784 10 13593 https://digitalcollections.lakeheadu.ca/files/original/91434b931ba2389c30926c1409a42a5d.mp3 cfddfc33726ed0a849f96837eb6cae16 https://digitalcollections.lakeheadu.ca/files/original/8478f1f25a8406e24446ac2f9c18fd09.mp3 a8244c78a9f5d7c2f9a30dc686df5f4c https://digitalcollections.lakeheadu.ca/files/original/37ca34e4b1b4a4a69b6b53165f6286de.mp3 807987e817ac16f7a7512d1a0d78a793 https://digitalcollections.lakeheadu.ca/files/original/2d775f760650c71f26ab1c33f2f7c5d6.pdf 4f9e48cef8f2180259a6bcbfd49827ba PDF Text Text I ) HERSTORY PROJECT Mrs. Maki intervied by Georgina Garrett Q. A. Q. A. Q. A. Q. A. Q. A. In what year were you born Mrs. Maki? I was born in 1911. How long did you live in South Gilles? I lived in S. Gilles for 59 years. Why did your family go to S. Gilles - how did they get there? My mother and dad came from Finland but my dad came about two years before. He worked in the States for two years then he came to Port Arthur and he sent for my mother. My mother came with three children, two boys and a girl. and the little girl died about two weeks after with the whooping cough. So, my father looked for a farm for the best territory for the family. They settled in South Gilles which was a farm with a 160 acres and a little shack.,,,., Then, he started clearing land, there was about two acres clear and they got a call on credit from somewhere so that is where they started. My father sometimes worked out ten hours a day and he'd get / up early in the summertimes, about four or five o'clock and he'd clear land and go for work about seven. He'd come home in the evening and he'd again clear land until it was dark. How many acres did he finally manage to clear? Well, they:·had four farms and they managed to clear about 150 acres total. Then my brothers grew up and the family grew too - there was eight of us children living because two had died - and when the boys grew up they had to help out with the farm work, the cows had to be milked and the herd of cattle grew, they had about ten or twelve milking cows, pigs and mixed farming. Would you say that the farming was pretty prosperous out there? No, not in the first years. My father had a team of oxen and he used to go to work for the other farmers, and he got about a dollar a day , enough to buy groceries. It was pretty hard at first. My mother worked on the farm when my dad worked out and she worked in the hay fields and she raised the family, made her own soap - everything from scratch. Picked wild berries, grew a garden and knitted all the stockings and sweaters for the children, she'd sew when the children were put to bed, she'd sew to twelve or one o'clock in the morning. She just bought the material because it was cheaper ------- \ �to buy, the clothes were more expensive, so she did all the work herself. I really can't see how she did it all, she did the work of three women. I think maybe it would take half a dozen nowadays. So the boys grew up and some of us got married, two of my brothers stayed on the farm - they were bachelors. So finally they had two barns and a big house and all the working equipment - haybailers if they went to bail hay for the farmers in the fall for about three months. This is the way my parents and we lived until we got married. Q. Do you think it was a very satisfying life for your mother or do you think it was filled with drudgery? A. A lot of drudgery and no time for play. Of course women were satisfied. in a way because most women rad to do the same thing. Maybe some were better off - maybe they didn't have to manage the barn, maybe their husbands did it. Q. When my dad worked out, the boys did most of the farming. Who looked after the children in the early years when your mother had to do the farmwork? A. The old:er children. When we got the farm my older brother was about eight I at the time and he was left with the younger children and when I was six or seven, I was left at home all day to look after the kids. \ I changed their diapers, I washed dishes - I had to stand on a little stool, and there was a mountain of dishes and I still hate washing dishes. On the farm, if you had a big family you couldn't afford to send the children to school , I know I wanted to go in the worst way. ~-~f. high I went five and a half years to public school and I passed and they told me I was good in school so I tried everything but my dad couldn •t afford it. ,l And so very few I children went to high school even though there was a lot of smart kids I - but there was no money to be had. Q. Was your family close to other Finnish settlers? A. No, this was mostly an English community, they were the only Finns there. Dad had to learn some English when he worked out and he got along all right with the English but well, it wasn't easy. About twelve or thirteen years before the other settlers there came two or three families from Finland, to locate in South Gilles. Mother would visit people along with father Nolalu - all the way they'd drive with the horses or oxen. at And then we had a nice little lady _ _ _ _ _ _ _ _ , she was. ·an assistant coach - well she could understand, my mother wouldn't know a word here or there, and she'd put it all together. She used to visit our place often and I remember her �when I was little, sometimes some of the things she told us ...... And they would walk a long way - some of them used to be ten mile walks. Then of course there was the Women's Institute but my mother didn't belong because she wasn't fluent enough in English. The Women's Institute· was a wonder- ---- ful thing though because they would go once a month and they'd all gather there. They would go with the horses and the men would go too - it was in the afternoon. The men would have a meeting by themselves and talk about farming and the women would have their meeting and talk about different ways • of doing things - making soap, preserving eggs. and preserving other things. They learnt a lot of things in the Women's Institute. I think it was sort I of a university for a lot of women. They were a very good organization. Q. A. Did you ever join? Yes, I'm a life member of the Women's Institute for almost forty years. I joined the institute ten years after I got married , and I found it very rewarding. I was at the time very shy, couldn't get up to speak or say anything but finally it was hard for me to say "I second the motion". Eventually I got up and gradually I was named for many ~ffices in the _, institute. I was in the Council for three years_; on the School Board, etc. Q. All this in South Gilles? Yes. That sounds like political involvement - how did you develop that way - to A. Q. A. Q. A. want to participate in the community? I'm an avid read.er, I read a lot and I think that then, the Women's Institute and everything helped. I had learned much more after I left public school than I ever learned in public .school. Bit by bit, reading and all that I became quite a politician. I know all the Conservatives and Liberals and CCF and Social Credit. I make it my business to know their pu.atf:orms and what they want to do and what their ideas are. Of course you can't really know politicians ,you have to take it with a grain of salt. When you were young did yoµ and your husband talk about politics? We did, right from the start. My husband did not go to school very long in Finland because where he lived they didn't have public schools until he was fourteen. He went to school for about one year but he's very good in arithmetic and he reads and writes and knowledgable in world af'fairs. He's like me he reads a lot of books and magazines - too many in fact. If I had had more education I would have been a politician. But, I haven't II �Q. A. got the gift of gab, if I'd have got more education perhaps I would have got the ability to phrase the words differently. Can you describe your life when you were a young woman in Gilles? What was it like for you? What kind of expectations did you have? He didn't have too many expectations because the times weren't very good and the Depression years struck us, mostly because we didn't have a chance to go to school - the majority of women, only two that I know of, went to high school, and they only went about two years. One started teaching and the other was a clerk. What we thought about was - you get marri-oo,____....,,. and you settle on a farm. This was our big objective, we couldn't think of anything else. Married women didn't go to work and in the Depression years if you were married and if you were a teacher, you couldn't get a job. The single people were hired, you could not get a job if you were married. It was thought that you would settle on a farm and somehow get enough to get clothes for yourself. Had wood stoves and box stoves and you would use them in the winter time for heat. You got goods like milk and butter from your cows, the eggs and meat from chickens and we'd grow a garden and grow potatoes, you could pick wild berries. . There was good food, no doubt about that. We had no meat freezers then but we put the carrots in the sand;with the other vegetables and things we would use the root cellar. The cellar was dug into a little hill and you'd line it with seed and - - - - - and put double doors on it and aJ.l the vegetables would be kept there. I know sometimes in July we had carrots that were just like they'd been taken out of the garden, they'd keep so well. And the potatoes and turnips and we make pickles of all kinds. There was no -- Q. A. problem in getting food on the farm, but it was trying to get anythin_g____; else that was bad, because money was so hard to come by. Where did you learn your skills to preserve food and meat? My mother mostly and from other women talking about how they did it and I'd get tips from others. I remember my mother - moose meat was always available, there was so many moose and deer running around the fields that I know a lot of: people shot them out of season because there were too many. My mother would clean, wash and drain the meat and she'd pack the meat in jars, about 1½ quarter or 2 quarter jars and she would add about a tbsp. of salt and put alspice on top, That would boil for about six or seven hours in a big wash boiler and you'd put little sticks on the bottom so �5 that the jars wouldn't hit the bottom and then you'd boil them outside and you kept them boiling for about six to nine hours. That meat was so delicious, I can't describe it to you, it had a flavour all it's own. It was better than any other canned meat I've tasted. Some people salted it down Q. A. Q. A. Q. A. Q. A. but it had to soak for quite a while ' and then it was boiled or roasted with pork .