WPC (8!1+ugw #sn$q(sjX&6Bg'Z0>a; 6f0=jvuU"&PY#</U|}iG#6Yu`d|u!v ߹ۇK=|5k(H}/ɴZnvX{υNl0 Rkf\[@HYڏQRڱJ,ӹMʃ8R78$v6";\fhQ"kѨp2X?2d_KՒ?p>!w^a͞Y߫/z14b#gfdd-I6G@Q^*No ="f=dašʪ@/A\JBfqp#&UN %= 0:CUB*}U},^ w4 m 1u 72NY] 1u 72+ 0Z]T 0U ! 0`! 0=" 0" 0Z# 0$ 0$ 0o% 0& 0& 0RR' 0' 0,( 0( 0) 0c* 0U + 0_+ 0, 0, 0U0- 0- 0. 0. 0W/ 00 00 0m1 0 2 02 053 03 ASE4 04_7 0V%8 1{8 0~J9 0D9 : 72: 0<; 0@; 0-R= 0*> 0'? 0$@ 0!A 0C 0c3DUU:D 0D 0E 1mF 72XGU >GDGU2 J 0V>J 1{JJJNK 0ScK 0 wtK 0 K 0 uL 0 M 0 M 0VN 0DNU<*O D5fO BOOEO 0P 0 Q 0 R 0DS 1 U 0:U1UV 72W 1GWGWW 72WX 72X;Xq\\\\\\;c 0Ad 1Iddtf'hhi Ayj 0Kk D-ck;kzlEnoorhtttuuvvMvxxTy}N 0 0Y 0 0>Վ 0 0 0 0ϑ 0_ 1UU, 05 0 0њ 02 0՛ 0Yќ 0_* 0  0 0 B* D/E 0t D/z 0 06w 0 0: 0^ 0<MU6HP LaserJet 8150 Series PCL,,,,0(9 Z6Times New Roman RegularHX(\$CEUS.,%2A`Arial,cAZArial b1 ^/3|xU3#37=CIQYag1.a.i.(1)(a)(i)1)a) i)  ;M($CEUS.,    1    _XsXXHX4 XXsGovernmentofCanada,StrengtheningtheRelationship:ReportontheCanadaAboriginal  PeoplesRoundtable,April19th,2004,p.20#H4  4e#.#HXsX H4# O &'CEUS.,  _  UVWXYZcdx|3MQUY]aeiBullets Liste(_e$0    08 J ;M($CEUS.,    2    _H4 XHXTheterm communitiesinthispaperisintendedtoincludeallAboriginalcommunities,whether  onreserve,offreserve,rural,orurban.#HXsX H4e#*+ (_2623  ..*D+D (_25   ," <DL,23  ..," <DL,   *5+5 (_24  ) <DL)23  ..) <DL)  *2+2 (_23 ` &<<DL&23  ..&<<DL& ` (_$0   08 */+/ (_22  #DL#23  ..#DL#  *,+, (_21   DL 23  .. 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L  : 8Page Number US  CE 0> .Footer #>4M U] e #>*>> (_17  2( 4 <DL223  Ԁ2( 4 <DL2  *DD (_16   ," <DL,23  Ԁ," <DL,   *55 (_15  ) <DL)23  Ԁ) <DL)  *22 (_14 ` &<<DL&23  Ԁ&<<DL& ` (-2$ \!CEUS.,  *// (_13  #DL#23  Ԁ#DL#  *,, (_12   DL 23  Ԁ DL  *)) (_11 h DDL23  ԀDDL h (-2$ \!CEUS.,  *&& (_10  L23  ԀL  (## &_9   L23  Ԁ L  (>> &_8  2( 4 <DL223  2( 4 <DL2  (DD &_7   ," <DL,23  ," <DL,   (55 &_6  ) <DL)23  ) <DL)  (22 &_5 ` &<<DL&23  &<<DL& ` (// &_4  #DL#23  #DL#  (,, &_3   DL 23   DL  ()) &_2 h DDL23  DDL h (&& &_1  L23  L  &## $_   L23   L  89[\^E<<C< :Outline002_1  2( 4 <DL2Q]8`$Century GothicQ23  SM\  `&Times New RomanSQ]8`$Century GothicQ..SM\  `&Times New RomanS2( 4 <DL2  ӃLevel 1Level 2Level 3Level 4Level 5(.3g$ \!CEUS.,  S4O37;CO_s11.11.1.11.1.1.11.1.1.1.11.1.1.1.1.11.1.1.1.1.1.11.1.1.1.1.1.1.1(.(3M($ \!CEUS.,      0  (#$  0  Level 1Level 2Level 3Level 4Level 5:1.1.1.1.1.1.1.1.1<:Default Para<e ':Outline001_1  X9%4 4 <DLX9 jnXXjnjn23  jnjnjnjn   X9%4 4 <DLX9jnXXjnjn<`+f :Outline001_2   ," <DL,23  ..  2( 4 <DL2  <]+f :Outline001_3 j  ) <DL)23  ..  2( 4 <DL2 j <Z+f :Outline001_4  ` &<<DL&23  ..  2( 4 <DL2  <W+f :Outline001_5   #DL#23  ..  2( 4 <DL2  <T+f :Outline001_6 j   DL 23  ..  2( 4 <DL2 j <Q+f :Outline001_7  h DDL23  ..  2( 4 <DL2  (;3$2#  0  .3  0  , \AZ"Arial Regular<N+f :Outline001_8   L23  ..  2( 4 <DL2  <?+Z :Outline001_9 j  L23  ..2( 4 <DL2 j @ABCDEFI05u35;AGMSY_11.a.i.1.a.i.1.a.KJi.\  `&Times New Roman : ;M($CEUS.,    6    _H4 XHX4  H4USCE, DemographictrendsshowthatasignificantpercentageofCE, US, USCE, teachersareduetoretirewithinthe  nextfewyears,andintakeinteachertrainingprogramsisnotkeepingpacewiththeresultinganticipated n demand.#XsX 4e##HXsXXXs#CE, US, 22A`StoneSans(.3g$ \!CEUS.,  UVWXYZcdx3SW[_cgkoTriangle Bullet-(;3$2#  0  .3  0  (O;$0  2#  a  .3  0` (#(#(b$0  0` (#(#2#   .3  0 ` (#` (#(xir$0  0` (#(#0 ` (#` (#2#(  0  )3  0 (# (#($0  0` (#(#0 ` (#` (#0 (# (#2#(  a  )3  0h(#(#(F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#2#(   )3  0h(#h(#(.3g$ \!CEUS.,  ($$   1  8`$Century Gothic____)!dxdx d ; ;M($CEUS.,    9    _H4 XHXԀSarahCox,EarlyChildhoodDevelopmentmodelsandstudies,EducationRenewalInitiative  Secretariat,IndianandNorthernAffairsCanada,November4,2002.<bb:Normal (Web)   2( 4 <DL2XXX  2( 4 <DL2  ($0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#2#  0  )3  0(#(#({$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#2#  a  )3  0p(#(#(F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#0p(#(#2#     )3  0p(#p(# UVWXYZcdxGaeimquy}Bullet ListBullets List42Emphasis ' ;M($CEUS.,    10    _H4 XHXԀStatisticsCanada,APortraitofNonReserveAboriginalChildren!Resultsfromthe2001  AboriginalPeoplesSurvey(APS),April2004.    i)8};GIOU[cksySimple List1.a.i.(1)(a)(i)1)a)   ki) ;M($CEUS.,    11    _ԀH4 XHXIbid.Qe 1 ;M($CEUS.,    3    _ԀUSCE, H4 XHX4  H4KurtLarsenandDavidIstance,g  LifelongLearningForAllg;  ,CentreforEducationalResearchand  Innovation,OECD,March30,2001(endorsedbytheOECDmembers'EducationMinisters);UNESCO,  Learning:TheTreasureWithinCE, US, f,ReporttoUNESCOoftheInternationalCommissiononEducationforthe T  TwentyfirstCentury#H4  4##HXsX H4x#H4 XHXs,UNESCOPublishing,1996.#HXsX H4# g ;M($CEUS.,    4    _XsXXHX4 XXsԀ#H4  4e#4  H4#XsX 4#4 XXsSeveralprovinceshavepolicypapershighlightingskillsandlearningissuesintheirjurisdictions#H4  4#4  H4.  #XsX 4 ##HXsXXXs#H4 XHXs4  H4Seeforexample,GovernmentofAlberta,PreparedforGrowth:BuildingAlbertasLabourSupply,October n 2001;GovernmentofQubec,GovernmentPolicyonAdultEducationandContinuingEducationand .~ Training:learningthroughoutlife,GouvernementduQubec#H4  4H##HXsX H4)#XsXXHXs,4 XXsMinistredelducation,2002;Government > ofNewBrunswick,GreaterOpportunity:NewBrunswicksProsperityPlan20022012,February2002; $ GovernmentofNovaScotia,SkillsNovaScotia:Frameworkand20022003ActionPlan,ProvinceofNova  Scotia,2002.#H4  4#ԀThestructureofgovernmentsinmanyjurisdictionsisalsobeginningtoreflectlearningasa T  policypriority.Forexample,theGovernmentsofAlbertaandSaskatchewanhavebothestablished  b DepartmentsofLearning#HXsX H4#H4 XHXsand#HXsX H4#H4 XHXsBritishColumbiahasaMinistryofStateforEarlyChildhoodDevelopment.page page chapter volume footnote endnote (Vm$0   UVWXYZcdxCcgkosw{TrianglesTriangle Bullet  ;M($CEUS.,    12    _ԀH4 XHX4  H4dRoyalCommissiononAboriginalPeoples#H4  4#4  H4,USCE, ԀReportoftheRoyalCommissiononAboriginal  Peoples,(1997)Vol.3,Chapterd5.