initiative Funding: Funds have been allocated to these organizations to the amount of $5.3million, over the next 3 years. $2.4 million to Alberta Teachers Association (ATA) $1.8 million to Alberta Regional Development Consortia (ARDC) $900,000.00 to Truth and Reconciliation Commission (TRC) $250,000.00 to Alberta School Boards Association (ASBA) Expert Working Groups: $4 million dollars set aside to consult with Indigenous people to ensure curriculum accurately reflects their history and teachings. To date there has been na agreed upon process to designate ‘experts’ in First Nations history and teachings. Alberta Education has determined that the ‘Expert tables’ will create ‘and validate the First Nations history and teachings to infuse in the Provincial Curriculum. The process that the Province has identified requests a submission of participants who have to meet specific criteria, outlined by the province. The nominated individual is nominated by a principal. In 2010, the ASBA has been allocated $250,000.00. ASBA established the Task Force on FNMI Student in |AB. In the next year this task force was expanded to include representation from the ATA, ARDC, CASS and Alberta Education, ASBA has committed to design, develop and implement professional learning opportunities and resources for school boards and trustees. The ATA has been allocated $2.4 million, and have hired 6 P.O. consultants to develop and deliver the Walking Together: Education for Reconciliation Professional Learning Project to educate Alberta teachers about indigenous history, worldview and ways of knowing, so they can, in turn, share this knowledge with Alberta students. Current Status and Implications: How can Provincial organizations be expected to ensure the information about residential schools and treaties, or even the inclusion of the perspectives, histories, and knowledge of First Nations, Inuit and ‘Metis peoples are accurate and represent an Indigenous perspective? How is this information validated? 8B. 2. Joint Commitment to Action pg. 1B. 2. Joint Commitment to Action | 2017 First Nations have not agreed to a framework and/or process to determine information shared and/or validated. No transparency of the process, framework, project development and timeline, scope of work and TOR's for all partnerships, and an itemized budget. ALetter from Treaty 8 Grand Chief to Minister Eggen dated February 5, 2016 requested ‘that a moratorium be placed on any new regulations, standards, policies, or curriculum that will Impact our children’. Alberta Education announced the overhaul and reconstruction of Educational Curriculum 4 months after receiving the Letter from Treaty 8 Grand Chief. The provincial government of Alberta has taken it upon themselves, using the TRC Calls to Action to justify their initiatives in creating curriculum utilizing residential schoo! history, Fist Nations knowledge and perspectives. The development of these initiatives without true collaboration with First Nations is not reconciliation. Its the opposite of reconciliation. This process is dangerous to the relationship between the provincial government and First Nations. This process utilizes First Nations history, perspectives and knowledge while disregarding an identified First Nations process. This Joint Commitment to Action demonstrates that both Provincial and Federal governments disregard First Nations’ capability to be stewards of their own knowledge, perspectives and history. This is illustrated through the disbursement of funds to provincial bodies. It's further exemplified through the ‘exclusion of First Nation processes, First Nations are capable of remaining stewards of their own intellectual property, history and knowledge. B. 2. Joint Commitment to Action pg.B. 3. Building Collaboration & Capacity in Education | 2017 (BCCE Grant) ‘The Alberta government made commitments under the Memorandum of Understanding for First Nations Education in Alberta. Alberta Education states that the Building Collaboration and Capacity in Education (BCE) supports one of the commitment which states to pursue targeted and strategic funding opportunities to increase the success of First Nations students. This initiative was not decided upon nor was the process agreed to at the MOU table. “The BCCE grant is a one-time grant extended to individual First Nations, A First Nations organization that provides education services, public, separate, and charter school authorities who have existing Education Service Agreements for First Nations students who reside on reserve and attend provincial school. This process is a band aid solution, which will not build or sustain any systemic capacity for First Nations systems. This initiative will enhance strategic planning for Alberta Education as it will inform thelr education system. “The BCCE grant has been made available to First Nations to participate in existing provincial initiatives. This process