INAN Committee Report

SUPPLEMENTARY OPINION ISSUED BY THE BLOC QUÉBÉCOIS

Improving graduation rates and successful outcomes for Indigenous students – let’s further value a model by and for Indigenous communities

"Kiuna's testimony was decisive in the culturally adapted approach that must be prioritized. This speaks to the crucial importance of placing Indigenous culture at the heart of education to ensure the success and fulfillment of youth, thereby ensuring their success and identity pride. The Bloc Québécois fully subscribes to this, recognizing the crucial importance of this approach for the future of Indigenous communities in Quebec and the importance of ensuring its sustainability. Additionally, we are proud of the collaboration between Cégep de l'Abitibi-Témiscamingue and Dawson College in promoting this educational commitment." - Sébastien Lemire, Bloc Québécois MP.

INTRODUCTION

The Bloc Québécois commends the Committee members as well as the Parliamentary Library staff for their work during this study. The same gratitude goes to all witnesses, citizens, and organizations engaged in the study, as well as the experts who enriched public debate on the subject by submitting their observations in the form of letters and briefs. There is no doubt that these contents will be relevant to revisit in the near future. Canadian governance in post-secondary education raises significant issues that have significant impacts on Indigenous communities. We provide an overview of certain elements that deserved more attention.

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KIUNA: An Indigenous education model for the future of First Nations in Quebec

Founded in 2011, the post-secondary institution Kiuna is on its way to shaping the Indigenous leaders of tomorrow. Kiuna offers an educational and cultural alternative to traditional schooling while adhering to ministry standards. In the late 1970s, the federal government funded a similar center called Manitou College, which is now located at the site of the federal penitentiary in La Macaza in the Laurentians. Many argue that the federal government did not want an Indigenous activism center in Quebec. In Western Canada, Indigenous post-secondary institutions emerged shortly after Manitou and have never closed.

Today, calls to action guide actions that ground youth in their culture and language.

The Bloc Québécois demands predictable investment based on the actual needs of Indigenous learners, as this appears to us as a measure the federal government should support as a trustee and partly responsible for the success and perseverance of Indigenous students in Quebec.

The federal government should fund and better support the First Nations College Studies Center, Kiuna Institution.

Kiuna celebrates differences rather than bypassing them, and young learners gain a stronger pride in their identity through their experience in this Indigenous-led institution. Its entire curriculum is rooted in Indigenous culture. The literature taught is Indigenous, philosophy courses are replaced with classes engaging in reflections on territory, resources, environment, and the role of traditional knowledge in the contemporary world.

Kiuna has recently opened branches in Wemotaci in Mauricie and at Alma, in the Mamik Center, in Lac-Saint-Jean, to better serve Quebec's Indigenous population, which has a great need for education – if only because it is younger than the rest of the population.

The experience is confirmed – and the need has been expressed elsewhere in Quebec's territory. Better tailored needs for the Northern Quebec communities have been expressed by the Inuit communities in Nunavik and within Cree communities.

While most of the Indigenous youth aspires to obtain post-secondary education, less than 20% of the population will achieve a college diploma.

A study by Emmanuelle Dufour, a doctoral student in anthropology, identifies several anticipated obstacles for Indigenous learners:

• Fear of failure: 55%
• Community distance: 38%
• Lack of money: 37%
• Lack of interest: 23%
• City cultural shock: 18%
• Lack of family or community support: 18%
• Teachers unfamiliar with Indigenous cultures: 15%
• Learning methods used in school: 15%
• Racism or discrimination: 14%
• Language of instruction: 12%
• Incompatible lifestyle with studies: 8%

More solutions need to be explored to eliminate obstacles and enable indigenous youth success. Two formulas coexist in Quebec:

• Adapted reception of Indigenous learners in existing post-secondary institutions - funded by the Government of Quebec.
• Adapted post-secondary programs and services offered by an affiliated institution "by and for Indigenous peoples" - initially funded by the Government of Canada, which later completely disengaged.

Students attending Kiuna exhibit a confidence level twice as high as those attending other post-secondary institutions.