#H4  4#CE, US, Ԛ j ;M($CEUS.,    13    _ԀH4 XHX4  H4ԀStatisticsCanada,APortraitofNonReserveAboriginalChildren!Resultsfromthe2001  AboriginalPeoplesSurvey(APS),April2004.#H4  4#ԂLevel 1Level 2Level 3Level 4Level 5Level 1Level 2Level 3Level 4Level 5Level 1Level 2Level 3Level 4Level 5=[ I&mage <=8C HKKKK( $ Figure  1  )!dxdx 1 ;M($CEUS.,    14    _ԀH4 XHX4  H4BenBrunnen,EncouragingSuccess:EnsuringAboriginalYouthStayinSchool,CanadaWest  Foundation,December2003. p ;M($CEUS.,    15    _ԀXsXXHX4 XXsdRoyalCommissiononAboriginalPeoples,USCE, ԀReportoftheRoyalCommissiononAboriginal  Peoples,(1997)Vol.3,Chapterd5.CE, US, Ԛ z ;M($CEUS.,    16    _ԀH4 XHX4  H4StatisticsCanada,AboriginalPeoplesSurvey:WellBeingofthenonreserveAboriginal  population,2001,April2004.#H4  4##HXsX H4g#  ;M($CEUS.,    5    _ԀH4 XHX4  H4GovernmentofCanada,KnowledgeMatters:SkillsandLearningforCanadians,Canadas  InnovationStrategy,HumanResourcesDevelopmentCanada,2002;#H4  4#O4  H4dInvestinginExcellence:AReporton  FederalScienceandTechnology,19962001d#H4  O4{#4  H4,IndustryCanada,2001.#H4  4/##HXsX H4f#  ;M($CEUS.,    17    _XsXXHX4 XXsEncouragingSuccess,pp.78andTheStateofFirstNationsEducationinCanada,1996and  2001.#XsX 4##HXsXXXsf#H4 XHXs ^ ;M($CEUS.,    18    _ԀH4 XHXBenBrunnen,4  H4ԀEncouragingSuccess:EnsuringAboriginalYouthStayinSchool,CanadaWest  Foundation,December2003atp.23.#H4  4# ;M($CEUS.,    19    _H4 XHXԀIbid. ;M($CEUS.,    20    _H4 XHXԀIbid. C ;M($CEUS.,    21    _H4 XHX4  H4ԀR.A.Malatest&AssociatesLtd.,BestPracticesinEnhancingAboriginalParticipationinPost  SecondaryEducation:CanadianandInternationalPerspectives;AboriginalPeoplesandPostSecondary p Education:WhatEducatorsHaveLearned,CanadianMillenniumScholarshipFoundation,January2004.#H4  4##HXsX H4f# ;M($CEUS.,    22    _ԀXsXXHX4 XXsIbid. J ;M($CEUS.,    7    _ԀH4 XHXT#HXsX H4f#H4 XHXs4  H4heterm adulteducationandskillsdevelopmentisusedtorefertoadultlearningactivities  suchasacademicupgrading,literacy,essentialskills,continuingskillsdevelopment,andotherprograms  ortrainingintendedtoempowerAboriginallearnersto:find,getandkeepjobs;goontopostsecondary T educationincludinguniversityandcollegeleveleducation,technicaltraining,apprenticeships;orto b engagesuccessfullyinentrepreneurship.#XsX 4##HXsXXXs#  ;M($CEUS.,    23    _ԀH4 XHX4  H4BenBrunnen,#H4  4##HXsX H4m#H4 XHXs4  H4EncouragingSuccess:EnsuringAboriginalYouthStayinSchool,CanadaWest  Foundation,December2003,p.8;AchievingPotential:TowardsImprovedLabourMarketOutcomesfor  AboriginalPeople,CanadaWestFoundation#H4  4#4  H4#XsX 4#4 XXs,September2003.#H4  4i##HXsX H4#H4 XHXs4  H4#H4  4@##HXsX H4!# WorkplanIstancebornsBattistePauktuutitAmautiEurocentricFarisUMAYC ECDHeckmanCarneiroKindergarden&96F0030XIE2001007 APSBrunnenRiemer R.A.Malatestsocio$Toronto:Thompson CMECFNESCSabourinIpsosLalondeBeavan EdsCentresLifeskillsCounsellingNeganTepahMentoring eed PCESschoolersFacey lenseignementmainstreamingHurton AHSFNICCI FAE MOU Dene Kede DECEspirallingPSSSP NAAFNITEP UBCBUNTEPSUNTEPNORTEPHRDSCAHRDS ASEPAHRDAAHRDAsHRSDC NLS INAC AWPI&Qaujimajatuqangit  ;M($CEUS.,    24    _H4 XHX4  H4ԀEricHowe, EducationandLifetimeIncomeforAboriginalPeopleinSaskatchewanin  AboriginalPolicyResearch:SettingtheAgendaforChange,Vol.I,(Toronto:ThompsonEducational n PublishingInc.,2004)atp.175.#H4  4##HXsX H4f#  ;M($CEUS.,    25    _XsXXHX4 XXsԀBenBrunnen,EncouragingSuccess:EnsuringAboriginalYouthStayinSchool,CanadaWest  Foundation,December2003,p.8;AchievingPotential:TowardsImprovedLabourMarketOutcomesfor p AboriginalPeople,CanadaWestFoundation,September2003.  ;M($CEUS.,    8    _H4 XHXԀ4  H4OlderAboriginalpeoplearereferredtoasseniorsandtheterm Elderisusuallyreservedasa  titleofhonourtoAboriginalindividualsinrecognitionoftheirknowledge,wisdom,experienceand/or n expertise.(USCE, HealthCanada,ReachingOut:AGuidetoCommunicatingwithAboriginalSeniors#H4  4#CE, US, ,Ministerof ,| PublicWorksandGovernmentServices,1998.4  H4)Thispaperwillfollowthisusage. < #H4  4#0AA.Normal  5+ ` hp x 55+ ` hp x 5  <AA:Definition T  5+ ` hp x 55+ ` hp x 5  <AA:Definition L , 5+ ` hp x 5  5+ ` hp x 586Definition(hh&H1  5+ ` hp x 5      5+ ` hp x 5  (]]&H2  5+ ` hp x 5  5+ ` hp x 5  (]]&H3  5+ ` hp x 5  5+ ` hp x 5  (]]&H4  5+ ` hp x 5 XXX 5+ ` hp x 5  (]]&H5  5+ ` hp x 5  5+ ` hp x 5   ;M($CEUS.,    26    _H4 XHXԀHRSDC,FactSheetonMembersofDesignatedGroups2001Census.#HXsX H4f# U ;M($CEUS.,    27    _ԀH4 XHXԀCouncilofMinistersofEducation,Canada,SurveyofTrendsinAdultEducationandTrainingin  Education(Section1.6 AdultEducationandEquity:ProgressandLimitations).  ;M($CEUS.,    28    _H4 XHXԀ SUSCE, Mw H4Ԁ#H4 Mw#4  H4AboriginalBusinessCanada,g  AboriginalEntrepreneursinCanada:Progress&Prospectsg,;  ,  2001.#H4  4#Mw H4Ԁ#H4 Mw# SMw H4CE, US, USCE, #H4 Mw?#CE, US, x@ABCDEFI 359=AEIMQ2PoPoPo,cAZArial (]]&H6  5+ ` hp x 5  5+ ` hp x 5  2DD0Address  5+ ` hp x 55+ ` hp x 5  8MM6Blockquote , , 5+ ` hp x 5   5+ ` hp x 5,*CITE,dl*CODEK<6X9`(Courier NewKSM\  `&Times New RomanS64Hyperlink    <:FollowedHype    4go2Keyboard K<6X9`(Courier NewKSM\  `&Times New RomanS <:Preformatted  /%  ,Kk %#/K<6X9`(Courier NewKSM\  `&Times New RomanS/%  ,Kk %#/  <:zBottom of 7F(X7    5+ ` hp x 5?%2A`Arial?  SM\  `&Times New RomanS7(X75+ ` hp x 5  &  d dE)1dxd<:zTop of For7H(X7    5+ ` hp x 5?%2A`Arial?  SM\  `&Times New RomanS7(X75+ ` hp x 5  E)2dxd0KS.SampleK<6X9`(Courier NewKSM\  `&Times New RomanS0.Strong 8dl6TypewriterK<6X9`(Courier NewKSM\  `&Times New RomanS42Variable: 8HTML MarkupB      2 0CommentB  <6X9`(Courier New \!CEUS.,  _XsXXHXX%XXXs  8XXdd8  AboriginalLifelongLearning p GovernmentofCanadaBackgroundPaper#XsXXX%\#X%XXXs#XsXXX%i# \ November2004X%XXXs   p   AboriginalLifelongLearning  GovernmentofCanadaBackgroundPaper  n { I.0  Introduction""J(#(#(# 1 @(#(#K(#(#(#  v II.0  Context ""J(#(#(#1  N  III.0  LifelongLearningContinuum Perspectives ""J(#(#(#2    IV.0  CurrentFederalProgramsandPolicies #XsXXX%#X%XXXs""J(#(#(#4      ` V.0  OverarchingIssues #XsXXX%C#X%XXXs""J(#(#(#5 `   VI.  