• if you had pork you would put it on top because moose meat is very fat and deer meat is very fat. And my mother always made real soap from the fat and the bones were put in as well ..... this was good for washing clothes. Do you think there was a lot of co-operation between the women? Yes there was, but there had to be. My mother was having problems with the language and I would know the language from going to public school, so I would interpret for her. And then they had quilting bees and things like that. Do you think there was any ostracization of certain families if they were very poor? Yes, in a way there was. I know one family that was very poor and they had quite a few children and the other children would comment about their poor clothes .... And there was no social services, they couldn't get any help, but the children turned out very well, much better than anyone ever would have expected. Can you talk about some of the social activities that went on in South Gilles? Yes, box and pte socials and the picnics and the school concert - they were something because we had very little other recreation. Pie socials well it was a pie social, everybody would bring a pie and they would be auctioned off and you have the name and you'd have them all decorated, the handle and the pie plate and then the men would bid on these. Then they'd have another for younger people, from about 13,14 to 16 year olds and then the boys would bid on these. I remember one, we were at ---School which was about five miles from Gilles School, we went mostly to Gilles School but sometimes we went out there. And then there was the teacher, she had told her boyfriend what the pie was like so all the other young men, well, they had eyes and ears. Sure enough, he started bidding because he lmew it was the teacher's. Eventually he had to pay 13 dollars, for that pay, he had to work about a whole week. Where did the money go? It went to the school and hall. It was sort of a community affair. In the winter time sometime we had a social were the women provided a lunch, there �was no dance, and we had all kinds of games. Then there were the school picnics, where a big truck would take the school children and go to the _ _ and spend the day. There were platforms put on the bottomeof the truck and they weren't very well fastened so whenever we took a tum, the whole truck would sway. And then the school concerts, we used to prepare for that two months ahead. I remember going once to S. Gilles for the con- cert and it lasted to midnight - the different costumes and the work of the mothers and teachers, was tremendous. The concert usually ended after about an hour and a half to two hours but this lasted to midnight. It was a Christmas concert and it was performed five or six days before Christmas, but now it has been discontinued which is a shame because this was a type of training for the children - they took children from the audience who would do their piece if they had courage - it was a living process. they said the children spent too many hours of school time on it. But I rem- ember when I went to school, not one hour was spent of school time on it, was noon hour and recesses that we did all the work and practise for the concert. I think they should have been kept on in the country because the children don't have the same opportunity to perform before an audience ~, Q. A. _J_/}~- Who helped you when you had your children? There were midwiYes. J The majority of the women had their babies at home, and I know my mother had ten children and she was never in the hospital once, and everything turned out fine. The first time she went to the hospital was when she was seventy years old. died in our community at birth. I don't think there was a child that I think the women were stronger in those days, they worked until they were ready to have the baby, which helped I think because when you 're on the go you 're strong. I can remember one woman saying that this man 1-iad a horse and it was in foal, and he had a hired man so he says to him that the mare is in foal but be very careful of her, when you turn corners, turn them gently. But his wife was pregnant and she worked day and night and he never told her to take it easy. The young colt was worth money but the baby was just one too many. Q. What about heal th care? Did women give each other hints on that? A. We had old time cures for different things and if it didn't help well the person died ..... Cures like this didn't always work .... Q. Is there any interesting story or anecdote about your life or another woman's life you would care to relate? A. Q. I can't think of anything. In what way? Just a story or concerning what? Something that shows your pioneer spirit, or maybe just a woman who stands �out in your mind; what she did for the community etc. A. Well, in the community I was in everything. as an individual. Politically I had never held although I had been interested in it, but I had not had enough an office education. Of course I went to all the political meetings etc. and I helped when they had an election as a scrutineer. They gave me the papers and told me how to do it and I worked on that. Q. What about in S. Gilles, what kind of work did you do there? A. I worked as a farmer's wife but then I was on the Council for years, I was still on the Council before I left. Q. Were there a lot of women on the Council? A. Not very many and I was elected yea:r: after yea:r, and then I was on the School Board for ten yea:rs, but I had to retire from the boa.rd. Q. What gave you this idea to run for office? A. Some people asked me. position myself. I think I would have been to timid to go for the I was a timid woman, I didn't put myself forward at all, I always had a low estimation of myself. Q. Do you think that is typical of farmwomen, I mean they were a pretty independant lot, why did they feel timid? A. Because I think most of them had very little education, I think most of them didn't even have grade school. The times were so, that if they got grade school educations they were lucky, most people thought that it wasn't worth educating a girl. F,ducate the boys if you can, but a girl - I remember my father saying to me - "Well you can change diapers withou;t· an education' ' . The way he put it, I would be a wife and I'd have children and I'd have a home. Q. This was the attitude of most of the community. I've heard that most rural women had more education than their husbands because the boys had to be taken out of school to do farmwork. A. This is true, as far· as the husbands go. education than their husbands. I think most of the women had more The new school was built and the old school was moved to the other side, and a new road was built. things. And yo, organized A new Ladies Aid of the United Church ..... the small church faded out of the picture after, For yea:rs, the co.:..ops existed, and then I was a member of the board of directors because there were very many co-ops then. There were many meetings I had to go to and I was the first secretary of the Hall Board, and I don 't know how I ever got the time. Q. Can you talk about your farmwork, what kind of working day you had on the farm? �q A. Well, it was niixed farming. We had chickens and cows and of course in the Depression years we worked on the farm and I did a little bit of sewing. We cleared. the land but we moved - we stayed on that farm for about three yea.rs. We moved to another farm and we built a new house and we had cows for a while but we decided to go into poultry and we built a poultry house. We found it very rewarding in the way of money as well. We got more raised than we bought actually because we bought themaa day old and they always would give us three or four extras for each hundred, so we raised more poulets than we paid for. Very few of them died. During the summer we would take many hundreds of them to Safeway - so we got double the price. Q. Did you dress them and kill them? A. We killed them and dressed them but they were New York fashion - we didn't take the insides out - we kept them cool for the night and the butcher shop did the cl ea.ning. We plucked them, my husband knew a way to kill them you know, to pierce the brain and then they were plucked and with a blow torch any hair that was left was singed, then they'd be cleaned and wrapped in wax paper. As for the eggs, we had a good market for our eggs. People say that chickens smell, well our didn't. , we had a ventilation system that was really good. We never cleaned the litter it crone up to about 10,12 inches high and it was dry. We had to clean what dropped out and the wire under the roost so that the chickens would never get under the dropping pens. In the daytime when they were scratching, all the droppings would fall into the litter and it would dry. Q. Did you like working with the animaJ.s? Did you do as much work with the chickens as your husband? A. Yes. ActuaJ.ly in the summertime he would look after the big house and feed all the chickens in the big house, while I looked after the young ones on the range. of it. We had them fenced in and good grass so that they'd eat a lot I liked the chickens, and I had the garden and about an acre of lal-m with lots of flowers and trees, and we planted about a hundred trees. When we first moved there there was nothing but jack pine so we had to cut them all and replant. Cutting that lal-m was a lot of work - three hours with that lawnmower, sometimes people would stop there and look. I remember someone telling my neighbor - "You know, I just had to stop my car and look at that place". We sold it and left it. Ue went out of the 'chicken bus- iness because it wasn't very1good any more and chicken ranches were coming up where they'd have 30,000 chickens, they ran it much more efficiently. We bought this house two and a half years before we moved here. the farm that much but I miss the neighbors. I don't miss We had good friends and that �Q. is what I miss the most. It seems that a lot of women in the country were really more involved in the community than those in the city were. Do you think that their opinion was always respected as equals to the men? A. I'm not sure but I think they were. I know a lot of women used to take part in events, and they had a Ladies Aid of the United Church and then they had the Women'·s Institute but they didn't last very long. Put the I don•~ know why. Women's Institute together and no matter what - dinners etc. they always came to the Women's Institute, and they would do it. There was a lot of co-operative women, they helped in any way they could, if someone asked them to something to raise funds for the Cancer Society, they would and everyone knew that others benefitted. Q. One person I talked to remarked that if it wasn't for the women, the communities would not have got settled because women worked with groups. A. Yes, I think it was the women in the community who worked so hard. I rem- ember when we were in the first haJ.1., it was the Women's Institute Hall, it was only insured for : two thousand dollars and it burnt - it was worth five thousand. All the equipment burnt and everything. With four thousand dollars, the Community Center was started and we put out tenders and it was the bare necessities that were put up first and later on it was renovated. It was the Women's Institute who started all this and it wouldn't have been there if not for the women. Q. They were the organizers? A. Yes they were the organizers of the Hall, of course we got the co-operation of the men too. The women planned these things and of course you had to get the men - you can't build anything without the men. Q. Do you think it was more important to the women to have community organizations? A. Yes, I think so. The women looked at things a little differently than men. They