leaves no room for the creation of responsive initiatives. This capacity building reinforces First Nations dependency upon Provincial educational structures and systems. Funding: Funding methodology Is set out in the Funding Manual for School Authorities under section 5.5. I one-time targeted funding opportunity which supports 3 year projects which focus on collaboration with Provincial Education entities to enable participation in provincial initiatives. The funding is allocated to a First Nation from Alberta Education by calculating the full ime enrollment (FTE) taken from the Frozen Head Count of the previous year. Eg(1 FTE=$335). It also states in the BCCE guidelines that a base allocation of $50,000.00 + FTE will be allocated to First Nations operating a band run school. The First Nation fills in the BCCE proposal template and submits it to the province for approval, based on the CCE guidelines. The First Nation is then required to report to Alberta Education with detailed information of identified activities, The Alberta government has not stated where these funds originate from, Current Status and Implications: ‘The BCCE grant is a one-time grant for First Nations; how will capacity be maintained at the end of the 3- year term? The BCCE grant allows for First Nation engagement in a Provincially followed agenda. BCCE grant accommodates consultation in areas such as Education Service Agreements, student performance measurements, data, defining roles and responsibilities in collaborative plans and implementation of provincial initiatives such as the Regional Collaborative Service Delivery (RSCD}. First Nations will be reporting to a provincial governing body, which has to date no jurisdiction within First Nations. First Nations will be accountable to Alberta Education. To date Alberta Education refuses to be transparent and accountable for the First Nations children serviced within their jurisdiction B, 3. Building Collaboration & Capacity in Education (BCCE Grant) pg. 1B. 3. Building Collaboration & Capacity in Education | 2017 (BCCE Grant) ‘The province of Alberta has extended the BCCE grant under the disguise of capacity building. Capacity cannot be built nor maintained within a 3-year term. Ina 3-year term short collaboration maybe acquired, however any long term sustainable collaboration will be unachievable. Alberta Education needed First Nation Collaboration on initiatives which they have identified as priority in order to reinforce First Nations dependency upon a Provincial Education system. Consideration needs ‘to be taken when handling student data, many First Nations data has been protected under OCAP* principles. £ OCAP- Standing for ownership, control, access and possession, OCAP® asserts that First Nations have control over data collection processes in their communities, and that they own and control how this information can be used. bnttos/nige.ca/ocap.tm! B. 3. Building Collaboration & Capacity in Education (BCCE Grant) pg. 2B. 4. Regional Collaborative Service Delivery | 2017 To date the process of providing wrap around services to First Nations children has excluded Fist Nations. The Jordan's Principle is a child first principal used in Canada to resolve Jurisdictional disputes within, and between governments, regarding payment for government services provided to First Nations children. Discussion between Provincial and Federal governments have occurred, Currently implementation of a process to provide wrap around services to First Nations Children is being implemented. This process has directly and purposely excluded First Nations. n 2013/2014 the planning phase for merging Regional Education Consulting Services (RECS) into Regional Collaborative Service Delivery commenced for the beginning of 2014/2015. Regional Collaborative Service Delivery (RCSO) isa regional partnership among school authorities, Alberta Health Services (AHS), Human Services and other community stakeholders. RCSD partners collaborate on a regional level to help meet the identified needs of children, youth and their familie. The intention of ‘the RCSD approach is that children, youth and families will have access to existing and enhanced supports. These are provincially governed and controlled services. = * ‘The current structure appoints Provincial Regional Collaborative Service Delivery partners the stewards of resources that are shared with First Nations to support the identified needs of children and youth in a given region, The current governance of RCSD structure to date: Executive Director Steering Committee- Alberta Education, Alberta Health, Alberta Human Services and Alberta Health Services > Alberta Education > Alberta Human Services > Alberta Health Services “The Regional Executive Team (accountable to Alberta Education for guiding the vision of Regional Collaborative Service Delivery) is: Alberta School Authority Superintendents, Alberta Human Services Regional Directors