KeyIssues#XsXXX%#X%XXXsԀbyContinuumStage""J(# 7 2  ̚#XsXXX%#X%XXXsVII.0  Conclusion#XsXXX% #X%XXXs H"H"I(#(#(#10  t  #XsXXX%g#X%XXXsAnnexA:0 ` CurrentFederalProgramsandPoliciesRelevantto(#(#K(#` (#` (# F    ` LifelongLearningandAboriginalPeoplesList #XsXXX%#X%XXXsԀH"H"I(#11#XsXXX%#X%XXXsԈ 2  #XsXXX%A#AnnexB:0 ` KeyIssuesandStatisticsbyLifelongLearning` (#` (#    ` ContinuumStage X%XXXsH"H"I(#13   #XsXXX%) #X%XXXs  D  8HsHXXdXXd8 :(4OS3 i m I.0  Introduction(#(#  #XsXXX% # AttheCanadaAboriginalPeoplesRoundtable,heldinApril2004,education,fromearly h childhooddevelopmenttoskillstraining,wasidentifiedasapriorityareaforinvestment N toachieveabetterqualityoflifeforAboriginalpeoples.Discussionsaffirmedthe 4  importanceandutilityoftheconceptof lifelonglearning,tobothAboriginalpeoples   andgovernments,indevelopingastrategyforfutureaction. <#  1      ׀Asaresultofthese  j Roundtablediscussions,anAboriginalLifelongLearningRoundtablewascreated.  P TheAboriginalLifelongLearningRoundtablewillprovideanopportunityformanyofthe    keypartnersandstakeholdersinAboriginalearlychildhooddevelopment,education   andtrainingtoidentifyideasandstrategiestoimprovelearningoutcomesforall ~  Aboriginalpeoplesacrossthelifelonglearningcontinuum. d  GiventhediversityofAboriginalcommunities <#  2      ,therewillnotbeasinglemodelthatwill 0  workforall.However,conditionspromotingsuccess,andcomponentsofeffective   programsandinitiatives,canbeusedforfutureplanningintheareaoflifelonglearning f asitimpactsFirstNations,_Mtis_ԀandInuitpeoples.Astherewillbenosinglesolution,it L willbeimportanttoinvolveallpartners!fromtheindividuallearner,parents, 2 communitiesandAboriginalleaders!tolearninginstitutions,theprivatesector,  educationprofessionalassociations,programdeliveryagencies,provincial,territorial,  Aboriginalandfederalgovernments. z X%XXXsUSCE, Aslearning#XsXXX%-#X%XXXsCE, US, Loutcomesareinfluencedby,andinterrelatedwith,overarchingfactors(e.g., F socioeconomicconditionssuchashousingandincome),itwillalsobenecessaryto , ensurelifelonglearningactivitiesarecoordinatedwithotherrelevantfederal | programming,inareassuchashealth,economicopportunities,housingandsocial b services,toensureanintegratedandcomprehensivefederalapproachto#XsXXX%#X%XXXsԀ#XsXXX%#X%XXXsenhancing H Aboriginallifelonglearning.#XsXXX%#Ԛ .  II.0  Context  (#(# Investmentsoverthelast30yearsinbothK12andPostSecondaryEducation(_PSE_) b"  havemadeareal,tangibleimpactonthetotallevelofAboriginaleducational H#! attainment:FirstNationscommunitiesnowmanagetheirownschools,incontrasttothe .$" daysofResidentialorDaySchoolsrunbyeitherIndianAffairsorthechurches;and %~# gainsineducationhaveaccountedforthesinglebiggestcontributiontotheclosingof %d $ thegapinHumanDevelopmentIndexbetweenAboriginalCanadiansandCanadian &J!% societyasawhole.Inthepastdecade,theGovernmentofCanadahasalsoinvestedin  otherelementsalongthelifelonglearningcontinuum:earlychildhooddevelopment, | earlylearning,childcare,literacy,skillsdevelopmentandlabourmarkettraining b programs. H Thatsaid,therearesignificantchallengesfacingtheGovernmentofCanada,First  ~ Nations,_Mtis_ԀandInuitcommunities,aswellasprovincesandterritories.Despitethe  d achievementsofthelastthirtyyears,thecurrentlevelsofAboriginaleducational  J achievementareuneven,anddonotcomparefavourablywiththeeducational  0 achievementsofCanadiansasawhole.d     fUVWXYZcd(xS:"U3"  U3723  0    51%oftheFirstNationpopulation,42%of_Mtis_,and58%ofInuithaveless x  thanahighschoolgraduationcertificatecomparedto31%ofthetotalCanadian ^  population.U37d݌D (#(# Ќ  "U3"  U323  0    Only23%oftheFirstNationpopulation,29%of_Mtis_,and21%ofInuitdholda *  postsecondarycertificate/degree/diplomacomparedto38%ofthetotal z  Canadianworkingagepopulation.U3݌`(#(# Ќ  "U3"  U3 23  0    Approximately48%ofRegisteredIndians(bothonandoffreserve)and53%of F RegisteredIndianswholiveonreservebetweentheagesof1524arenot , attendingschoolcomparedto37%ofallCanadiansinthisagegroup.(d2001  Census)dU3 ݌(#(# Ќ  Thenexttenyearswillseethebirthofover315,000Aboriginalchildrenwhowillneed Z earlychildhooddevelopmentprograms.Inthatsameperiod,over315,000First @ Nations,Inuitand_Mtis_ԀchildrengothroughtheK12educationsystemandpotentially & intopostsecondaryeducation(_PSE_)studies.Thedecisionstobemadenowbythe  v GovernmentofCanada,Aboriginalorganizations,educatorsandcommunities, \ provincesandterritories,andotherdirectlyinterestedparties,likeparents,willbe B criticalintermsofchangingthestatusquoandcreatingtheconditionsforaradical ( improvementintheeducationalattainmentresultsofAboriginallearners.   III.0  LifelongLearningContinuumPerspectivesp!(#(#  XsXXXsdThereisaglobalinterestinlifelonglearningasapolicyfocusthatcanpromoteabroad H#! rangeofsocial,economic,culturalandpoliticaldevelopmentobjectives#XsXXXsV&#XsXXXs.I#XsXXXsV'#XsXXXsnternational .$" organizationssuchastheOrganizationforEconomicCooperationandDevelopment %~# (OECD)andtheUnitedNationsEducational,ScientificandCulturalOrganization %d $ (UNESCO)haveadvocatedaframeworkforlearningsystemsbasedontheconceptof &J!%  lifelonglearningor educationpursuedthroughoutlife.#XsXXXs'#XsXXXsq <#  3      _#XsXXXsr)#XsXXXs '0"& Ї X #XsXXXs*#XsXXXs InCanada,lifelonglearninghasbecomeapolicypriorityforfederaland  provincial/territorialgovernments.rN <#  4      ׀#XsXXXs*#XsXXXsExpertbodiessuchastheRoyalCommission | onAboriginalPeoplesandtheNationalWorkingGrouponEducation#XsXXXs+#XsXXXsԀhave b expressedtheimportanceoflifelonglearning#XsXXXs\,#USCE, Ԁasacriticalpartofcommunity H developmentandnationbuildingforAboriginalpeoplesCE, US, ,OXsXXXs.#XsXXOXs|-#XsXXXsIndevelopingCanadas .  InnovationStrategytoaddresstheneedsofCanadiansinthenewknowledge   basedeconomy,theGovernmentofCanadahighlightedtheimportanceof  f lifelonglearning.