Post Secondary Education and First Nations

BLOGS TO WATCH!

The following links to the University of Regina's First Nation blog

http://www2.uregina.ca/yourblog/?p=1391

Workplace Literacy

FIRST NATION LITERACY

Learn more about literacy within the workplace:

http://www2.literacy.bc.ca/facts/workplac/7.htm

first nation innovation

Using technological aids such as smart-boards, videoconferencing and the internet, the Eel Ground First Nation in NB is gaining recognition as one of the most technologically advanced in Canada. Since it first opened its doors the Eel Ground First Nation School has seen attendance triple with their groundbreaking approach to learning.

returning to work

The 2009 Education Action Plan for the Canadian Federation of Students published the majorities of Aboriginal graduates return to work in their communities and are employed in their field of study, achieving economic self-reliance and helping to develop healthy and stable growing communities (p.15).

RICTA

RICTA-is a research "cluster" helping to build a critical mass of knowledge that Aboriginal communities can both contribute to and tap into their paths to reach ICT goals. RICTA's key goal is to "set out a framework of contemporary Aboriginal Peoples ICT projects that not only focus on the decolonization inspirations' of particular Aboriginal communities but also gaze towards the development of global research".

In summary, RICTA's principles imply respect and inclusive wisdom to culture within the work of ICT research such as, working WITH Aboriginal communities, the use of ICT, building relationships for research, and facilitating trust.

In early October 2010, I connected with Dr. Susan O'Donnell, an associate professor at UNB and key researcher for the RICTA group, she has been instrumental in furthering my interest on the digital divide facing First Nation communities. Dr. O'Donnell contributed to findings in the 2005 "Research on ICT with Aboriginal Communities", a comprehensive look at First Nation priorities in the application of ICT. One priority identified was education. This research identified the need for assistance to develop culturally relevant curriculum that would promote traditional language development. Another educational priority noted in Dr. O'Donnell's research was the need to better prepare First Nations post-secondary students for opportunities in IT industries (p.12).

I am now a 'member' of the RICTA group, I look forward to assisting First Nation communities looking to achieve their ICT educational and curriculum goals.

final report release

Today, the final report (see November 26 post) - "Putting the 'Last-Mile' First - Re-framing Broadband Development in First Nations and Inuit Communities" has been released. This report highlights the leadership shown by First Nation and Inuit communities in the development of broadband infrastructure and use of information and communication technologies.

Click here to read the full report.

T.O.P.

Elsipogtog First Nations (also known as Big Cove) in NB, has a population of 3000, half of whom are under 25 years of age, it is also the largest Mi’kmaq community in NB. Elsipogtog community leaders are very eager to develop and maintain strategies for training and employment for their adults. According to one Elder Lionel Levi, “skilled labor is a goal for the Native community, and a way to create long-term, self-governed Aboriginal trade careers.”

The Elsipogtog Trades Orientation Program (T.O.P. 2009) was created and designed by New Brunswick Community College and the Elsipogtog leaders to orient students into skilled labor and training. In one year, First Nation students can experience trades: carpentry, electrical, plumbing, automotive, and interior finish without having to leave home.

My role was to provide training within the areas of computer hardware & software, personal finance, and life skills. This was the beginning of my journey-and after assessing my year of teaching and learning outcomes, I knew that further research into designing and integrating ICT with First Nations curriculum was not only needed, but required.

Sixteen students graduated, and (with their permission) I'd like you to meet three: starting on the left - Ben, Ray and Adam.