raised their children and I think the women looked ahead more than the men. Q. How did the climate and physical environment of Northwestern Ontario affect your life? A. It curtailed our social life to a great extent in the winter time because the roads weren't open and when we went to school we had to walk on the sleigh trail of the horses which had gone by previously. Later on they made a snow plow and they had about 17 horses and a dozen men behind which would go ahead of the horses and clear a little snow if there was an especially bad snowdrift. In the summertime it wasn't that bad but again �(O the roads were very poor, the ruts were six, s even inches deep, but the old Tin Lizzy would go over anything. The cars then were higher off the ground so they didn't scrape the bottom. It took us about two hours to get to the city and that's a long time. We used to walk - five miles was nothing to wa']k to a dance, so we'd walk there, dance all night, and walk back home again. I think that we wanted to go so bad that five miles was nothing. Q. What was your earliest recollection of your mother or some other woman that was important in your life? A. I think Aunt Cassy was another woman who was very important in my childhood. She was always meek and merry, she'd be always laughing and talking. She wasn't really my aunt her name was Mrs. Carson, everyone called her Aunt c~assy. Q. What qualities about her did you ad.mire? A. Actually she was very jolly and I think this was what drew me to her more than anyone else. A child likes a jolly woman - she'd talk to the child- ren and laugh - I can't re~ber anything else but her personality. Q. You didn't get the impression that she found her life greulling etc. A. No, she had a very simple life - a house with two rooms , one was used a the bedroom and the other as a dining room and kitchen. I remember as a child papering all the wa1ls with newpaper and it wasn't rea1ly effective. see some people now papering their dens with newspaper . -would do that and everything was neat and claan. I Every year she The study was inside and because of the rough boards it was rea1ly hard to paper and I don't know how many layers of peper she had to use on that. Q. She never had any children? A. No. Q. How did she gain her 0)id w 1{Q(lLiskills? A. I don't know, she came from t C East and I don't know whether she ·just practised herself or if she found out from somebody else. Q. What do you think was the hardest part of being a country woman in the old days was? A. The hardest part was the work and I don't think there was much social life. Q. • •••• Very few people could afford reading material. If someone got a book it wa : passed around the whole community ..... Do you think there has been a positive change in the woman's role �• • A. even as farmwomen? I think there has been a big change. I think after the Second World War when women went out to work, there has bit by bit been a change in the men's attitute towards women. independant. Now the majority of women work and they a.re Before I remember women had to beg for m:oney from their husbands for groceries etc. Q. There doesn't seem to be the closeness among ruraJ. women as their used to be. A. No, one goes om:J way and the other one goes another way. We used to stick together in the old days, of course then we had no recreation and no transportation. They just get into the car and go now. Everything now is youth orientated and the older people seem to be left out. I don't think it is a matter of respect, but they don't seem to care for the old folks as much as they used to. The young women nowadays a.re much more freer. I think there has been a big change. Q. Do you think they lost something not being as close to other women? A. I think in a way they have. , ...... . Q, Can you taJ.k about your work in the co-operatives? How did you get involved in the first place? A. He had just one store in the community and you would go to the store and you'd have to wait a.round for an hour or a half an hour for them to open the store, !nd when they went to dinner for an hour the store would be closed again. So the farmers were getting pretty disgusted so they said the best thing would be to open a co-op store. be open aJ.l the time. If they had a co-op it would So the people donated logs and lumber and they had one carpenter and the whole store was worth it. The men and women both worked and this is where I got involved in the store, and the store was built and people started living - it was a wonderful thing for the community. You would sell your work, and the milk was taken to the dairies - of course there was the co-op dairy for a while. their milk than they ever did. that wa:sn 't very good. People got so much more for They did have a truck hauling cream but But the milk, the money really started coming in. Then if you needed anything from the city, you di:dn 't have to go there yourself, the co-op truck would bring anything you needed. You could sell everything like your hay, at a much better price than you used to. So then I got into the committee work and then they joined with the co-operative in Port Arthur and everybody bought shares. �• Q. When did it start to decline? A. Q. What was the role of women in the co-operative? 'A.. do? Girls and young women in the community would work there. Q. Did women do any organizing work for raising funds? A. Yes. cash. What kind of work did they The co-op should not have given credit, it should have been strictly This is when it declined. because people wouldn't pay their bills. I think they just should have had it on a cash basis. We could have sold the goods much cheaper if only cash were used. Q. Can you remember the P & D and what kind of effect it had on the community? A. Yes, it was a wonderful thing at first. The farmers would haul the ties up to Hymers etc. but when the trucks came, I think this was the decline of the P & D. Because people didn't go to the city by train anymore, they got cars and when trucks came, the people started hauling wood via trucks. Q. Did you know Mr~.Mitchell at all? A. No, I didn't but I knew some people who knew her very well. down in the other end, she lived in Whitefish. She lived way She was quite a woman, and that book she wrote, I just read it. Q. You said that your mother and father were from Finland, what kindoof things did your mother do to preserve her Finnish culture? Do you think that was important to her? A. I don't think at that time. She just worked and worked, she didn't do any- thing else, and there weren't too many Finns in the community. There were three other farms which were Finnish and that was in 1920 and mother had lived in an English community for years. So I don't think she did anything to restore it, except speak the language. I started learning and she would help me with the writing and spelling. Q. How did you feel? A. I don't know ...... . Did you want to preserve your culture? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northwestern Ontario Women's Decade Council Herstory Project Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Herstory: Impi Maki Rights Information about rights held in and over the resource Release form was obtained by the Herstory project, allowing the recording to be shared and used. Subject The topic of the resource People Women's History Creator An entity primarily responsible for making the resource Northwestern Ontario Women's Decade Council Format The file format, physical medium, or dimensions of the resource MP3 PDF Language A language of the resource English Type The nature or genre of the resource Audio Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay Canada - Ontario - South Gilles Description An account of the resource Oral history interview with Mrs. Impi (Tissari) Maki in Thunder Bay on June 27, 1978, by Georgina Garrett. The interview is a part of the Women's Decade Council Herstory project. The recording consists of three sides of two cassette tapes, available here as MP3 files. (Click on the speaker logo to play the files.) The transcript is available by clicking on the image thumbnail. Mrs Maki was born in 1911 and lived in South Gilles for 59 years. Her father immigrated from Finland and worked in the US for two years before moving to Port Arthur and her mother then immigrated with three young children. Buying 160 acres, they cleared the land and began farming. The interview talks about her mother's work on the farm and raising a family of ten children. Discussions centre around the rural community, family life, farming, women's organizations and women's work. Mrs Maki speaks about being involved in political meetings, community leadership, the Women's Institute and the Co-op Store. The interview offers a detailed look at farm life in a rural community in Northwestern Ontario from women's lived experiences through life in the Depression, WWII and beyond. Date A point or period of time associated with an event in the lifecycle of the resource 1978-06-27 https://digitalcollections.lakeheadu.ca/files/original/80015bcb0b1896dd779115222e8a99d7.mp3 7864cb6fd1e2eeb6f52d49e2cd73dfa6 https://digitalcollections.lakeheadu.ca/files/original/5b809326085f5e608a1cfb1c28892ba6.mp3 c6df8efcda58db1010370169bb508415 https://digitalcollections.lakeheadu.ca/files/original/5fb275888be553dc27019b0504bf328a.pdf 0d4ef5066ba8d7025f6681928ebe73ab PDF Text Text J HERSTORY PROJECT Mrs. Kamstra interviewed by Georgina Garrett Q. A. Q. A. I'd like to talk about the relationship between women out in the country were women close to each other, was there a lot of co-operation? They were all very independant ... Yes. You had to be close enough to feed a threshing gang. What do you mean, feed a threshing gang? The threshing gang would come in and the man with the machinery - there would be a man who had a threshing machine, and he made it pay by going around to farmers and threshing for them. The usual thing was the waiting for-the thresher to come around. When the threshing gang came with the thresher, which was as many neighbors as possible, so the farmer's wife has to cook a whole bunch of pies, because no farmer's wife would thin.k of having a threshing dinner without scads of pies. So the pies had to be made and the roast had to go in and you couldn't do it alone - that is when you had to be close to somebody. I used to be jealous of the men because they had a great deal going for them, they seemed to have a lot of fun, what with the dirty jokes going around, and the only person who had a hard part was the owner of the farm. He had to do the dirty work, he had to stay in the maw? that is where all the junk and charr'··goes and that is the jo·b for the family whose grain is being threshed. So th~y would go in with kerchiefs and red handkerchiefs and they would come out of it with bloodshot eyes, and it was very hot weather and that job was the hard part, but only when it was on your place. I saw that this was fun for the men and a sweat for the women, but then what I noticed about the old-timers was that they got such a big high - the women out of producing enough and with quality, then everybody would say, whether they meant it or not, what a wonderful dinner that was. The closeness that had happened in