#XsXXXs-#OXsXXXs  <#  5      ך#XsXXOXs/#XsXXXsԀInaddition,thefederalbudgettabledinMarch2004focussed  L on learningasathemeforCanadaseconomicandsocialprogress.#XsXXXs/#XsXXXsԀ  2 #XsXXXs0#XsXXXs Lifelonglearningcanbeunderstoodastheacquisitionthroughoutan   individualslifespan#XsXXXs0#XsXXXsofknowledgeandskills.#XsXXXs1#XsXXXsԀ#XsXXXs1#XsXXXsLifelonglearningisoften z  conceptualizedasaseriesoflearningactivitiestakingplaceacrosseachstage `  oflife( thecontinuum)thatincludesformalschoolingthroughinstitutionsaswell F  as informallearning,meaninglearningthattakesplaceoutsideofan ,  educationalinstitutionalsetting. |  #XsXXXs72#XsXXXsApplyingtheconceptofthelifelonglearningcontinuum,thestagesand H objectivesoflifelonglearningmaybeexpressedas: . #XsXXXs4# (#3xfUVWXYZcd"U3"  XsXXXsU352#  1  .3  0    EarlyChildhoodDevelopment#XsXXXs5#XsXXXsԀ(prenataltopreschool) :Aboriginal  womenofchildbearingage,pregnantwomenandfamilieswithnew_borns_ | and/oryoungchildrenhavethesupportstheyneedtoensurehealthy b earlychilddevelopment,includingprenatalhealth;andyoungAboriginal H childrenreceivethesupportstheyneedforhealthydevelopmentand . enterschoolreadytolearn;U355݌~   Ќ  "U3"  U382#  2  .3  0    #XsXXXsg6#XsXXXs K12Years: Aboriginalchildrenandyouthstayandsucceedin d elementaryandsecondaryschool,inordertobepreparedforpost P secondaryeducationortoentertheworkforceandtofullyparticipateas 6 membersoftheircommunitiesandCanadiansociety;U388݌   Ќ  "U3"  U3:2#  3  .3  0    #XsXXXsV9#XsXXXsPostSecondaryEducation (includingtrades,technical&apprenticeship | programs):Aboriginalpeopleshaveequitableaccesstoandsuccessin h postsecondaryeducation;U3:$;݌N   Ќ  "U3"  #XsXXXs;#XsXXXsU3<2#  4  .3  0    AdultEducationandSkillsDevelopment :adults,includingschool 4  leavers,havethelevelsofliteracyandessentialskillstoparticipatein   continuousskillsdevelopment,thelabourforceandtheircommunities;  p accesstoactivemeasuresaresupportedalongwithsocialassistance;  V andopportunitiesforcontinuouslearningandskillsdevelopment;#XsXXXs&=#ԀUSCE, andU3<E=݌ <   Ќ  XsXXXsCE, US, s?"U3"  U3@2#  5  .3  0    SeniorsandElders: theneedsofseniorsinlifelonglearningwhich  "  improvetheirqualityoflifeinareassuchashealthandaccesstosocial   programs;theroleofEldersasconveyorsofvaluedculturalknowledge,   valuesandguidance.U3@1@݌p    Ќ  #XsXXXs?#XsXXXsFactorsatearlierstagesofthecontinuum(e.g.healthanddevelopmental <  outcomes,social,culturalandeconomicconditions,formativeeventsinan "  individualslifesuchasneglectand/orexposuretoviolence)#XsXXXsB#XsXXXscanaffectlearning r outcomesinlaterstages.Aswell,#XsXXXsfC#dsupportsarenecessarywhereeachstage X transitionstothenext,sothatAboriginallearnerscanmovesuccessfullyalong > thecontinuum.XsXXXsԀ#XsXXXsD#XsXXXsTherearealsopolicyconsiderationswithregardstoproperly $ recognizingandincorporatingtraditionalknowledgeinallstagesoflifelong   learning;andjustasimportantlyhowto#XsXXXsD#XsXXXsprotectandmobilizeit,forthebenefit  ofAboriginalpeoplesandtheircommunities.  l #XsXXXsF#XsXXXs #XsXXXsF#  XsXXXsTheparticularprogramandserviceneedsof Aboriginalpeoplewillvary 8 accordingtotheirparticularsocial,culturalandeconomicconditions,historyand  knowledgetraditions#XsXXXs/G#XsXXXs.#XsXXXsOH#XsXXXsItmustalsoberecognizedthatAboriginalpeoplesneeds n varydependingontheirgenderandgeographiclocationandthatmany T Aboriginalpeoplefacem#XsXXXsH#XsXXXsultiplebarrierssuchasracism,genderdiscrimination, : lowincomes,anddistancefrommajorcentres.Thesefactorscanimpact   learningoutcomesandhaveimplicationsforprogramandserviceneeds.#XsXXXsI#    dIV.0  CurrentFederalProgramsandPoliciesh"     Aboriginalpeoplesandcommunities,aswellasfederal,provincialandterritorial :$" governments,learninginstitutionsandtheprivatesectorshareresponsibilityfor  %# differentaspectsofAboriginallifelonglearningacrossthecontinuum.Asa &p $ startingpoint,thefocusofthisreviewisprimarilyontheroleoftheGovernment &V!% ofCanada.  '<"&  Inresponsetotheneedsoflearnersalongthecontinuum,thefederal )$( governmenthasputinplacenumerousprogramsandservices.Intotal,over70 *$) federalprogramsandservicestiedtothecontinuumareavailabletoAboriginal j+%* peoplesthrough15differentdepartments(seeAnnexA).Thevastmajorityof  theseareAboriginalspecificinitiativeswhiletheothersareprogramsand | servicesavailabletothegeneralCanadian_population._ b  V.0  OverarchingIssues :.    Thereareanumberofpolicy,programandserviceissuesthatarisethroughout  j thecontinuumwhichwillrequireexaminationinparticularcontextsforFirst  P Nation,Inuitand_Mtis_Ԁpeoplesandinthecontextofparticularpopulationsectors  6 suchaswomenandurbanresidents.Theseissuesinclude:    КCoordinationandIntegrationofProgramandServiceDelivery ~  GiventhatdXsXXXsd#XsXXXsQ#thereare70federallifelonglearningrelatedprogramsspreadacross J  15differentdepartmentsXsXXXs,thereisacriticalneedforcoordinationandintegration 0  along#XsXXXs^R#XsXXXsthefederalAboriginallifelonglearningcontinuum#XsXXXsR#dXsXXXsԀ#XsXXXsqS#XsXXXsThismayinclude   coordinatedpolicyandprogramdevelopmenttoensureprogramsthroughoutthe f continuumareinterconnected,donotoverlapandarecomplementary,aswellas L servicedeliveryatthecommunitylevel#XsXXXsS#XsXXXsthatbetterfacilitateseaseofaccess(e.g., 2 throughshareddeliveryplatformsoracentralizedorsinglewindowdelivery  system).#XsXXXsU#XsXXXsdThefactthat#XsXXXsU#responsibilityforXsXXXsAboriginalprogramsandservicedelivery  isnotspecifictothefederalgovernment,butrathercutsacrossanumberof z jurisdictions,furtherreinforcestheneed#XsXXXs_V#dforXsXXXsdimprovedcoordinationand ` partnershipbothwithinthefederalgovernmentandbetweenAboriginal,#XsXXXsvW#XsXXXsԀfederal, F andprovincial/territorialpartners#XsXXXs2X#XsXXXs.