Question Period Note: Education

• Every First Nation child deserves the best start in life and support that enables them to reach their full potential.

• This is why we:
o co-developed a new policy framework with partners to transform the way education on reserve is funded;
o support full-day kindergarten programs in First Nations schools for children aged four and five; and
o are investing in language and cultural programming.

• By working together with partners, First Nations students will receive a high quality and culturally appropriate education that responds to their needs.

BACKGROUND
Elementary and Secondary Education
The co developed policy proposal to strengthen First Nations elementary and secondary education was endorsed by Chiefs-in Assembly in December 2017 and was used to establish a new policy framework for how the Government of Canada supports First Nation elementary and secondary education.
This new framework is aimed at fundamentally improving the way Indigenous Services Canada funds First Nations elementary and secondary education while supporting regional and local diversity and implementing the principle of First Nations control of First Nations education. On April 1, 2019, the Department began implementing a series of new formula-based regional funding models for elementary and secondary education to ensure that students attending First Nations schools are supported by predictable base funding that is more directly comparable to what students enrolled in provincial education systems receive. On top of this base funding, the Department provides additional funding for expanded language and cultural programming, full-time kindergarten, and other initiatives that respond to the unique needs of First Nation students and improve outcomes.
Under the new framework, the Department is also working with First Nations to develop regional education agreements that respond to the education goals and priorities set by First Nations. These agreements identify collaborative education service delivery strategies, and outline how the Government of Canada can best support First Nations schools, students, communities, and education organizations in ensuring that First Nations students receive a high quality, linguistically and culturally appropriate education that improves outcomes.
Post-Secondary Education
Budget 2017 announced a comprehensive and collaborative review with Indigenous partners of all current federal programs that support Indigenous students who wish to pursue post-secondary education. Between 2017 and 2018, Indigenous Services Canada held a series of discussions with Indigenous students, academic leaders and institutions to obtain a wide range of reflections on the Government of Canada’s current post-secondary education programming for Indigenous students, and to discuss possible improvements. The department also engaged with the Assembly of First Nations, Inuit Tapiriit Kanatami and the Métis National Council on potential post-secondary education reforms. As part of this process, the three Indigenous Representative Organizations each developed distinctions-based policy proposals for transforming Indigenous post-secondary education.
Stakeholder feedback from the review and the National Indigenous Organization’s policy proposals informed Budget 2019’s total investment of $814.9 million over 10 years and $61.8 million ongoing to support distinctions-based Indigenous post-secondary education strategies. For First Nations, this includes $327.5 million over 5 years to renew and expand funding for the Post-Secondary Student Support Program, and $7.5 million over 3 years to support engagement on the development of integrated First Nations regional post-secondary education models. In addition, Budget 2019 allocated $125.5 million over 10 years and $21.8 million ongoing for a new Inuit Post-Secondary Education Strategy, and $362 million over 10 years and $40 million ongoing for a new Métis Nation Post-Secondary Education Strategy. These strategies include direct funding assistance for students (including tuition, supplies and accommodation), complementary programs and services, and institutional and governance capacity to support service delivery.
Indigenous post-secondary students are facing unique challenges (e.g. financial instability and unplanned additional expenses) as a result of COVID-19. Colleges and universities have closed campuses for all non-essential services and students have had to transition to online learning. Financial instability is a primary concern as the measures meant to control the spread of the pandemic have further jeopardized students’ financial situation (i.e. limited opportunities for summer employment).

On April 22, 2020, the Prime Minister announced a comprehensive support strategy for post-secondary students and recent graduates, which includes a one-time increase of $75.2 million in 2020-21. In addition to the existing distinctions-based support for First Nations, Inuit, and Métis Nation students, this investment will help mitigate the impact of COVID-19 on Indigenous PSE students to ensure they can continue to pursue and maintain their studies.

If pressed on Elementary and Secondary Education:
• Providing predictable funding that is equitable and provincially comparable is essential to strengthen First Nations education and improve outcomes.
• This new co-developed approach supports First Nations control of First Nations education.
• Through this approach:
o the number of full-day kindergarten programs offered at First Nation schools has increased by over 50%
o regional funding has seen increases of up to 39%
• We are working on 137 school infrastructure projects of which 76 are completed: 18 new schools have been built and 58 renovations and upgrades completed.
• We look forward to continue collaborating with partners to transform education on reserve.

If pressed on Annual Increases to Funding:
• The new co-developed funding approach for elementary and secondary education provides provincially comparable funding for on-reserve students.
• It also provides full-day kindergarten on reserve for children aged 4 and 5 years old and additional funding for language and culture programming.
• We will be updating the new elementary and secondary funding formula annually to account for a variety of factors, including student population growth and provincial funding rate changes.

If pressed on Post-Secondary Education:
• Our Government is working in partnership to improve access to post secondary education for Indigenous students.
• We are expanding financial assistance for First Nations’ students while supporting First Nations development of regional post-secondary education models.
• Further, we are supporting new Inuit and Métis Nation-led strategies that provide direct funding for students.
• Through new investments, our Government is providing access to quality post secondary education for more than 26,000 First Nations, Inuit and Métis Nation students.

If pressed on inconsistent graduation rates:
• Methods used in calculating graduation rates differ across Canada.
• When looking at graduation rates for First Nations students, one has to consider who is reflected in the rates – students who may leave their communities to attend provincial schools, and those returning to complete their education as young adults.
• Regardless, we know we have work to do to improve education outcomes data for First Nation students.

If pressed on support for Métis students entering elementary school:
• Every Indigenous child deserves the best start in life – and this begins with a quality education.
• As outlined in the 2017 Canada-Métis Nation Accord, our Government is committed to working in partnership with the Métis Nation to improve approaches to Métis education.
• As a first step, we are supporting the implementation of the new Métis Nation-led post-secondary education strategy that will support Métis Nation post-secondary students to attend school and attain credentials.