the early days, I used to wonder about it because they lived so far apart and they had to walk to visit, so that a visit meant a whole day, and they would spend a whole day with their neighbor. Then they would have it to talk about when they got home, but they weren't in each other's hair a whole lot, they would really put all their effort into going to that place for a whole day. When I came to the country, that was all over. Those \ �people were reminiscing about the good old days and what they had had and how close they were. But in reality I used to wonder how this was because it didn't happen very often that they got together. Q. Maybe it was more of the quality than the quantity. A. I think so. Q. In what year were you born? A. '20. Q. How long have you lived in South Gilles? A. I went there first in '38, I went to Scobo\!. which is in the S. Gill es area, I think the deep issues had to be dealt with on those days. three miles away from Gilles. That was my school, down there. I was there for two years. Q. Can you talk about how you became a teacher? A. Yes, I was born in England an9- I was a baby when we came to Canada. Did you say you were British? My parents came from Surrey in 1921 and my father's family had to come here in 1913, My grandfather was brought here to be the city roads supervisor and all his life he seemed to gripe a lot because when he got over here, assuming that this job was waiting for him, they had given the job to somebody else. Q. What was it like for your grandmother coming from England to Thunder Bay? A. She was another very determined little lady. She was five feet tall and my grandfather was six feet three inche~ she was so short that she had no lap. She had quite a strong temp-er and she was uneducated, she couldn't write and she had to sign her name with an 'X' I think. by his sister so he Imew how to write. My grandfather had been taught She just fought her way. When my mother came in 1921 we were afraid of Gran Adie. Q. Did your mother come over as a child? A. My mother married Gran Adie's oldest son. She came to Canada in '13, then there was the war and my father, her son, was in the war so afterwards he and his bride .... Q. So your mother was a warbride? A. No.not exactly. They had been married. in England and had my older sister, so there was a four year old and a one year old come to Canada. My grandmother had this fight to survive, so much so, that my mother could har:aJ.y survive. Have you seen the show "Upstairs, Dmmstairs", well my mother wasaa downstairs. She was a housemaid, she would be very angry if l did.n 't get her proper position. She was a parlour maid which was a little further up the rung. She had learned from the aristocracy some of the social graces and some of the fLr1er things. She had access to music and art and she wanted her children 7- �to have some of the finer things in life. earth you know, By God. My grandmother was right down to The thing to do was to make money, and making money was what my grandmother was about doing. Q. How did she go about that? A. She pushed my grandfather, and he never measured up. She was just a woman. He did the best he could. She came to Canada thinking she was going to be the wife of the city engineer and it didn't work out that way. My grandfather got the supervisor of the incinerator job down at the end of town where nobody who was a nice person was supposed to go. That was a whole part of my life, that I used to go down and visit my grandfather at the incinerator and found such lovely, warm people dmm there. My poor mother was afraid that if we went down to that end that we would be raped. It was really such an. education and right away I cuuld see the pulls as a little one. Q. Very class conscious. A. Our street in Westf ort - Brooks St. - there were Roman Catholic and Protestant fights. We were Anglicans and most of the people down that md were United Church and Methodists and Presbyterians and they were having their little thing. Besides that there were the Italian immigrants up the road that every- body caJ.led waps and we wea.-e not aJ.lowed to call waps. Then there were the Poles and the Ukrainians and there was a reaJ.ly strange thing that you couldn't figure out. We were not allowed to go out of our gate, other kids were al- lowed to play on the Francis St. playground and there was a mix-up of the races there, but from my mother's background, she had to keep us English, but my grandmother was going to stay English but she was going to fight her wa;y out there. She was rough, very class conscious, but she was go:ing to be up because she had been down in England. As I got older I discovered that this was an ingredient of the immigrants of all of the races, and the ones who came here were the fighters and that's why we had so many fights. They had to survive and the only way they knew how was to push the other down. My maternal grandmother was the same and I didn't know her but I heard and I've gotten to know some of my cousins in England and her daughters, half of her family said that she was a "proper bitch" but my mother adored her, so the other said that mother would favor a daughter - there was a lot of sibling rivalry going on. But that old girl brought all her dau&1ters - she had a family of te:n and eight survived, four girls and four ,lx>ys and she brought the daughters through the terror of the war._ by her strange strength and by J �her ability to do midwife things. People were afraid of her but she was also in charge when there were crisis situations. She was an amazing woman that none of the cousins or second cousins Imew. She wouldn't hesitate to leave the old man - she did the terrible thing of separating from the old man. Q. Was there very m'l;ich separation? How common was that in the c·ountry? A. Mrs. Turk saw for herself a role that was more than being a mother. Q. Was that because she had been a teacher? t. I think so. She had experienced being put up on a pedestal and she liked it. She had a way of talking, she didn't talk like the rest of toem, she talked with a bit of an accent, I don't know quite what it was. little American sinoe her mother was American. to have change take place in people. -- Could have been a There was a lady who was able She was able to do it with kindness and warmth and streffi.h and she was no underdog. She was quite beautiful. She kept her Anglicanism and when I first moved out into the country I was an Anglican and she used to come, she was a·bout 80 yrs. old, to our house. Our new little house, the bride in the community and we would have the priest come to our house for Communion and there was just this quality about her. +'\thought she was a lady because her behavior met with my ideals of what a woman should be. Her husband was a very amusing man, she used to do the right and proper thing and she didn't believe in booze. But old Bill Mitchell, who was the dearest, sweetest, funniest man - going through rough days but being able to see the funny side. He used to say that he unscrewed his wife's blueberries in order to get a little bit of fermented juice down. away with that - I don't know whether she knew it or not. He got From what I know of her, she probably knew it and let him get away with it. Q. How do you think they raised their daughter so that she had the gumption to leave her husband? A. I don't know. All I ever knew of Annie was that I felt sorry for her. In getting into the education thing.·:like me, you start to feel yourself being pulled away from the people that you love. Being put on some kind of a level that you '.re not prepared for and don't want. Because you have the name schoolteacher. Q. Can you talk about that level? The women teachers ..,I have talked to didn't talk about that, I know they were respected - but what kind of respeci;? A. It was resptct for a person who could lift themselves up to such a status as a teacher - they really had a high expectation of a teacher. �You couldn't live up to that because you had a certain area of expertise and it was very, very, narrow. You went into a culture that was foreign to you and you had to learn about the culture in order to funct ion. Sometimes you had to get in there and ask questions that were embarrassing. I asked too many why questions. I know that They became threatening to people - usually the wives or mothers of the families I taught. They would be people that you knew and immediately they would start play acting in some strange way that I couldn't understand. It would be a kind of "put the teacher down" game. "Put her in her place", I felt, but I couldn't understand what place. didn't understand their jokes, because it is a cultural thing. I I didn't understand why I had to be called Peaches, why couldn't I have been called Freida? You have to have a nickname here, so I tried to understand it but it didn't fit right with me. Then there were the husbands who flirted with me and who came on fast at the dances. I had to keep that to myself - I didn't understand it - I was only 18, and I was the teacher, this almighty teacher. I needed somewhere to go to talk about these funny things that were going on between the mothers of the children and the fathers. I could see that some of the fathers were doing mean things to their wives, and the wives didn't Imow. The wives were providing - they went out to the blueberry patch - although there is a side issue here since the wives got freed.om in the blueberry patch. That was also a status thing, how many better berries you can put on the table. The women had to provide the food, and I noticed that in one or two families that I boardedwwith, that the big thing for the father to do was to e;o out and hunt. in the fall to make sure there was enough meat and yet the wife had to stay home and do all the cutting of the wood to keep them warm, and harnass her kids to that. Q. You were a teacher in the time of male supremacy,- and yet most of the teachers were women, and were highly respected. A. It's not quite respect. It was respectiin the way that they were being looked at "respicio" - the latin word. at and they were being tested. And they were really being looked Tested against the former teacher. I had a Danish woman who used to come in and she had come to Canada with her husband and she was having this male-female fight. It was a fight - he used to chase her doim the road in the night and he had some kind of a drum ... it was really weird. Eventually I got to thinking that these people were crazy. She had been the former janitress and when I came, I was a new 5 �teacher and they also had a new janitor and so she was going to see what she wanted in the building because it had been hers before". She used to come around and peer through the windows and ask me questions about my program. I was scared of her and she was an example of the way the teachers were being tested. When the mothers would get together the teacher was alQ. A. way~ the topic of conversation. Do you think it was because the teacher was so important in their childrens life, and the mothers hoped that they would rise above their station, so the teacher was responsible? Yes, I'm sure, but the teacher wouldn't dare letoon ... for example, I remember one of the fathers giving