#XsXXXsX#dXsXXXs , #XsXXXsX#ԚdAboriginalCapacityDevelopment b  X%XXXsUSCE, dTheGovernmentofCanadahasaroletosupportAboriginalpeoplestodevelop . thetoolsthatwillenablethemtoassume#XsXXX%Y#CE, US, Ygreaterresponsibilityandcontrolover  lifelonglearning.ThereisaneedthroughoutthecontinuumtoUKCE, XsXXXsbuildthecapacity   ofAboriginalpeoplestodeliverprogramsandservices.Thisincludesincreasing v! theCE, UK, [UKCE, managerial,professionalandtechnicalexpertise#XsXXXs,[#CE, UK, [UKCE, XsXXXsԀofAboriginalorganizations, \"  aswellasCE, UK, u\workingwithprovincesandterritoriestoincreaseprofessional B#! development/targetedtrainingforAboriginalprofessionals,suchasteachers, ($" literacypractitioners,andcurriculum/coursedesigners#XsXXXs\#XsXXXs.#XsXXXs ^#XsXXXsUKCE, Ԁ %x# CE, UK, p^#XsXXXsQ^#XsXXXs #XsXXXs^#d SupportsforKeyTransitionPoints &J!% dAlongthelifelonglearningcontinuum,therearetransitionperiodsinthelearning (#' processthatrequirespecialattentiontoensureAboriginallearnersarewell )#( preparedtomovefromonestageofthecontinuumtoanother. HXsXXXsCurrently,there x*$) aremanyAboriginalchildrenandfamilieswhodonothaveaccesstoearly ^+%* childhooddevelopmentprogramsorservicesforspecialneeds(suchasspeech D,&+ orbehaviouraltherapy).Consequently,manyAboriginalchildrenarriveatschool  notreadytolearn,andfacesignificantculturalbarrierswhentheytransfer | #XsXXHXsx`#betweenHXsXXXsFirstNation#XsXXHXsmb#ԀandprovincialeducationalsystemsHXsXXXs(usuallyatthehigh b schoollevel).Moreover,Aboriginalyouthareoftennotpreparedtomakea H successfulstartinpostsecondaryeducation(_PSE_)institutionsand/orthelabour .  market.Evidencesuggeststhatthisisinpartduetolowerliteracyandother  ~ essentialskills,aswellas#XsXXHXsb#alackofculturallysensitivesupportservices.HXsXXXsԀForthis  d reason,someuniversitiesinCanadahavedevelopedAboriginalspecific  J programs(e.g.,counsellingandtutorialservices)tofacilitatethetransition#XsXXHXsd#of  0 AboriginallearnersHXsXXXsԀfromhighschooltopostsecondaryeducation.    #XsXXHXsf#dRoleofParentsandCommunities x  Literatureintheareaofeducationandearlylearningemphasizestheimportance D  ofparentalinvolvementforthesuccessofAboriginalchildrenandyouthandthe *  involvementofparentsandcommunitiesiscentraltoAboriginalperspectiveson z  learning.ThetraditionsandvaluesofFirstNations,InuitandMtispeopleseach ` reflectthecentralimportanceoftheroleofparentsandcommunitiesinraising F andeducatingtheirchildren. , RoleofTechnologyandElearning  IncreasedaccesstodistanceeducationisanotherimportantissueforFirst Z Nation,Inuitand_Mtis_Ԁcommunities.Mostrural,remoteandnorthernAboriginal @ communitiesfacedifficultiesinaccessinglearningopportunities.Asaresult, & thereisgrowinginterestindistancelearning,supportedbyhighspeedinternet  v connectivity,videoconferencingequipmentandrelatedcapitalinvestments,asa \ meansofovercomingthechallengesofgeographyandisolation.Innovations B suchaselearninghavethepotentialtoincreaseaccessibilitytolearningfor ( Aboriginalpeoplesatalllevels.  LearnerswithSpecialNeeds p! Aboriginalinfants,children,youthandadultswithspecialneedsandtheir <#! familiesneedaccesstoservicesandsupports,suchasoccupational, "$" behavioural,speechandphysiotherapy.Theneedforspecialneedseducation %r# servicesforAboriginaldpeoplesd issignificant.Forexample,a1999BCMinistryof %X $ Educationstudyconductedin1999suggests23%oftheonreserve &>!% elementary/secondarypopulationrequiresspecialneedseducationprograms '$"& andservices. ( #'   fUVWXYZcd(x3 TheGovernmentofCanada,throughHealthCanadaandINAC,hasbeen l*$) providingsomesupportforspecialneedsservicesdbothattheECD(e.g.,Fetal R+%* AlcoholSpectrumDisorderProgram)andelementary/secondary(FirstNations 8,&+ SpecialEducationProgram)level.dHowever,moremayberequiredgiven___________the_  everchangingprovincial/territorialspecialeducationenvironments. | dFundingandCapitalCosts J Inmanycurrentprogramareas,therehasbeenaneedidentifiedforincreased   fundingormorecosteffectivefundingmechanisms.Inconcertwiththis,  h associatedissuessuchasmanagementregimesandcapitalcostsforsome  N programs(e.g.,AboriginalHeadStart,childcarecentres,schoolswithsports  4 facilities,technicalhighschoolsandadulteducationcentres)willalsobe    considerationsinplanningfutureinitiatives.   dAboriginalLanguages,CulturesandCulturallyAppropriateLearning b  XsXXXs#XsXXXst# XsXXXsTheRoyalCommissiononAboriginalPeoplesandtheNationalWorkingGroup .  onEducationhave #XsXXXs#! Canadianeducationprovidersthroughprovincialeducationministriesandschool $$" boards.  %t# USCE, Currentlythecapacityofonreserveschoolstoengageandretainthenecessary &@!% teachingstaffpresentsasignificantbarriertoofferingcomparableeducational '&"& programming.CE, US, ԀUSCE, Therearetwokeyareasthatneedtobeaddressed:thefirstisto ( #'  enableonreserveschoolstoeffectivelycompetewiththeirneighboring )#( provincialschoolboardsinrecruitingteachersN <#  6      ;andsecondly,tosupport   strategiesthatwillencouragemoreAboriginalstudentstobecometeachersand | thusincreasethesupplyofteacherswithaninterestinteachinginAboriginal b communities.CE, US, ԀUSCE, Whileoverfiftypercentofteachersinonreserveschoolsare H Aboriginal,thereremainsaneedtoincreasethenumberofAboriginalteachers .  atthehighschoollevel.  ~ CE, US, 6_  PostSecondaryEducation  J Aboriginalpeoplesareshowinggainsinpostsecondaryeducation,particularlyin    theareaoftrades,buttherearechallengesinkeepingstudentsinpost   secondaryeducationprogramsuntilgraduation. x  Aboriginalstudentsinpostsecondaryeducationaremorelikelytobemature D  femalestudents,andthereforemorelikelytohavefamilypressuresrequiring *  specialsupportsandstrategies.Thismaysuggestagreaterneedamongsome z  sectorsoftheAboriginalpopulationforsupportsuchaschildcareinorderto ` increasetheiraccesstopostsecondaryeducation.USCE,  F SomepostsecondaryAboriginalinstitutionshavebeensuccessfulinincreasing  AboriginalratesthroughanunderstandingofAboriginalneeds,support,cultural  appropriatenessandthroughtheprovisionofacommunityofAboriginallearners t andfaculty.CE, US, W Z AdultEducationandSkillsDevelopment <#  7       & Highersecondaryschooldropoutrates,lowerratesofpostsecondaryeducation \ andcorrespondinglowlabourforceparticipationandemploymentratesfor B Aboriginalpeoplesallindicateaneedforenhancedprogramsandservicesinthe ( areaofadulteducationandskillsdevelopment.  