Alberta Health Services Executive Directors & zone/Regional Directors Community partners ‘Additionally, each region had a Regional Leadership Team made up of senior leaders or managers with representation from each of the partner organizations. vvvvyv ‘The Regional Leadership Team is accountable to the Regional Governance Team for the oversight and ‘monitoring of the operations within the region. > Senior leaders/managers from schoo! authorities B, 4, Regional Collaborative Service Delivery pg. 1B. 4. Regional Collaborative Service Delivery | 2017 Alberta Human Services Alberta Health Services Community partners as identified In the 2013/2014 year, each region was supported by a regional manager accountable to the Regional Leadership Team. vvvY Correspondence has requested First Nation representatives to be appointed to participate at the Regional Executive Team as well as the Regional Leadership Team. These 2 bodies as illustrated above are not decision making bodies, furthermore collaboration is sought after the construction of the governing framework Fundit ‘An allocation formula has been established and the funding is pooled and shared by the RCSD regional partners to support identified needs of children and youth in the region. Decisions on how RCSD funding. is to be utilized must be made jointly by the RCSD regional partners. RCSD regions received a grant in February of 2016 to support engagement with First Nations in their regions. Alberta Education is stating ‘that engagement has occurred with First Nations. This is a false statement as there are 3 examples of collaboration tables that First Nations are a party to that have been circumvented by the provincial government such as the MOU working group, Trilateral table on family and child services, and the Treaty 8 Protocol tables with the Provincial government (Alberta Education). In Appendix A, you will see the methodology of allocation of funds. A factor ‘other provincial initiatives’ calculated within the equation for the RCSD model. This factor allows for the distribution of funds as they will increase as the expansion of services to First Nation children residing on-reserve attending on- reserve increases. These funds will be distributed to designate provincial ‘banker boards’ within the province. In this process First Nation monies are being governed and controlled by provincial entities. Where are First Nations now? To date the structure and process has excluded First Nations. The planning, process and structure has already been developed, with no collaboration from the on-set with First Nations. Alberta Education is requesting representatives to come to meetings to have in-put on a process that has already been defined and structure created. ‘There has been no proper consultation nor accommodations made to First Nations throughout this process. The process was done inclusively with Alberta government entities. This initiative was not done in full collaboration from the Memorandum of Understanding for First Nations Education process as. Alberta government states, the process was done inclusively with Alberta government entities. This Initiative did not come through any appointed decision making body for First Nations Education, umventing any decision making process agreed to in First Nations. B. 4, Regional Collaborative Service Delivery pg. 2B, 4. Regional Collaborative Service Delivery | 2017 CAPACITY: First Nations need to acquire sustainable funding to build capacity, which should be transferred directly from the federal government to the First Nation. This capacity building should not only be in the form of collaboration at advisory committees. Capacity building should be sought after in the form of systemic capacity building, this enables the foundational support and sustainability of any service delivery. CONTROL & PROCESS: First Nations should remain and maintain control of any decision making concerning First Nation children. First Nations should design and deliver their own services as they see fit, and/or collaborate under a structure which they have created, Provincial Government (Alberta education) should be held accountable to First Nations as they are under service agreements with First Nations. Provincial Entities need to respect First Nations jurisdiction both territorial and personal (Inherent rights). Provincial Entities need to adhere to existing collaboration tables and/or First Nations governing entities which have established protocols with the Provincial governments. ‘ B. 4, Regional Collaborative Service Delivery pg. 3C. INAC/AEN First Nation Education Legislation | 2017 “The purpose of the Joint Collaboration process between INAC and Assembly of First Nations engaged through National Indian Education Council (NIEC) and Chiefs Committee on Education (CCOE) is to support primary and secondary First Nations education policy and/or legislative reform to reach statutory funding for