me the third degree on Shakespeare. And to teach after Grade 10 and what I knew about Shakespeare was what in high school and it was Macbeth and Hamlet, and if he got me out I was sunk. But I didn't dare tell him because he was a member of I had I got of that the school Q. board. It doesn't sound like you enjoyed being a teacher that much - some of the A. other women say it was a great part of their lives. Maybe they say so but at that time, there were many of us who had great doubts and breakdowns. When we could get into town we had a Saturday where we would just talk shop all the time and we'd exchange seat work to keep the kids busy next week. Our real community on the education line had to be the teachers getting together on Saturday - had to keep that connection in order to develop our teaching skills. If you talk to me about the Christmas concerts-never have I reached that peak of power and creativity. That was mighty powerful stuff - you used your whole being and every scrap of paper and every crayon you could get a hold of and you had nothing, not even toilet paper to work with. You had to produce a Christmas concert and by God if you didn't you were fired, because the Christmas concert came right before the annual school board meeting, when you weren't there, and many teachers, if their concert didn't measure up were fired. Q. What things made the conditions of the concert so significant? A. It was the one thing that everybody went to and brought them all together with shared purpose. It took care of all the aches and pains of the year. There were tears and there was laughter and hugging, and bottles passed around. Santa Claus was usually drunk and you hadato have a few under your belt to play the part. I don't think I'm exaggerrating, everyone was there, so the �struggle for survival was forgotten, it was a ritual which mended the hurt feelings. If the teacher had a creative bent at all, then she collected a big ;high from the Christmas Concert, and a sense of power. I got the sense that this was what I was created for. , I can do this and do it well. The sad pa.rt was that like all things it got out of balance and some teachers thought that the focal point was the concert, started practising for it in September. The academic part of it was lost therefore, the inspectors dictated that the concert had to go. There doesn't seem to be a place where the community can get together now. Q. Why didn't many women have anything to do with the Women's Institute? A. That sounds as if not many did but a lot of women did and it did serve an educational meet, and a social meet. least once a month. Oh God how they needed that meet at The Women's Institute as you '11 notice is not a big organization, numbers-wise, ... Q. The number of wanen in . the countryside are shrinking. A. That's not so, maybe it is. powering. In my communitythe young women there now is over- I am so surrounded by young wives now, more than I've ever been. It's not trueethat the population of women are shrinking in my community. Q. Women, one in particular, attributed the decline of the Women's Institute' in her community with the introduction of automobiles. You are now able to drive into the city and have much more leisure time, so that rural values and comerad.erie were no longer necessary. A. There is truth in that. I suppose it is hard for any organization to be flexible enough to meet the changing needs. That's what happened in my estO imation - they d'idn 't have either the knowledge? or the understanding? who had any understanding of what was happening in the sixties? the Women's Institute understand it? input from the people. How could There was no roomiin their format for You did the 4-H program, and I also remember when I gqt into the Indian communities how badly those people asked. They wanted to Imow recipes, they wanted to Imow how to live in the present when they had to deal with food out of cans and different food. the very program that the Institute was offering. They were asking for The 4-H clubs were mar- vellous and they taught how to sew, and cook and also a lot of creative craft and they had experts in the field brought into the community so that you weren't getting old hat information - you were getting top notch infor- 7 �mation on budgeting_ and so on. The Department of Agriculture had that pro- gram, Indians were wanting it but the Department which is behind the Women's Institute - I talked to the top people in the Department personally - they couldn't do it, they couldn't change the program. That was an example of why the Institute failed. Q. It couldn't change the program to adapt to Indians? A. Yes, for inst.ance, these people couldn't write so they had to keep notes. Q. It sounds likeyyou were rather ostracized from the S. Gilles community because of your priveledged. position in your husbands' household compared to other farm women. Were you ever able to establish a feeling of closeness with neighboring farm women? A. I found that happened now, only now. Q. Did midwives ever help you? A. No, I had my children in a hospital. The only emotional experience I had with that was when I first came to the country in '38 and one of the little boys who I was teaching in Grade One, his mother had died in childbirth. Aunt Cassie had been there and the doctor from Hymers had been called but they couldn't with their expertise, save her. anything about midwifery. After that I didn't hear 6nly the very poor people took advantage of that. I remember a Hrs. Barret - she used to deliver some of her neighbor's babies. That was in the '40's. Q. How did the climate and envioronment of N.W.O. specifically affect your life? How was it different being a woman in N.W.O. as opposed to the Praries? A. Elsie Couch's father was the pioneer of H:¥Jllers. They came in and they got into the surveying and the men in those days seemed to get access to the outside world and the women got "bushed". This was the word that was used. Q. Hhat did ''bushed' mean? A. I don't really Imow, except that the women who used it to me said that "I'm getting bushed", and she hungered to be in the town where things were going on, to talk to people. It was used by other people in a sort of way the people took for meaning that someone was going crazy. eral women who went that way. I have known of sev- I'm thinking of several whose burdens were so great and there was no place to go. If they went to any tof these strong women, their message was that "you have to be strong", and they couldn't. So they just left the world of reality, and that is how I assessed beine; "bushed". Mr. Hy.mers was a beautiful, intelligent, wise man but his wife �was said to be crazy, you could.n 't communicate with Iher. She died at 60. Mrs. George Hy.mers. With the Mi tchells and with the Couchs, with the Hy.mers - these were people from affluent parts. The Couchs came from Absley Ontario and they had already raised their kids and they brought the last half of their family up here to start freshebecause of _ _ _ __ killing the old man Moses. The Hl{Illers were adventerors, and wanted to see it all. The next generation something happened, since they d.idn 't have access to education. In comes a green little school teacher and they a.re suprised at the lack of better education. One of that man's daughters told me a story of her uncle who had been caught, stuck down by a thunderbolt and she had the thunderbolt on the fireplace to prove it. Now that is just the next generation you see. Q/ A. Q. A. She didn't' know 1·rher8 China was, their world was there and that was all. It was an urban platter of e;oodies that they resented. Partly that, but there was something else. It had to do with the male-female thing because the teacher was a threat, she was someone who could, and felt it necessary, and the measure of her was how she could stand up to a man, and to the school board. The school board boys were caught in this attraction and making a man out of her too. How did you deal with that personally? I was very naive and the only thing I knew was that I was a woman and a woman gets married. It is very good that I have my teacher's certificate and I'm glad I had that training because at least I could give m~ kids something that the others didn't have. That whole thing was in my heart but then I saw how it separated - just with b~ing with me - the mothers in the country refused to realize that they were also teachers. I could.n 't do anything really worthwhile unless I took all the kids, so I got myself involved with the children. I had to go through about ten years of undoing and unlearning and to turn myself in some direction. I could function with the children because they were honest- there was no way I ought to have discussed anything with the parents - there leave you with the impression that I hated longed in the Women's Institute and that is she couldn't tolerate the Women's Institute now there was a woman who was strong in her while was no way I could. I probably all people who believed and benot so. But Vi for instance, - Vi Woodbeck, your aunt opinions about J:Ihat is worth- �She could.n 't stand all this bloody gossip - she couldn't take it - she hadn't the time for it. There was too much to be done, she had to raise all her kids and Orbie was so beautiful and sexy and women all just loved Orbie. just had it with the women. He Attractive young wives and women, he made them feel great - but he didn't know how to earn money. She had to feed the kids so she had to work and she didn't have time to spend at a bloody meeting. Q. A. Your grandmother didn't go to the Women's Institute. They were sort of solitary, they didn't open up much. Mrs. Garrett opened up to me. I found her far from solitary. She looked after my kids when I decided to go back to teaching, because they couldn't get teachers when my kids needed teaching. Q. A. This was in the fifties, '58. Well she was quite old then. Yes, I guess so. She came and looked after my kids and did the housework while I went and taught school. She was very free. There was a closeness among the women but there was also a very destructive grapevine. When things were okay - if I need your friendship right now, I'll accept your inadequacies and I will acPept you as a friend. But if a time comes that you might beat me out in a power struggle, then I'll use that information you gave me, against you. Mrs. Kamstra told me to stay out of the organization and if you go into it, be very careful of what you let out. I think that was a truism and it's a natural human thing. Q. Is there an interesting story or anecdote about your life or another woman's life you would care to relate? A. My favorite story - I'm 18 years old and Mrs. Nielson with the brown eyes and crazy look has been coming two or three times a week and harassing me. It is about quarter to nine and I'm at the school - I walked the mile to the school - some of the kids have to come three miles and some on bare feet. What they had for lunch was lard on stale bread. They also had lice in their hair and they had to have it c.u t off because they had so many scabs. coping with this as a Westf ort girl who had never been to the country. woman is coming and telling me I don't know how to run