SupportsarenecessarytoensurethatAboriginaladultshavetheopportunityto p! obtainliteracyandotheressentialskillsnecessarytoparticipateinthelabour V"  force.Also,Aboriginaladultsneedtheopportunitiestocontinuetoimproveand <#! upgradeskillstorespondtoachanging,knowledgebasedeconomyandtake  advantageofentrepreneurialprospects. | К UVWXYZcde(|xxfUVWXYZcdAlsokeyisprovidingtrainingandskillsdevelopmentthattrulymatchesthe H demandsofthelabourmarkettoensureAboriginalpeopleobtainlongerterm, .  sustainablejobs.USCE,   ~ CE, US, USCE, CE, US, ISeniorsandElders   <#  8        J Thelackofaccesstonewinformationandlearningthatisimportanttoseniors,    canbeabarriertomaintaininggoodhealthinoldageortogainingaccessto   importantsocialprogramssuchaspensions,otherincomesupport,health x  servicesandhousing. ^  Eldersareavaluedsourceofknowledge,adviceandskillsinallAboriginal *  communities.Inthepassingoflanguage,culture,spiritualityandtraditional z  knowledgetothenextgeneration,Eldersbringthelifelonglearningcontinuum ` fullcirclebacktochildrenandyouth.  F К VII.0  Conclusion    dProgresstoimprovethequalityoflifeforAboriginalpeoplesbysupporting  lifelonglearninginallofthesediversecontextsisinherentlyataskofshared f responsibilityamongallpartners.Launchingeffectiveresponsestocomplex L challengesandpolicyissueswillrequireholisticandcoordinatedapproacheson 2 thepartofallpartners.Itwillalsobeimportanttoidentifykeyprioritiesand  criticalleveragepointsonthelifelonglearningcontinuumsuchasearlychildhood h development,parentalandcommunitysupport,language,cultureandcurriculum N issue,transitionpointsandliteracyandessentialskillsamongothers.  4 USCE, Overall,thisroundtableprovidesanimportantopportunitytolaunchabroad   partnershiponlifelonglearninginawaythatisrelevanttoallAboriginalpeoples |! andwiththeaimofimprovingthequalityandeffectivenessoflifelonglearning b"  programsandservicesacrossthelifelonglearningcontinuumandthespectrum H#! oflearningactivitiesbyAboriginalpeoples. .$" dCE, US, 0   &J!%  i m  i mi m   & _   AnnexB:0 ` KeyIssuesandStatisticsbyLifelongLearningContinuum  Stage n` `   EarlyChildhoodDevelopment(prenataltopreschool)  @  RecentCensusfigurescontinuetodemonstratethatCanadahasagrowing  | Aboriginalpopulation,acrossallAboriginalidentitygroups,withasignificantly  b higherproportionofchildrenandyouththanthegeneralCanadianpopulation.  H USCE, Thesedemographicshaveimplicationsacrossthelifelonglearningspectrumfor  .  allAboriginalpeoples.Thisimplies,forexample,aproportionallygreaterdemand   forprenatalservicesandsupportsforexpectantmothers,earlylearningand   childhooddevelopmentandeducationprogramsforyoungAboriginalchildren v  andforchildcareservicestomeettheneedsofAboriginalparentswhowishto \  pursueformaleducation,skillstrainingandremaininthe_labour_Ԁforce.CE, US, & B  Advancesinneurosciencewithrespecttobraindevelopmentininfantsand x youngchildrenshowthattheperiodfrombirthtoagesixismorerapidand ^ dramaticthanwhatwaspreviouslyknown.Criticalperiodsoffunctionssuchas D vision,emotionalcontrol,languagebeginveryearly,longbeforeschoolentry. * Experiencesinthisperiodhavebeenshowntobethemostimportantinfluence  ofanytimeinthelifecycleandlaythefoundationforachildsdevelopment,  impacting_on_Ԁlifelonglearning,health,andwellbeing. r Thereisabundantevidencethatchildrenwhohaveexperiencedhighquality > earlychildhooddevelopmentprogramslearnbetterinschool.Infact,amajority $ ofgovernmentsadoptinglifelonglearningstrategiesaremotivatedbythe  t overwhelmingevidencesuggestingtheimportanceoftheearlychildhoodyears, Z includingprenatalhealth.Byaddressingdevelopmentalandculturalneedsin @ theearlyyears,earlychildhooddevelopmentprograms,suchasprenatalhealth & programs,HeadStartprogramsandqualitychildcareprograms,arehighly   effectivemeansofensuringchildrengetthebestpossiblestartinlife,and ! ensuringschoolreadiness. n"  Prenatalhealthofmotherandchildiscriticaltopostnataldevelopment.While :$" significantimprovementshavebeenmadeinAboriginalneonatalhealth,  %# significantconcernsremaininsomeareas.Aboriginalwomenandchildrenareat &p $ greaterriskforcompromisedfetalandinfantdevelopment.ManyAboriginal &V!% childrenareatriskintermsofdevelopmentaloutcomes: '<"& "U3"  U32|3  0    approximately28%ofAboriginalchildrenundertheageof5liveinsingle ("#' parentfamilies(itiscloseto40%inurbancentres);U3݌)$(   Ќ  "U3"  U3ͱ2|3  0    58%ofyoungAboriginalchildrenliveinlowincomefamilies;U3ͱ݌*$)   Ќ  "U3"  U32|3  0    incidenceofFetalAlcoholSpectrumDisorderisbelievedtobehigher;andU3݌j+%*   Ќ  "U3"  U32|3  0    Aboriginalchildrenhavehigherratesofsomehealthproblems,including  injuries,disabilitiesandrespiratoryproblems.USCE, U3݌|   Ќ  CE, US, USCE, CE, US, 0 USCE, Thelongtermimpactofdevelopmentaldelaysandimpairmentisasignificant H policyissueasitaffectsnotonlytheindividualsabilitytolearn,buthisorher .  