First Nations Education. In July of 2016 an Assembly of First Nations Resolution #16/2016 was passed. The resolution included “accept the document, First Nations — Government of Canada Terms of Reference for Joint Collaboration between the Assembly of First Nations’ (AFN) Chiefs Committee on Education (CCOE) and Indigenous and Northern Affairs Canada (INAC). Phase 1 ~ First Nations Education Engagement Processes, was the document that outlines an honorable process between First Nations and INAC that includes full and meaningful regional First Nations participation to develop recommendations for reforming Fist Nations education, which respects existing regional models and initiatives”. In Phase 1, research and representation call for appointment of 1 regional expert (2 forall of the First Nations in Alberta) for the following task teams: + Early Childhood Education (K-3), + Post-Secondary Education, + Measurement & Mutual Accountability, * Education Statutory task team, * Funding Mechanisms. If First Nations decision making bodies choose to participate in the implementation of Statutory funding, based on the position that Federal governments only role in First Nations Education is funding the conversations about Early Childhood Education (K-3), Post-Secondary Education, Measurement & ‘Mutual Accountability should not be part of this process. The content, in other words the who's, what's, where's, when’s, and how’s can only be defined by us. If First Nations decision making bodies, choose Treaty based funding built upon the relationship with the Collaborative process between INAC and AFN is irrelevant. Crown, the Joit Timeline and Process: ‘The timelines proposed in Phase 1- First Nations Education Engagement Processes are to restrictive for internal regional processes to occur, The timeline proposed does not respect existing regional models and initiatives. Timelines need to be informed and constructed by internal regional processes. Further Implications: ‘The nature of the identified task teams does not reflect a Treaty position. . INAC/AN First Nation Education Legislation pg. 1D. Supporting Documents and References 2017 https! .ab.ca/do 14574 http://www. fvsd.ab.ca/programs-and-services/inclusive-education/regional- collaborative-service-delivery http://www.livingwaters.ab.ca/documents/general/RCSD%20Fact%20Sheet%20Fall%20 2014%203.pdf hitps://education.alberta.ca/regi ive-service-delivery/ resd/everyone/documents/ https://education alberta, ca/media/30697116/resd_regional boundaries map_and_contacts pd hitps://education.alberta.ca/regional-collaborative-service-delivery/what-is- resd/everyone/documents/ hutps://education.alberta.ca/media/3069716/resd_regional_ boundaries map_and_contacts pdf . http//gpesd.cal nts/general/Te jominee%20Reply%20Form.pdt https://education.ulberta.ca/topic-s Md=5718éejoun ‘http://www. learnalberta.ca/content/aswt/index.htm) :/www.teachers.ab.ca/For%20Members/Professional%20Development/Walking- ‘Together/Pages/Index.aspx hup://www.alberta.ca/release. ID=3829383ECC178-FCCA-F36A- 8D2EC714192D76A2 ://oww un, org/esa/socdev/unpfii/documents/DRII if 18.ab.ca/For%20Members/Professional%20Development/ Walking: r/Pages/Index.aspxi#design-and-development- Te http://umanitoba.ca/centres/netr/index.html ps://educ rta.ca/media/5639 1 9/albertas-e -of-reconciliation.pdf https://education.alberta.ca/education-for-reconciliation/first-nations-m%C3%A0tis-inuit- curriculum/ http://fhige.ca/ocap.html Various email communications, meeting minutes and documents. D. Supporting Documents pg.tAppendix ARegional Collaborative Service Delivery ae Part 5 — Targeted Funding for coe MLL Oh ae} Section 5.1 — Regional Collaborative Service Delivery (RCSD) Funding (School Authorities) REVISED Regional Collaborative Service Delivery (RCSD) enabies the collaboration between Education, Health {including Alberta Health Services), and Human Services to address identiled needs, to coordinate and leverage system resources, to bulld system capacity, and to plan for sustainability in meeting the needs ‘of chile, youth, and ther families. RCSD supports children or students who are registered with an ‘Alberia school authorly n the Early Childhood Services (ECS) to Grade 12 system, children and youth between bith and age 20 who have been identifed as having a low-incidence dsabilty or io have Complex needs, and elso includes orase-teclor traning or skill development for school staf, famifes and Service providers who are collaboratively supporting children and youth in wchaol andthe community. ALLOCATION FORMULA + Funing fortis new modal cor funding formula bination ofa per student allocation with d {eflect regional needs and an allocation of regional management Fest Dire Natons Regional revise | RCSD | Par Studert “Nites 5 DMorenial + Manegemont + “" Allocation Modifiers Allocation Alcan 1. PER STUDENT ALLOCATION «+ Funding is provided to RCSD regions for funded students/children in