a school. she came in again and I was frightened. I'm This This day She came, up to me again and I broke down and I was so mad at myself for crying but I didn't break down when she was there. She had left and wen to get her mail where she told all the stories of what was going on in the school. I had 33 children and up to grade nine that year. Colleen Haywood nee Lark was in that school and her brother �Bill and Art, Art was 13 years old, and he had a crush on me. We were in love with each other I think, he was a terribly attractive boy and he made my life almost impossible for me because he teased me and he wouldn't do his work and he goaded me into disciplining him. He was the first one to come into school after Mrs. Nielson left - he had just walked two miles. He caught me crying and asked me what was the matter and I told him what Mrs. Neilson had said about our school. He asked me where she went and I told him that she propably went to get the mail. I then decided I had better get the work on the board and then I went to ring the bell and there were no kids. my kids with Art Lark in the lead paraded into Mrs. Nielson's yard. that I had really done it now - there's going to be war for sure. All I thought Then the kids came back and they were angels that day and when they came in Art told me that she wouldn't bother me again. And she didn't. Somehow I guess that gave me the strength - I've always relied on the kids. I became a community with the kids rather than with the parents. That is a moment in my life that stands out. Q. Do you remember Aunt Cassie at all? A. No, I just remember her horse. People had a lot of respect for her. Those two women - Vi Woodbeck and your grandmother - . the way they went about being themselves, they wore the pants in the family. father, I think he died soon after I crune. women. I am. I don't remember your grand- They were considered strong Pinky is the next generation and Elsie is quite a bit younger than They have been going all around, visiting those country people, all around the mail route, I don't know how many years. or longer. Maybe 15 .,or 20. years They had been at the pulse of the c.ommuni ty. That is were you pick up the news of who is dy.ing, who is pregnant and who is sleeping around, this kind of gossipy stuff and it's chewed over by the regular folks. You find out the values of the community right there, and those who were deviating from it. They seemed to be doing a very subservient job to people, they are waiting on their husbands a lot of them thought. I have heard over the last 3 or 4 years from someone of some of the unpaid, loving jobs that they have done because they wanted to. The lonely women who are out there get connected by that truck coming around, and the women who can't speak English or write it, depend on them. Pinky g oes out on that truck and she is all sort of rattly sometimes, and she doesn't know the value of her work at all. Even if you told her, she wouldn't believe you. . .... My salary was$690 per year. �• They kept it under $700 because of some bookwork. get a thousand dollars. It was always like that. Men doing the same would There was something so priceless and precious about men at that time because so many had been killed. Killed in the war, so that when I went to normal school there were only 8 boys and one of them is the head of education here, in town. I was a better school teacher, I know I was, I rated much higher, marks-wise. But there was no way I would aspire to be the Director of Education. Q. What were the war years like in South Gilles? A. It didn't touch us too much. of them did not go overseas. friends which affected me. Except the people whose boys went over. Most It was my high school chums and my brother's My husband had to stay on the farm, they made him stay there. It says here about the positive change in the women's role in the community - I think there is a very strong change. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northwestern Ontario Women's Decade Council Herstory Project Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Herstory: Freda Kamstra Rights Information about rights held in and over the resource Permission to make this interview public has been given by Freda's granddaughter. Subject The topic of the resource People Women's History Description An account of the resource Oral history interview with Mrs Freda Kamstra by Georgina Garrett. The interview is a part of the Women's Decade Council Herstory project. The recording consists of two sides of a cassette tape, available here as two MP3 files. (Click on the speaker logo to play the file.) The transcript is available by clicking on the image thumbnail. The interview uses language that is no longer used and may be offensive in nature. The interview begins with Freda speaking about companionship between country women. This is spoken about through the lens of cooking large meals to feed groups of men working the threshing machines. They go on to speak about Freda's and her families past including their immigration from England to Canada. Freda speaks about her paternal grandmother and how she was quite hotheaded and determined. Freda then speaks about early life in Thunder Bay and how the mixing pot of different religions, cultures and races led to a large amount of conflict. She speaks about Mrs. Turk and her mother, her mother being a woman she seemed to find a role model in who was a teacher and whose "behaviour met with my ideals of what a woman should be". She also touches on how she felt separated from her peers due to her families' status. Freda then goes on to speak about her experiences being a school teacher and how she was put on a pedestal of which she did not care for. She explains that women teachers at this time had a great deal of expectations put on them by society that could be very difficult to keep up with. She talks about how the pressure affected her mentally and that she was constantly in fear of being fired. Freda then speaks about some of the issues with the Women's Institute and touches and the lives of some of the Indigenous People's during that time. She expands on her thoughts on the Women's Insitute, speaking on how she used to think that women were born to get married and have children and she thus clashed with many of the opinions of other women. She also did not appreciate the gossip and the on/off nature of her relationships with many of the women. Freda then reminisces on one of the great moments of her teaching career where she found community with her students, particularly a student named Art. She also states that she liked the kids and relied on them much more than the parents. The recording ends with Freda touching on the wage gap between male and female teachers and how men were treated extra special during this time due to the war. Creator An entity primarily responsible for making the resource Northwestern Ontario Women's Decade Council Format The file format, physical medium, or dimensions of the resource MP3 PDF Language A language of the resource English Type The nature or genre of the resource Audio Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - South Gilles https://digitalcollections.lakeheadu.ca/files/original/1/1760/111218-011.jpg d4fbc448007bba75122e208287e61004 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Finnish Christmas post card created between 1906 and 1918 Subject The topic of the resource Communities in Northwestern Ontario Description An account of the resource Handmade colour Finnish post card of a Christmas scene including a holiday bell, farmhouse and ivy. Finnish message "Hauskaa Joulua" (Merry Christmas). There is no address on the postcard Creator An entity primarily responsible for making the resource On the bottom of the post card is" Ida ja Juho Johnson" (Ida and Juho Johnson Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource Post card Language A language of the resource Finnish Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8,C,4,1,I21 scan 111218-011 Christmas card hand made holiday greeting https://digitalcollections.lakeheadu.ca/files/original/07241a0332240308077b5520ebdb088e.pdf 74917b0eb4b161fd6d1721b9d9333952 PDF Text Text ONTARIO COUNCIL OF UNIVERSITY LIBRARIANS Notice of Meeting The Ontario Council of University Librarians will meet in the Senate Chamber of University of Toronto, April ,20 and Friday, April 21. The gallery dining room at Hart House will be available for luncheons and Ur. Blackburn has arranged for us to go to the Faculty Club for dinner on Thursday evening. I am suggesting that each member be assessed $5 to cover the cost of drinks and dinner. Any surplus will be held over till the next meeting; any deficit will be made up at the time of this meeting. The Willcocks Street parking lot will be available fer those who are driving. Agenda Beginning at 10:30 a.m. Thursday, April 20 and continuing to 4:00 p.m. Friday, April 21. Approval of minutes. Business arising from minutes. Chairman's report on the meetings of the the Committee of Presidents April 13 and 14. Report of Liaison Committee. R. Blackburn. Report of Mechanization Committee. D. Redmond. Items held over from last agenda: Liaison with other groups and individuals. Letter from J. Martin. Letter from D. Redmond. Letter from O. Bishop. Common policy on determination of minimum salaries for professional librarians before February 1. Full discussion of tecommendation #6 of the report of the Liaison Sub~Committee which was sent back to us by the Committee of Presidents for further consideration and e~pansion. This is the recommendation concerning the establishment of a Bibliographic Centre. Other busines~ and new business. Date and place of next meeting. Adjournment. April 12, 1967. Doris E. Lewis, Chairman. Donald Redmond, Secretary-Treasurer � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ontario Council of University Librarians Notice of Meeting Subject The topic of the resource Universities Description An account of the resource Notice of meeting and agenda for The Ontario Council of University Librarians. Meeting April 20-21, 1967. Creator An entity primarily responsible for making the resource Ontario Council of University Librarians Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Date A point or period of time associated with an event in the lifecycle of the resource 1967-04 Identifier An unambiguous reference to the resource within a given context U3d https://digitalcollections.lakeheadu.ca/files/original/90068be0a1c53184842b03fe451af31a.pdf 8fe267b687d6d1195b8ca2611c0a085b PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Belrose fonds Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ontario Human Rights Commission Media Release regarding the Lakehead District School Board Subject The topic of the resource Politics Description An account of the resource This document was a news release from the Ontario Human Rights Commission discussing the resolution of the complaint made by Gabriel Picard. Creator An entity primarily responsible for making the resource Ontario Human Rights Commission Publisher An entity responsible for making the resource available Ontario Human Rights Commission Date A point or period of time associated with