abilitytoparticipateintheciviclifeandthe_socio_Ԅeconomicdevelopmentoftheir  ~ communities.CE, US, cUSCE,   d CE, US, Allprovincesandterritorieshavematernal/childhealthprogramminginplaceto  0 providesupportstopregnantwomen,newparentsandchildrenidentifiedwith    specialneeds.Whileclearlydemonstratedinresearchascosteffective,this   typeofpublichealthprogrammingisnotavailableinmostFirstNation x  communities. ^  Despiteinvestmentsinearlychildhooddevelopments,asignificantnumberof *  AboriginalchildrendonothaveaccesstosupportslikeAboriginalHeadStartand z  FirstNationsandInuitChildCare.Infact,lessthan20%ofeligiblechildrenare ` abletoparticipateinAboriginalHeadStart.Thesetypesofprogramshavebeen F showntohavesignificantpositivelongtermimpactonheathstatus.Research , alsodemonstratesthateducationattainmentscanbetracedbacktoachilds  earlyyearsatschool,againdemonstratinglinkagesalongthelearning  continuum. t  _Kindergarden_ԀtoGrade_12 _ @ Therearemanysocial,culturalandeconomicfactorsthatcanaffectlearning | readinessinelementaryandsecondaryschool.Forexample,povertygenerally b hassignificantandlastingimpactsonchildrenshealth,developmentand H learningoutcomes.Aboriginalchildandfamilypovertyisrootedinthelegacyof . economicandsocial_marginalization_Ԁthathasflowedfromthehistorical  experienceofAboriginalpeoplesin_Canada._a <#  9      ׀TherateofAboriginalchildren   livinginlowincomefamiliesismorethantwicethenationalrate.The2001 v! AboriginalPeoplesSurvey(_APS_)foundaconnectionbetweenfamilyincomeand \"  ratesofAboriginalchildrenlivinginnonreserveareasrepeatingagrade;16%of B#! Aboriginalchildreninfamilieswithincomebelowthelowincomecutoffhave ($" repeatedaschoolyear,comparedto10%ofAboriginalchildrenbelongingto %x# familieswithincomeatorabovethelowincomecutoff.h <#  10       %^ $  &D!% AnotherfactorshowingacorrelationwithAboriginalchildrensschoolsuccessis  parentaleducationlevels.AmongAboriginalchildrenlivinginnonreserveareas, | 22%ofchildrenaged6to14whoseparenthadnotgonebeyondelementary b schoolhaverepeatedagrade,whereasonly6%ofchildrenwhoseparenthas H graduatedfromuniversityrepeatedagrade.Overall,asparentaleducationlevel .  increases,theproportionofchildrenrepeatingagradedecreases.o <#  11        ~ Therolesoffamilyandthecommunityareknowntobeimportantfactors  J influencinglearningoutcomesforchildren.InmanyAboriginalsocieties,the  0 involvementofparentsandcommunityareconsideredessentialinthe    developmentofintellectualandcognitiveabilities,thetransmissionofAboriginal   languagesandcultures,theemotionalandspiritualdevelopmentofthechildand x  forthechildtolearnhowtobehavesocially.{v <#  12      ׀ ^  Readingtooneschildrenisastrongindicatorofparentalinvolvement.The2001 *  APSfoundapositivecorrelationbetweenlowerratesofrepeatingagradefor z  Aboriginalchildrenoverallaged6to14yearslivinginnonreserveareas,and ` frequencyofreadingorbeingreadto.Genderdifferencesareevidentwhile F 56%ofgirlsreador_are_Ԁreadtoonadailybasis,thefigureforboysis43%.| <#  13       , TherearedifferencesamongAboriginalpopulationsinthisregardwhile27%of  Inuitchildrenaged6to14yearsreadorarereadtoeveryday,thecomparable  figuresare51%forNorthAmericanIndianchildrenand52%for_Mtis_Ԁchildren. t Fromanationalperspective,recentstatisticsshowcontinuinggainsby @ Aboriginalpeopleinhighschooleducationalattainment.However,Aboriginal & youtharestillmuchmorelikelytodropoutofhighschoolthanotherCanadian  v youth(48%ofoffreserveAboriginalpeopleaged2024in2001hadincomplete \ secondaryschoolcomparedto26%forCanadiansofthesameage). B AboriginalyoungpeoplearemostlikelytowithdrawbetweenGrades9and10.R <#  14        SomereasonsforwithdrawalbyAboriginalyouthatthisstagehavebeen   identified:feelingsofalienationafterspendingeightyearsinaschoolsystem p! thattoooftendoesnotsupporttheiridentitybecauseofalackofAboriginalhigh V"  _schoolteachers;limitedcurriculumdealingwithcontemporaryAboriginal  languages,cultures,historyandpoliticalissues;lackofparentalandcommunity | involvement,especiallywheretherearenolocalhighschools;encountering b racistattitudesthatundermineselfesteem;thecurrentemphasisofthepublic H schoolsystemonintellectualcognitiveachievementattheexpenseofspiritual, .  socialandphysicaldevelopment;andthemarginalizationofyouthindecision  ~ makingabouttheireducation. <#  15      ׀  d  PostSecondaryEducation :  0 Aboriginalpeoplesareshowinggainsinsomeareasofpostsecondary   education,particularlyintheareaoftrades,buttherearechallengesinkeeping ~  studentsinPSEprogramsuntilgraduation: d  "U3"  U3m2|3  0    Theproportionofthoseover25yearsofagewithatradecertificatein 0  2001washigheramongAboriginalpeople(16%)thaninthenon   Aboriginalpopulation(13%);U3m݌f   Ќ  "U3"  U32|3  0    Forthosewithcollegequalifications,15%ofAboriginalpeopleoverthe L ageof25possessedacollegediplomacomparedto18%amongnon 2 Aboriginalpeople;andU3݌   Ќ  "U3"  U3m2|3  0    TheAboriginalpopulationcontinuestotrailthenonAboriginalpopulation  withrespecttouniversitygraduates,!8%ofallAboriginalpeopleoverthe z ageof25hadauniversitydegreein2001comparedto15%fortherestof ` theCanadianpopulation.U3m݌F   Ќ  "U3"  U3]2|3  0    USCE, Forwomenaged2544whostartedtheirpostsecondaryeducation,the , mostcommonreasonfornotcompletingtheireducationwasfamily | responsibilities(34%)whilefinancialreasonswerethemostcommonfor b meninthesameagegroup(24%statedthisreason).6 <#  16      ׀CE, US, U3]݌H   Ќ  TheCensusshowsdifferencesintheratesofincreaseineducationalattainment  acrossAboriginalidentitycategories.Forexample,NorthAmericanIndiansnot   residentonreserve(withorwithoutstatusas IndiansundertheIndianAct)and v! MtistendtohavehigherlevelsofeducationalachievementrelativetoInuitand \"  FirstNationspeopleresidentonreserve. <#  17      ׀  B#!  ($"  Thereissomeevidenceofregionaldifferencese.g.Aboriginalpeopleinthe  Westernprovincesarelesslikelytoparticipateinpostsecondaryeducation(at | leastinpartduetothehigherratesofwithdrawalfromhighschoolinthese b provinces).USCE,  <#  18      ׀WithintheWesternregion,therearealsovariationsbetween H provinces,betweenAboriginalpeopleresidentonreserveandthoselivingaway, .  