school authortties 6: Well 26 First Nations students who reside on a reserve (code 390) and attend a funded provincial echool under an education services agreement. + Funded atudents enrolled in home education, blended, outreach or ondine programs are Included in his allocation, + Funding is based on the FTE funded enrolment taken from the previous year’s frozen funded de [BigleSusoas x PorSuce Rae] 2. REGIONAL DIFFERENTIAL MODIFIERS ALLOCATION: 1+ This component recognizes differential modifiers that address diversity factors that vary across regione fo ensure an equitable disvibution of funding. These modifiers are research-based Incidence indicators In three areas: socio-economic, diagnostic and geographic. «+ Funding is provided on a per student basis based on the funding allocated under the diferential Imatifiers component of the inclusive education grant (see section 1.10 ~ Inclusive Educstion Funding). “+ Each region's per student rate is derived from the average per student funding provided through the differential modifars allocation of the inclusive education grant for each schoo! jurladiction represented inthe ragion plus the numberof students from each school jurisdiction inthe region. FUNDING WANUAL FOR SCHOOL AUTHORITIES 20182017 School vou —TEERE Regione! Collaborative Service Delivery Funding REVISED New REVISED ‘= Funding s provided to RCSD regions fr all funded studente/children In achoo! authorities Including those enrolled In home education, blended, outreach or on-line programs. [Elbe Ssderia__X_Repion| Dion Nedies Par StertRaty | 1 gmmyarcueisonaaitoms perc Jono aan ‘netnregion 5, Other Proving Allocation + Funding Provided to RCSD regions for targeted iritatives identifedforasspeciic year ALLOCATION CRITERIA 4. RCSD funding is administered by Alberta Eduction in partnership with Alberta Health and Alberta Human Services. 2. RCSD funding must be pocled and chared bythe RCSD Regional Parners to suppor the ened ‘eods ofchlaren and youth in ho region. Chiron and yout throughout the region must have ‘aullableeccess to service regardlass oftheir schoo! program. 3. Children and youth, who are registered with school authorities in alternative progrems such as ome educatlonvblonded, outreach and online and chidren and youth with complex needs (ith {0 age 20) ae ole for supports and services vough Regional Goteboratve Service Delivery. Decisionsjon how RCSD fund ied int ional 5 dk omens ue through the following ‘designated banker’ SCHOO!) [RESO Region | Besignatea Banker — = ‘Aapen Callaboralve Services Everiven Cathlo Seperote Regione! Diision No. | Bom River [Footie School DsionNo. 38 ‘Calgary ond Area Polls Regional Division No. 25, Central Alberta — 4ge Schoo! Division No. 73. | Cental East Collaborative Dhsion No. 75 City of Edmonton Rogional (GMANUAL FOR SCHOOL AUTHORTES 201672017 SchoolYearBuilding Collaboration and Capacily in Education Grant Program New Section 5.5 — Building Collaboration and Capacity in Education Grant Program — Targeted Funding for Provincial Initiatives ‘The purpose of the Builing Collaboration and Capacity in Education (BCCE) Grant Progrem Isto increase ‘opportunites for First Nations students to receive culturally responsive and meaningful edyeation programs and ‘elvices through enhaned collaboration and coordination among education stakeholders. rg three-year projects that st Nations and First Nation Public, separate, nd charter school authotties who have existing Education Services Agreemonts for First [Natlons students reaiging in @ First Nations community and attending a provincial school are eligible to apply forfunding under the BCCE grant program to support capacily for collaborative planning. ALLOCATION CRITERIA alloca ‘school autho fated using the ed Head Gount ofthe previous school year. As pat of the application process, aliglble school authorities were Toquired to submit a detaled proposal using the BCCE proposal template by March 1, 2016 in oder to access. {year 1 funding. For eligible epplicants that have not submitted a proposal for year one funding in 2018/2016, {here will be a proposal intake deadine of September 15, 2016 for years two and three, Example: FTE funded enrolment for September 2015: 300, 300 x $335 = $100,500 AI BCCE grant program funding must be expended on approved BCCE projects within the specified timeframe ‘uted in the proposal, Additionally, the BCCE program is exempt from provincil tition funding, and is not intended to offeet provincial tuilon or high cost special education for agreements with First Nations or Tribal Councils. Funding for subsequert years af the project willbe released folowing submission and approval ofthe BCCE Grant Program Annual Report (due August 18). Please refer to BCCE Program Guidelines for addiional detail (on required reporting. PROPOSALS Proposals submitted under the Supporting Capacity for Collaborative Pianning funding component ofthe BCCE ‘rant program must ‘+ Demonstrate how individual, organizational and intenira-organizational capacity wil be developed to support First Nations students and how it wil result in concrete benefits for First Nations children, ‘youth, andior teachers. [EEE Fonomewawvac For scHoot AUTHORITIES 20TeatI7 BchoolVourBuilding Collaboration and Capacity in Education Grant Program 1+ Planned/proposed activites under tis funding component can also include collaboration with Fist ‘Nations and First Nations organizations that provide education services, for improved student ‘achievement through: © Updating of existing Education Services Agreements. 