an event in the lifecycle of the resource 2005-09 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ceb6cae1ad3552cd7a76b0ce1b0efc01.pdf 1d7e2c3d830b3aff22cc63a051944638 PDF Text Text / Ontario Library Association 2487 Bloor Street West, Toronto 9, Ontario. May, 1967. These are the reports of the Committees of the Association, which will be presented at the First General Session and Annual Meeting. As they will not be read at the meeting, please give them some study beforehand. Pauline Hutchison Executive Secretary. �ADULT EDUCATION COMMITTEE During the year the Adult Education Committee discussed both in meeting and in correspondence several issues of primary concern to libraries in the field of continuing education. These issues were examined for their potential project value for Committee action during the year. A few issues were chosen immediately for study; reports and preliminary material on others will be passed on to next year's committee. The Committee has worked in two areas during the year: Liaison with other agencies in continuing education and preparation for Conference projects. Liaison Contact through correspondence has been kept with both the Canadian Association for Continuing Education and the Ontario Association of Continuing Education. The Recommendations for libraries arising from the Report of the Founding Conference (OACE) have served as a guide to the Committee during the year and indicate the important role that this Committee could play in a liaison capacity between O.L.A. and Ontario libraries and O.A.C.E. At present this function has not been developed in any formal way beyond a limited distribution of OACE reports. The Committee has requested that they be represented in any seminars or workshops planned by CAAE or OACE. The Commitee further recognizes the great value such workshops on the library's role in continuing education would have for O.L.A. Sections and members at large and recommend that such workshops supplemented by sessions devoted to training for librarians in adult group leadership skills should be developed in Conference programmes in collaboration with the Adult Services Section (as proposed by the 1965/66 Committee and drafted by Mr. John Snell in a Report presented to that year's Adult Services' Section but not acted upon). This Committee would also invite the collaboration of the Public Relations and Publicity Committee in any such Conference programme considering the key role of publicity and public relations in building up effective community contacts and significant programming. The Committee feels that in preparing any such workshops attention should be given to the problems of adult literacy and the publication and promotion of materials for latereading adults. 1967 Conference Projects The key projects of the Committee have been discussion and preparation for two Conference programmes set in informal night-cap sessions and looking at the many varied ways in which libraries are experimenting with adult education programmes and with their potential as community information and cultural centres. Questionnaires sent out to medium and large-sized libraries in Ontario have secured for these Conference sessions a number of informal speakers with strong opinions on what libraries should be doing and could be doing successfully in adult education in their communities. Examples of currently used and commercially available display stands and bulletin boards will be on display as a demonstration of facilities for library promotion of adult education, recreation and cultural activities taking place in the community. The Ontario Library Review has expressed interest in articles that this Committee plans to develop from the findings of their Questionnaire and from views expressed at the Conference night-cap sessions. All of the materials, reports, Questionnaires, sample booklists and programmes and publicity handbills collected by this Committee will be added to material from last year's committee to begin a resources file, available for use, on the adult education activities of Ontario libraries. Respectfully submitted, May, 1967 C.W.A. Ames Maude Godfrey Sadie Jordan P.K. Mutchler Mary Silverthorn Grace Weatherbe Douglas Stewart, Chairman �CONSTITUTION COMMITTEE The report of this Committee has been mailed to every member of the Association. EDUCATION COMMITTEE The Committee was set up by the Council of the O.L.A. at its October meeting with terms of reference as follows: "To explore the implications of the courses that may be offered in community post secondary educational institutions, and to bring forward a recommended policy for the Ontario Library Association Council's consideration at the Mid-Winter meeting." Members of the Committee: Mr. Stanley Beacock, Mr. Leonard Freiser, Mr. Keele S. Gregory, Miss Margaret Hughes, Mr. Brian Land, Mrs. Dorothy Robertson, Mr. Erik Spicer, Mr. Dan Sudar, Mrs. Gladys Western and Miss Evelyn Gregory, Chairman. On January 7th, the Education Committee met to consider a draft of a "Proposed Course for Library Technicians in the Colleges of Applied Arts and Technology," and a "Proposed Programme of Studies." General reconnnendations were decided upon, as well as several suggested changes in the Programme of Studies. These were endorsed at a special meeting of the Executive Board of the O.L.A. and passed by O.L.A. Council at the MidWinter Meeting. The general recommendations were as follows: "That no course for library technicians should be started, unless a local committee of professional librarians and others, including representatives of employer groups, recommends it, after thorough investigation of local needs and job opportunities. If such a course is recommended, the following principles should be observed: The Director should be a full-time professional librarian, and recognized library subjects should be taught by professional librarians. Proper facilities, i.e., staff offices, lecture room and separate laboratory, should be available. The institution where the course is held should have an adequate, already organized library. Because there is a lack of text books to support the programme, the Department of Education should insure the provision of proper materials for a basic teaching collection, which may include the writing of essential texts. Practice work is most important, therefore courses should be held in areas where there are a number of diversified libraries, directed by professional librarians." The above recommendations and suggested changes in the Programme were given to the members of the Department of Education's Advisory Committee on Library Technicians courses, and were discussed at a meeting of the Advisory Committee on January 19th. �Education Committee (cont'd) Revised versions of the "Proposed Course" and "Programme of Studies", have been received, incorporating recommendations submitted, along with advice that these have been forwarded to the Applied Arts and Technology Branch of the Department of Education, with copies of the general recommendations. Council of O.L.A. passed a resolution at its Mid-Winter meeting "that the Education Committee continue to sit, with instructions to observe and assess the progress of educational programmes leading to a library career". Respectfully submitted, May, 1967 E. Stanley Beacock Leonard H. Freiser Keele S. Gregory Margaret Hughes R. Brian Land Dorothy Robertson Erik J. Spicer D. D. Sudar Gladys M. Western Evelyn Gregory - Chairman GOVERNMENT PUBLICATIONS COMMITTEE The Committee met once during the year, on September 28, 1966, when Mr. J. Ball, the previous chairman, outlined the work of the Committee to date. It was decided to suggest to the Executive that the report entitled "Distribution of Ontario Government Publications in the Province of Ontario" be re-submitted to the Prime Minister. This report was originally prepared by the 1962-63 Committee. This was done and a letter was sent to Mr. A. Bowron, President of the O.L.A., to the Prime Minister, expressing the hope that in 1967 he would give consideration to the recommendations in the report. No further word has been received. Respectfully submitted, Mrs. Isabel Bevis May, 1967 Mrs. Patricia Gregory Mr. Conrad Reitz Mrs. Susan Vincent Mrs. Ruth Konrad, Chairman INTELLECTUAL FREEDOM COMMITTEE No incidents were reported under the "Watch and Ward" terms of this Committee. The Chairman agreed to represent the Association on the Freedom to Read Committee, organized on a Canada-wide basis by a group of Toronto citizens. No meetings were held. Respectfully submitted, May, 1967 Mrs. R.H. Blackburn R. A. Smith E. Leslie Fowlie Donald J. Sutherland Andrew Gregorovich John M. Marshall, Chairman �4. LEGISLATION AND GRANTS COMMITTEE Members of the legislation and grants committee have heard many comments concerning the Public Libraries Act 1966 and the regulations. In order to get a consensus of informed opinion as opposed to rumor and casual conversation, the committee has circulated a questionnaire to all public libraries serving populations of over 10,000 in the province. The questions are related to those areas on which most discussion appears to centre. It is anticipated that the results of this questionnaire can be analysed by the committee and any conclusions or recommendations presented to the membership of O.L.A. at the conference. Respectfully submitted, May, 1967 Margaret Beckman Robert Blackburn Charles Brisbin Betty Butterill John Dutton Alixe E. Hambleton R. Brian Land Donald F. McDonald Clara Miller Anne Nyland A. R. Pile Erik J. Spicer R.R. Steele Betty D. Hardie - Chairman MEMBERSHIP COMMITTEE Your Membership Committee was quite cheered by the response to the mailing sent forth to non-members of the Ontario Library Association. We must confess that some members received letters also. Please accept our apology and excuse our enthusiasm. Our non-member file is up-to-date after checking it against the Directory of Members for 1966-67. From a mailing of 1,040 non-members, we acquired 200 new members. Your Committee feels the venture was quite successful and would like to see the same procedure followed another year. At the request of the O.L.A. Executive Council we have compiled a list of commercial institutions (245 in number) to canvass in the coming year. Assistance in completing the list would be appreciated. Again, gratefully, we thank the O.L.A. for supplying paper, envelopes and postage. Respectfully submitted, May, 1967 Frances Thomson Paul Kitchen Mary Gillies Gladys M. Western, Chairman ONTARIO LIBRARY DEVELOPMENT COMMITTEE No report has been received from this Committee. May, 1967 �5. ONTARIO LIBRARY REVIEW ADVISORY COMMITTEE Three meetings of the Advisory Committee of the Ontario Library Review were held with Mrs. Irma McDonough at the Provincial Library Service for the year 1966-67. The Committee discussed been promised for all issues Committee, I think, has been names of people who would be plans for forthcoming issues. Articles and material have for 1967 which will be timely and provocative. The helpful in providing suggestions for subjects as well as interested in writing. It was felt that more letters to the editor expressing opinions of the content of the Review would be an interesting