Policy Articles: Aboriginal: Education
Richards and Vining argue that more than any other factor, poor education levels are condemning many Aboriginals to live in poverty. They point out that the links among education, employment and income are critical, and suggest that Aboriginal People are not being provided with the opportunity to make realize the potential value of all three of these tenets. In this study, Richards and Vining assess the education performance of Aboriginal students in individual off-reserve British Columbia schools.
This diagnostic report uses empirical data to provide an accurate picture of how Aboriginal Canadians are faring in post-secondary education (PSE).
In this report, Ben Brunnen addresses the Aboriginal human capital opportunities that exist in the West. From interviews, public opinion surveys, and census data, he makes a number of key findings regarding improving labour market outcomes for Aboriginal people, including: the need to reinforce the value of education; ensuring success in obtaining and retaining employment; and, the need to recognize, reward and celebrate successes.
Helmar Drost and John Richards argue that although Aboriginal concerns are receiving more attention in public policy debates, most public attention is devoted to on-reserve communities. They argue this is inadequate, because growing numbers of Canada’s Aboriginal population live off-reserve and in cities today. Drost and Richards note that the social, educational and employment problems facing both on- and off-reserve groups are daunting, and that both deserve the equal attention of policymakers.
This book, edited by David Newhouse and Evelyn Peters, is a compellation of articles focusing on aboriginal life in urban Canada. There are 16 articles as well as facts on Aboriginals in urban areas and an introduction written by Peters.
The purpose of this paper is to analyze the economic transformation of the Eastern European immigrants and their descendants and to ask whether it will happen again for Aboriginal people in Saskatchewan.
In this article François Lamontagne discusses some of the myths and realities that surround the Aboriginal work force in Canada.
The authors of Aboriginal Education in Winnipeg Inner-City High Schools assert that the Winnipeg school system marginalizes Aboriginal students. Basing their analysis on interviews with Aboriginal students, ‘school leavers,’ and adults and teachers, the authors argue the cultural values of many Aboriginals differ vastly from those of the school system. This leads to what the authors term a ‘cultural/class/experiential divide,’ resulting in feelings of alienation amongst Aboriginals.
This report focuses on the effects of information technology on Aboriginal employment in the banking sector.
Jim Silver examines Aboriginal adult learners in five Adult Learning Centres (ALCs) in Manitoba. The study is based largely on interviews with 74 Aboriginal adult learners and 20 staff members. According to Silver, the study’s objective was to determine what keeps Aboriginal adult learners attending ALCs, and what contributes to their successes.
In this report, Brunnen looks at the education and labour force realities that relate to the Aboriginal population in the West. He argues the key challenge lies in devising and implementing strategies that are effective in ensuring Aboriginal youth attain high education levels.
Michael Mendelson contends that education is the passport to full participation in Canadian society. Unfortunately, Mendelson, says, too few Aboriginal Canadians are obtaining this passport.
In this paper Silver, Ghorayshi, Hay and Klyne attempt to explain how urban Aboriginal communities have attempted to transcend traditional Aboriginal discrimination and create urban areas that focus on Aboriginal organization, culture, and empowerment.
In his paper, Chris Adams studies the extent to which First Nations teenagers report being influenced by those in their family and community as they seek to make choices about their future.
The culmination of a year-long Public Policy Forum cross-Canada consultation, Learning and Skills Development explores the role of human capital in the Canadian economy. Authors Janice Elliott and Erika-Kirsten Easton note that all consultation participants stressed the importance of human capital to Canadian economic success and quality of life. The authors also note, however, that participants believed the issue is well understood and that what Canada now needs is action to encourage human capital development.
Human Resources Development Canada (HRDC) created the Office of Learning Technologies (OLT) in 1996 to encourage innovative, technology-based learning.
Aboriginal Canadians constitute an ever-increasing portion of the Canadian labour force. Ben Brunnen suggests that since Western Canada will experience a labour market shortage in coming years, it is important that Aboriginal Canadians possess the education, training, and skills necessary to compete successfully in the job market.