2 Collaborative Planning. “The proposel must contain @ three-year timeline of activities and the budget section must also identify a three year timeline ofthe following: (1) anticipated revenuee by source(s), @) expenses, and the clear linkage of expense category to the planned activites and outcomes, Projects wil be approved for three yeare; however each project's budget must be approved on an annual basis, ‘Although not exhaustive, alt of eligible and ineligible expenditures can be found in the BCCE Program Guidelines. Should you have an inquiry about eiilty of a proposed expense, please contac the First Nations Education Inilatives Branch via the contac infomation provided below. Firat Nations Eéugation iniotves 10044-108 St (11" Floor), 44 Capital Bivd Edmonton, AB T8J SE6 Gr by e-mal to: EOC.FNEt@oov.aba Contact the Education Inlatives Branch at (780) 644.8416 (for tollitee accoss within Alberta, ‘iret al 310-0000) nt program willbe reviewed annualy throughout the course of three-years to ensure itis meeting stated purpose and objectives. FING WANUAL FOR SCHOOL AUTHORITIES 20162017 School Voor —iETTTREATY NO. 6 INDIGENOUS KNOWLEDGE AND WISDOM CENTRE BRIEFING NOTE: February 21, 2017 Prepared for: Chiefs Round Table on Education Submitted by: Interim IKWC CEO Purpose ‘The purpose is to update the Chiefs Roundtable on Education regarding the Indigenous Knowledge and Wisdom Centre, which has been tasked by the MOU in accordance to commitment 1 Background > The IKWC will be a centralized location offering education, policy, language and culture; as well, providing a repository of information on Treaty No. 6, Treaty No. 7 and Treaty No. 8. Member's. Therefore, providing a First Nations directed environment to learn and share information for our children and grandchildren, > Education MOU commitment I states: “(1) To assist in fulfilling the Vision and Principles of the MOU, the parties agree to support First Nations in Alberta in the establishment of an IKWC that is focused on improving the educational outcomes of First Nation students in a culturally appropriate and responsive education environment.” > May 27, 2013- Meeting with Minister of Aboriginal Affairs scheduled to deliver high level of consultation regarding the federal First Nations Education Act, as agreed to by Prime Minister Harper at the January 11th meeting with Chiefs following the actions of Idle No More. © The chiefs brought forth a number of points at this meeting which are maintain “made in Alberta approach’, the government fund the IKWC, education is a basic human right not just a Treaty Right, there is a lack of sustainable and equitable funding for First Nations Education and requested that First Nation representatives be a part of the drafting team for the proposed First Nation Education Act, 2014, Page 1 IKWC Update-February 21, 2017‘¢ Chief Rose Laboucan hand delivered the IKWC Business Plan 2013-2020 to Minister Val court, which outlines in detail the cost to establish the IKWC. > Sune 13, 2013- Ata duly convened meeting by the Assembly of Treaty Chiefs on June 13, 2013 the Chiefs passed Resolution: #2013-06-12/RIO. In the resolution the Chiefs agree in principle to support the MOU- Long Term Strategic Action Plan which identifies the establishment of the IKWC (see Attachment), > July 18, 2013- Received a letter from Odette Johnston Regional Partnerships AANDC. with a financial commitment. > December 13, 2013-Chief Rose Laboucan, Treaty 8 Education Chief sends letter to Chiefs of Treaty NO. 6, 7 &8 which mandating the Directors of Education for Treaty NO, 6, 7 & 8 and the MOU Team Lead to start the hiring process for the IKWC-CEO. > August 6, 2015-The Chiefs Education Roundtable the Chiefs direct the First Nations Senior Officials (Interim IKWC Board of Directors) to create a ‘task force’ made up of the three Treaty Education Directors of the Confederacy of Treaty 6 First Nations, ‘Treaty 7 Management Corporation and Treaty 8 First Nations of Alberta and the MOU Team Lead for Treaties 6, 7 & 8. The ‘task force’ primary object is to establishing'the IKWC. The “task force” will remain until such times as a suitable candidate if found. ‘Current Status ‘twas agreed that the top priority in establishing the IKWC was to first hire a CEO. > While continuing to find a suitable candidate the