aswellidentitygroupdifferencesamongothervariables.4 <#  19      ׀Brunnenconcludes  ~ thattheonreserve/offreserveresidencyvariableisasignificantfactor  d influencingeducationalattainments,whileidentitygroupaffiliationisnot. <#  20        J Aboriginalpeople,ingeneral,facebarrierstoCE, US, OUSCE, Ԁpostsecondaryeducationthat    includefinancialandnonfinancialfactorsincluding:    UVWXYZcde(|xxUVWXYZcde"U3"  U32|3  0    Historicaldistrustofeducationinstitutions(legacyofresidentialschools x  andassimilativepracticesofeducation);U3݌^    Ќ  "U3"  U32|3  0    Insufficientpreparationatthesecondarylevel(duetolesssuccessful D  learningoutcomesforAboriginalstudentsinthepublicschoolsystem,and *  highdropoutratesinreserveandremoteschools);U3݌z    Ќ  "U3"  U3s2|3  0    Discriminationfeltwithinmainstreaminstitutionsandinmainstream ` society;andU3s݌F   Ќ  "U3"  U32|3  0    Familyandcommunitytiesandobligationsmakerelocationdifficultand , expensive.@ <#  21      U3݌   Ќ   UVWXYZcde(|xxUVWXYZcdeCE, US, ~USCE,  Thesefactorsreflecttheneedforinvolvementofpartnersprovidingservicesina t widevarietyofareas(includinghousing,economicdevelopment,income Z assistance,childcareandeducation)andtheneedforavarietyoffinancialand @ nonfinancialsupportstoCE, US, Aboriginallearners.USCE, SomepostsecondaryAboriginal & institutionshavebeensuccessfulinincreasingAboriginalratesthroughan  v understandingofAboriginalneeds,support,culturalappropriatenessand \ throughtheprovisionofacommunityofAboriginallearnersandfaculty.H  <#  22       B CE, US, 'AboriginalwomenmakeupahigheroverallpartoftheAboriginalpostsecondary  studentbodyatmostinstitutions,andareoftentwiceasrepresentedin   programs.Theymoreoftenhavechildrenandfamiliestosupport,andmayneed  daycare,highersupportsforlivingsexpenses,etc.Aboriginalmenareespecially | underrepresentedatthepostsecondarylevelandmayneedspecialsupportsto b addressthisproblem.Aboriginalstudentsaremorelikelytobematurestudents, H andthereforemorelikelytohavefamilypressuresrequiringspecialsupportsand .  strategies.Thismaysuggestagreaterneedamongsomesectorsofthe  ~ Aboriginalpopulationforsupportsuchaschildcareinordertoincreasetheir  d accesstopostsecondaryeducation.  J TheimpactofformaleducationonAboriginalpeoplessocioeconomic    conditionsissignificantforallAboriginalidentitygroups;withcompletionofa   postsecondaryeducation,havingthegreatestimpactonclosingthegap x  betweenAboriginalandnonAboriginalpeople <#  23      ׀inemploymentrates,especially ^  forAboriginalwomen. <#  24      ׀Thisissignificantasemploymentsuccessratesof D  Aboriginalpeopleincreaseaseducationlevelsrise.Thus,whileAboriginal *  peopleparticipatinginthelabourmarketareexperiencinglesssuccessthan z  nonAboriginalpeopleinsecuringandretainingemploymentthegapbetween ` AboriginalandnonAboriginalpeopleistheleastforthosewithauniversity F degree. <#  25       ,  AdultEducationandSkillsDevelopment   StatisticsonAboriginallabourforceparticipationandunemploymentrates ` continuetoshowalackofUSCE, paritybetweenAboriginalandnonAboriginal F Canadians.CE, US, The2001CensusshowstheunemploymentrateforAboriginal , people(19.1%)ismorethantwicethatofthetotalCanadianpopulation(7.4%). | ThesurveyalsofoundlowerparticipationratesinthelabourforceforAboriginal b people(61.4%)comparedtothetotalCanadianpopulation(66.4%).  <#  26      ׀ H ̚GovernmentsandAboriginalpeoplesseeanimportantroleforadultlearningto  helpaddressthissituation.AstheCouncilofMinistersofEducation_Canada   (CMEC)hasnoted,trainingandadulteducationcanhelpcreate greaterequality  amongpersonsandgroupsinrelationtothedevelopmentofCanadiansociety, | andeachprovinceandterritoryinparticular. <#  27       b AnumberofbroadnationalpolicyissuesalsoaffecttheinterestsofFirst .  Nations,_Mtis_ԀandInuitinregardtoadulteducationandskillsdevelopment,  ~ suchas:  d  UVWXYZcde(|xxUVWXYZcde"U3"  U32|3  0    Canadaslearningsystemhastodateprimarily_focused_Ԁonpreparing  J youthforthelabourmarketandlesssoonthelearningneedsofadults;U3݌ 0   Ќ  "U3"  U3I2|3  0    Institutionsandorganizationsdeliveringadultlearningprogramsand    serviceshaveexperiencedresourcepressuresandcapacityconstraints   whilefacingrisingclientdemand;U3Iv݌x    Ќ  "U3"  U32|3  0    Adultparticipationinworkplacetrainingislowbyinternationalstandards; ^  andU3݌D    Ќ  "U3"  U32|3  0    Theneedtocreateacultureoflifelonglearninginordertoprepareadult *  learnerstocopesuccessfullywithchangesintheeconomicenvironment.U3݌z    Ќ  USCE, ThegrowinginvolvementofFirstNations,_Inuit_ԀandMtisinentrepreneurshipis F anotherareawherelifelonglearningneedsshouldbeconsideredinregardto , adulteducation,trainingandpostsecondaryeducation.CE, US, RUSCE, In1996,therewereover  20,000AboriginalbusinessesinCanadaandAboriginalbusinessesaregrowing  atanannualrateofapproximately7%.Aboriginalbusinessownersrepresent t 3.9%ofthetotalAboriginalpopulationwhiletheproportionofallCanadian Z businessownerstotheCanadianpopulationis7.9%.6 <#  28      ׀Between1981and1996, @ Aboriginalbusinessesgrewattwicethenationalrate.WomenandMtisshowed & thefastestgrowthamongAboriginalpeopleasawholeandyouthareshowinga  v stronginterestaswell.ThelifelonglearningneedsofAboriginalentrepreneurs \ willbediversegiventheirvariedbackgroundsandtheirparticipationinevery B sectoroftheCanadianeconomyfromthehightechnologysectortotheservice ( industry,tourism,agricultureandresourcestonameafew.CE, US, USCE,   CE, US, USCE, CE, US, 8Alsokeyisprovidingtrainingandskillsdevelopmentthattrulymatchesthe p! demandsofthelabourmarkettoensureAboriginalpeopleobtainlongerterm, V"  sustainablejobs.USCE,  <#!  %X $ CE, US, 8 SeniorsandElders:   _  WhiletheAboriginalpopulationisyoungerthanthatoftheCanadianpopulation h overall,itisnevertheless,aging(albeitataslowerratethanthatforthenational N population).Overall,thetrendtowardagingamongallAboriginalpeoplesis 4  slowerthanfornonAboriginalpeople.   Thelackofaccesstonewinformationandlearningthatisimportanttothem,can  P beabarriertomaintaininggoodhealthinoldageortogainingaccessto  6 importantsocialprogramssuchaspensions,healthcoverageandhousing.    Eldersareavaluedsourceofknowledge,adviceandskillsinallAboriginal ~  communities.Inthepassingoflanguage,culture,spiritualityandtraditional d  knowledgetothenextgenerationEldersbringthelifelonglearningcontinuumfull J  circlebacktochildrenandyouth. 0