If one thing were to be retained, it's the real impact of Kiuna Institution on which all Indigenous communities can rely.

RECOMMENDATION:

We therefore add to the list of recommendations in this report on education within Indigenous communities:

• That the federal government funds post-secondary education for Indigenous peoples by prioritizing the creation of culturally adapted spaces, as this model promotes retention and post-secondary success for First Nations students in Quebec.
• That the federal government supports the deployment of satellite classes in Northern Quebec to reduce the distance of young people from their community and the deployment of adapted programs that meet the needs identified by Indigenous communities.

MAISON DES SAVOIRS “HOUSE OF KNOWLEDGE” – An innovative project

In the months following the INAN Committee sessions on education, a partnership between Laval University and the First Nations Education Council (CEPN) was established to create a House of Knowledge adapted to Indigenous peoples, marking a crucial turning point towards university education respectful of Indigenous values, traditions, and languages. This project, driven by a bold vision, draws inspiration from the millennia-old history of First Nations to offer authentic and relevant education.

The Maison des Savoirs “House of Knowledge”, although still in its embryonic stage, represents a significant step towards Indigenous educational self-determination, with a majority Indigenous governance and a clear objective of increasing graduation rates at the graduate level. Laval University, as a facilitating partner, will provide its expertise to materialize this innovative project. This partnership reflects the desire to train a new generation of Indigenous teachers and professionals, thereby contributing to the economic, social, and cultural development of Indigenous communities.

Despite persistent challenges such as cultural and geographical uprooting to access higher education, this partnership opens promising prospects. The goal of doubling the number of Indigenous students at Laval University testifies to the commitment to inclusive and empowering education.

RECOMMENDATION:

• That the federal government provides funding and subscribes to investment in a model supporting the creation and development of educational programs tailored to the specific needs of First Nations, thereby promoting academic success and well-being for Indigenous students. Additionally, adequate funding will ensure the establishment of a predominantly Indigenous governance within the Maison des Savoirs “House of Knowledge”, ensuring responsible ownership and management of education by Indigenous communities themselves.

UQAT, A REFERENCE IN INDIGENOUS STUDIES AND RESEARCH

Since its founding in 1983, the “Université du Québec en Abitibi-Témiscaminque” (UQAT) has collaborated extensively with First Nations and Inuit and has fully assumed its role as an agent of change. It participates in reconciliation among all peoples in a concrete way and contributes to the development of skills and well-being of Indigenous communities.

Through its governance, its desire for representativeness, and its partnership with Indigenous communities, UQAT ensures that First Nations and Inuit can play a decisive role in university management, for example, through the board of directors, the research ethics committee with human beings, as well as the advisory committee of First Peoples. This partnership and active contribution of UQAT to the development of training and research for, by, and with Indigenous peoples make it an indispensable actor in Quebec.

In addition to developing study programs that respect Indigenous perspectives, UQAT promotes culturally relevant teaching methods and access to success support services by placing the student at the heart of its mission. It supports the improvement of intercommunity relations through research that provides, among other things, a unique perspective on education, the environment, and social development.

With its unique approach, UQAT maintains its commitment to remain a reference in Indigenous matters in Quebec and Canada:

• Nearly 1,000 diplomas awarded to Indigenous people
• More than 3,000 people trained in Indigenous realities in nearly sixty companies and organizations.
• Student services offered according to a holistic approach, focusing on the individual and their physical, mental, spiritual, and emotional needs.
• Multiple platforms for university development such as the School of Indigenous Studies and the Research, Training, and Development Unit in Inuit and Indigeneous environments
• A university recognized for its numerous research projects for, by, and with First Nations, Inuit and Metis people.
• A university recognized for its research intensity per professor
• The inclusion of First Nations, Inuit and Metis people in university governance bodies.
• Collaborations and partnerships with several Indigenous organizations and communities

RECOMMENDATION:

• That the federal government recognizes all the knowledge possessed by universities that have developed study programs respectful of Indigenous perspectives and that future projects identified by Indigenous communities with which they collaborate be prioritized and receive adequate funding.