MOU-IKWC Bducation Task Force will act as the IKWC-CEO. > The MOU-IKWC Education Task Force held its first meeting, a draft work plan was created outlining 21 activities, these activities were completed and presented the Chiefs’ Roundtable. > AIL IKWC hiring has been deferred by the IKWC Education Taskforce until a budget is secured, . , > The province is still committed in providing a physical location for the IKWC ina mutually agreed upon space. > The momentum regarding the establishment on the Indigenous Knowledge and Wisdom Centre has continued support through the Chiefs’ Roundtable on Education on December 3, 2014. > Data collection storage and sharing protocol are complex and diverse issues with each Treaty area, Itis seen to be beneficial to host a seminar which would provide ‘understanding and information surrounding the process of developing data collection storage and sharing protocols. > January 29, 2015-An update on IKWC was presented at the Treaty 6, 7 & 8 Regional Education Dialogue for First Nation Education Directors and Superintendents was, held here in Edmonton. IKWC Establishment Continued... > February 4-An update on IKWC was presented to the Assembly of Treaty Chiefs (Alberta) held here in Edmonton, Page 2 IKWC Update-February 21, 2017> May 12, 2016-A MOU Senior Officials meeting was held in Edmonton, here an update and a presentation regarding IKWC was given, > June 10-A letter went to Chris Rainer, INAC Director General signed by the three Grand Chiefs of Alberta reinforcing the support for the establishment of IKWC. > July 29-Conference call with Chris Rainer, Jim Sission and Kim Hazlette was held, confirmation of funding was presented for the amount of $1.3 Million available October 1 pending incorporation of a legal entity created by Treaty No. 6,7 & 8 Chiefs > August 11-Chief Billy Joe Laboucan sent request to have a Chiefs’ Roundtable on Education meeting to finalize the IKWC establishment process. > September 7, 8 & 9-Chiefs’ Roundtable held, Chiefs agree to proceed to create a federally incorporated not-for-profit entity. > October 18-Indigenous Knowledge and Wisdom Centre Ltd. has been officially incorporated under the Canada Not-for-profit Act. > December 2-Odette Johnston, INAC Director sent letter to confirm funding for $469,961 to establish the IKWC, funding has been approved effective immediately and has been prorated. Funding also ends March 31, 2017 and has been added to the Education Partnership Program 2016-2017 cycle. > 3 Chiefs have been appointed members (owners) to the IKWC Board of Governor's. Key Considerations > The IKWC is owned and operated by First Nations people for First Nations people. > The Chiefs have maintained the momentum when it comes to establishing the IKWC, the IKWC is no longer an idea, with the continued support from our Chiefs and our people the IKWC will soon become a reality for our Children. > It was agreed that 9 (Chiefs) would be appointed to the IKWC Board of Governor's, therefor it is recommended that the Chiefs appoint the remaining 6 members (2 from each respective treaty territory) to the IKWC Board of Governor's Page 3 IKWC Update-February 21, 20172/21/2017 INDIGENOUS KNOWLEDGE & WISDOM CENTRE (IKWC) Update oud tnd eon tin gt onto tt tray 22037 82 Content: “+ we suateicrespecive 1 Qhertons nd Anwar ete wiKWC Strategic Perspective 2/21/2017 IKWC commitments ois s-s SB =; ®2/21/2017 IKWC Governance 7 ® Soin | a 2 Proposed Operational Structure Approved Activities December, 2016 to March 3, 2017 Siemon Ole2/21/2017 ‘THANK YOU FOR YOUR TIME Do you have any questions?Canada Not-for-profit Corporations Act (NFP Act) FORM 4001 ARTICLES OF INCORPORATION ‘4a- Corporate name Indigenous Knowledge and Wisdom Centre i ‘4b - Corporate name in the other official language (if applicable) 2 The province or territory in Canada where the registered office is situated iberta 3-Minimum and maximum number of directors (for fixed number, indicate the same number in both boxes) Minimum number | 3 ‘Maximum number | 10 4-- Statement of the purpose of the corporation The purpose of the corpor elon is the advancenent of appropriate and responsive manner for First Nation students, by creating Indigenous- based education pedagogies, curriculum, education policy, language programs, and research that reflects and incorporates Indigenous tradition: a comprehensive education system, ducation in a culturally s and ways of knowing into that the corporation may carry on, if any ‘a) The activites of the corporation shall be carried on for a purpose other than profit. ») No part of the income of corporation shall be payable to, or otherwise available for the personal benefit of any member of the corporation. resureqnssn Pape rets Canada= Wel Sosa oe i Canada Not-for-profit Corporations Act (NFP Act) FORM 4001 ARTICLES OF INCORPORATION 6 - The classes, or regional or other groups, of members that the corporation is authorized to establish The corporetion is euthorized to-establish one-class-of menbers, Bach wenber shall be titled to receive notice of, attend and vote at all meetings of the members of the corporation 7 - Statement regarding the distribution of property remaining on liquidation ‘on, after discharge of the meaning of ‘Any property renaining on liquidation of the Corpora Liabilities, shall be distributed to one or more qualified donees 248(1) of the Income Tax Act (Canada). . 8 - Additional provisions, if any The corporation shall be carried on without the purpose of gain for ite members, je corporation shall be used in furtherance of i and any profits or other accretions to purposes 9- Declaration Thereby cont that | am an incrparator ofthe corporation, Printname(s) ‘Signature(@) ) Treaty 6 1 lceand Chief Randy Ermines! chief Charles Weasel Head, Grand Chief Rupert Meneen, Treaty 8 ee Note: A parson who makes, or assists in making, a alee or misleading statement Is gully ofan offence and Table on summary conviction ‘fine of not more than $5,000 or to Imprisonment fora torm of not more than six months orto bath (subsection 262(2) of tho NFP Act. vesareanery puntata CanaditSOLUTION OF THE ASSEMBLY OF TREATY CHIEFS RESOLUTION #2013-08-12/R10 Assembly of Treaty Chiefs Resolution #2013-06-12/R10 ‘Subject: Memorandum of Understanding on First Nations Education in Alberta Long Term Strategic Plan and Indigenous Knowledge and Wisdom Centre Whereas the Chiefs of Treaty No. 6, Treaty no. 7 and Treaty No. 8 known as the Assembly of Treaty Chiefs did meet at a duly convened meeting held at the Radisson Edmonton South in the City of Edmonton, Alberta on June 11, 12 and 13, 2013; and Whereas the recognized leaders of the Treaty First Nations of Treaty No. 6, Treaty No. 7 and Treaty No. 8 (Alberta), the Chiefs’ position is First Nations have the jurisdictional authority to act in the best interest of the First Nations citizens, including the enactment of laws on behalf of their First Nations; and Whereas First Nation Education is of priority; the Chiefs through their directives and with support of their education technicians work towards addressing issues impacting the education of First Nation students; and soorsan-t2n10 1‘OFFICIAL RESOLUTION OF THE ASSEMBLY OF TREATY CHIEFS RESOLUTION #2013-06-12/R10 Whereas Legislations, policies, funding restrictions and discrimination of federal and provincial governments have undesired impacts on the Treaty right and Human Right to education for First Nation students; and Whereas The UN Declaration on the Rights of Indigenous Peoples Article 14(1) states: “Indigenous peoples have the right to establish and contro! their education systems and institutions providing education in their own languages, ina manner appropriate to their cultural methods of teachings and learning” ;and Whereas Article 5 states: “Indigenous peoples have the right to maintain and strengthen their distinct political, legal, economic, social and cultural institutions, while retaining their right to participate fully, if they so choose, in the political, economic, social and cultural life of the state’, and Whereas under the Memorandum of Understanding, the Indigenous Knowledge and Wisdom Centre would implement these Articles of the UN Declaration on behalf of the Indigenous First Nations of Treaty No. 6, Treaty No. 7 and Treaty No. 8 (Alberta); and Whereas The Chiefs provide directives through Resolutions as a means of protecting the Treaty right to Education and enhancing the educational system for First Nation students; and moorsos-i2n102OFFICIAL RESOLUTION OF THE ASSEMBLY OF TREATY CHIEFS RESOLUTION #2013-06-12/R10 Whereas The assigned education technical and academic experts did present the update on the Memorandum of Understanding for First Nations Education in Alberta, specifically to the Long Term Strategic Plan and the Indigenous Knowledge and Wisdom Centre. BE IT THEREFORE RESOLVED that: 1. The update on the Long Term Strategic Plan associated with the Memorandum of Understanding for First Nations Education in Alberta as presented by the Education Technical Team be approvediin principle as presented. . 2. — The Indigenous Knowledge and Wisdom Centre be established in-line with the plan presented. 3. A meeting of Senior Officials (the Circle) and the Elected Officials to take place immediately to implement the Long Term Strategic Plan. . 4. The Education Technical Team of Treaty No. 6, Treaty No. 7 and Treaty No. 8 (Alberta) be mandated and authorized to continue the work in accordance with the Memorandum of Understanding for First Nations Education in Alberta. 5. That periodic reports be provided to the Chiefs by their Education Technicians. Moved By: Chief Rose Laboucan, Driftpile Cree Nation .~ Seconded By: Chief Charles Weaselhead, Blood Tribe 20136-12103OFFICIAL RESOLUTION OF THE ASSEMBLY OF TREATY CHIEFS RESOLUTION #/2013-06-12/R10 Vote: UNANIMOUS Certified Correct By: 2019-06-12R10 4