addition. Respectfully submitted, May, 1967 Margaret C. Dyke Silvi Raudvee Albert A. Spratt Prudence D. E. Clunie, Chairman PUBLIC RELATIONS AND PUBLICITY COMMITTEE Two major events stand out as highlights among the activities of this committee the workshop held November 2nd at the Inn on the Park, Toronto, and the coming conference of The International Federation of Libraries Association. The Public Relations and Publicity workshop drew a full attendance and the three speakers: Miss Sylvia Sylvie, Toronto Telegram, Mr. J. Foster Russell, Cobourg Sentinel-Star and Mr. Robt. Trotter of the Kitchener-Waterloo Record, in their lively addresses set the pace for interesting and helpful discussions. Our committee has held three meetings in Toronto. The chairman attended an Executive Council meeting in Hamilton. We covered the presentation of the Ontario Library Association cheque to the University of Toronto School of Library Science for the establishment of the Wm. L. Graff Memorial Prize. Items of library news have been given to Toronto and local area newspapers, radio and television stations. Articles on Young Canada's Book Week and the Graff Memorial Prize were sent to the Canadian Library Association Bulletin, Ontario Library Review and the Ontario Secondary School Teachers Federation organ, The Bulletin. Plans are made for a display of Public Relations and Publicity material and information booth at the May Conference in Fort William, where we will be working in co-operation with Mr. Dan Sudar. We have subscribed to a clipping service for the month of May. All news releases prior to and following the annual conference will be available. If you are interested in these, please contact us at the Public Relations and Publicity exhibit at the Holiday Inn, Fort William, during the conference. �6. Public Relations and Publicity Committee (cont'd) Each committee member has made a special effort to publicize all newsworthy library activities in his own local area. The first workshop to be held by the Georgian Bay Regional Library System, with Miss Ida Reddy of Burlington speaking on "An Introduction to Reference Service", is an example of this. Held in Orillia Public Library, this event had representatives from area press, radio and television in attendance. Accounts of the proceedings were sent to Ontario Library Association as well as to newspapers in the region. Our aim has been to stress good public relations activities and more especially the changes and developments in Regional systems in the library picture throughout the province. Miss Elizabeth Morton of Ottawa has briefed the committee on our duties at the Toronto sessions of The International Federation of Libraries Association to be held in August. Television and radio interviews are planned. This report would not be complete without a special salute to a committee of dedicated people who work with enthusiasm and congeniality under any circumstance. Molly Stewart, Walter Gowing, Elizabeth Morton and Agnes Tough, made certain the success of the News Seminar. Along with Fred Israel they extended immeasurable support when circumstances took their chairman temporarily out of circulation. To them and to Mr. A. W. Bowron and Miss Pauline Hutchison, our sincere thanks. Respectfully submitted, May, 1967 Fred C. Israel Walter W. Gowing Elizabeth Morton Mollie D. Stewart Agnes Tough Jean A. Rice, Chairman PUBLICATIONS COMMITTEE Two previous reports of the Committee (October, 1966 and January, 1967) indicated that members considered ways and means of improving the publication of the News and conference proceedings. We are grateful to Nancy Williamson, for editing three issues of volume 5 of the News. Helen Peterson has agreed to act as chairman of the Proceedings Committeea'nd it is hoped that the forms used for the May conference will facilitate and expedite the publication of the proceedings. The committee have examined the costs of producing and mailing the News. This is approximately 1½ cents a page, and seems fair considering the work involved. The cost of offset printing will be investigated. It was agreed to seek an assistant editor of the News, to work with the editor, and to take over the duties when necessary. Ways and means of streamlining office procedures were discussed with the Executive Secretary. It was suggested that more form letters (for membership renewals, etc.) be used. The committee is considering changes in the membership brochure. �Publications Committee (cont'd) (1) The committee would like to make three recommendations: That the executive secretary prepare an association procedures manual (including a conference manual). This may be irrelevant at a time of reorganization but the committee feels a detailed outline of present procedures could serve as an evaluation for possible revision. (2) That when non-members of O.L.A. request a subscription to the News they be asked to take a membership in the Association, in line with the required fee schedule. (3) That no commercial advertising be accepted at the present time. Respectfully submitted, May, 1967 Patricia D. Hart John Parkhill Helen Peterson Nancy Williamson June E. Munro, Chairman RECRUITMENT COMMITI1EE The Recruitment Committee met once this year on January 28 at the Library School, University of Toronto, and all five members were present in spite of the inclement weather. The discussions ranged over many aspects of recruitment including whether we should recruit for technical help as well as for professional librarians. All members agreed that it would be both useful and desirable if C.L.A. and O.L.A. could collaborate on an interesting, up-to-date brochure which could be produced in sufficient quantities so that it could be an inexpensive give-away in vocational guidance work. To make the publication more economical it could perhaps be planned so that the centre leaf would contain the statistics of salaries and other variables; this section could then be replaced when necessary. Display materials consisting of posters and large photographs from the National Film Board are held by the Recruitment Committee. In addition there is available a collection of slides illustrating various aspects of library work which also may be borrowed. Several library groups have used these display materials this year. In November Mrs. Callie Israel, Assistant Director of the Niagara Regional Library System borrowed display materials for a Career Exposition. On returning them Mrs. Israel included some constructive suggestions for improvement, for which the Committee was grateful. On Saturday, January 23rd, Miss Adele Greenway used the posters and photographs when three high school library clubs visited the University of Windsor. The display materials were also sent to Miss June Thexton, Director of the Lake Ontario Regional Library System in Peterborough, to be used in a Careers Exposition in April. Unfortunately a later request from Miss Delaney of the Belleville Public Library was for the same period, so we were unable to satisfy her requirements, except partially. �8. Recruitment Committee (cont'd) A major project of the Committee this year has been to investigate the acquisition of a more suitably professional display kit which could be borrowed by any member of the O.L.A. for use in recruitment at school guidance exhibitions. A presentation was made to the Executive Board for the purchase of a portable display kit. The decision of the Board was against the purchase at this time but the Recruitment Committee is still hopeful. Respectfully submitted, May, 1967 Shirley Brazer Dorothy Chambers Margaret Cockshutt E. C. Stevens Irene M. Hewitt, Chairman RE-ORGANIZATION COMMITTEE The report of this Special Committee was mailed to every member of the Association, prior to the Conference. May, 1967. CHILDRENS' RECREATIONAL READING COUNCIL Sept. 13, 1967 Discussion re methods of distributing and publicizing 11 101 Books" list prepared by the Council. Sheila Egoff project progressing favorably. "Canadian Literature" had published a chapter from Miss Egoff's book. Nov. 29, 1967 Cover design for 101 Book List chosen from selection of children's art. Design and printing of the list to be completed, and the Council decided on production of 10,000 copies. It was reported that the display of "101 Books" attracted attention and comment at the Conference of Childhood Education, Inn-on-the-Park, Nov. 4 & 5. Secretary was directed to communicate with Ministers of Education of all provinces, informing them of the impending publication of a history of Canadian literature for children, with the suggestion and recommendation that it be presented as a Centennial gift to each school and public library. Secretary directed to write to Encyclopaedia Britannica to show C.R.R.C.'s interest in their Library Awards Program. It was agreed to enclose a copy of "101 List" to make them aware of our existence and possible influence. �Children's Recreational Reading Council (cont'd) Jan. 31, 1967 "101 Books List"--committee appointed to compose list of organizations receiving lists at no charge and to determine what other agencies should receive the balance of the copies in the first printing. Discussion re reproducing Miss Barbara Smith's T.V. programmes. It was decided that Miss Smith proceed, if possible, with the revision of these three films by making arrangements with the Dept. of Education and the film company, defraying the cost to a limit of $500 by funds from C.R.R.C. C.R.R.C. will later be reimbursed by the Department. The report of the nominating connnittee was presented and carried. New officers to assume duties at next meeting. The secretary was directed to write to the Minister of Education to ask what progress was being made toward securing at the elementary school level properly qualified personnel for improving service in the elementary school libraries. Letter sent to Mrs. Doris Fennell, newly appointed Co-ordinator of School Libraries, to welcome her to C.R.R.C. meetings as representative of the Curriculum Division of the Dept. of Education. Respectfully submitted, Ruth E. Maydan Representative Ontario Library Association � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ontario Library Association: Reports of Committees Subject The topic of the resource Universities Description An account of the resource Reports of the Committees of the Ontario Library Association, for a 1967 Annual Meeting. Creator An entity primarily responsible for making the resource Ontario Library Association Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada- Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/e3889520d1acff5e95932f448440e155.pdf a37afedd55abf6f83ab7cd856beedb56 PDF Text Text ONTARIO LIBRARY ASSOCIATION TOUR OF IAKEHFAD POINTS OF INTEREST (Courtesy of the City of Fort William.) May 15 - 16 - 17, 1967. There are 72 tickets available each day for the tours described herein. Tickets are obtained at the Registration Desk at no charge. PLEASE AVOID DISAPPOINTMENT BY PICKING YOUR TICKETS UP EARLY. Tours are cs follows: 2 p.m. Monday, May 15, 1967. Tour# 1 - Canadian car Company Limited - A large manufacturing ~omplex which produces forest products industry machines, a four wheel drive tractor skidder, tree length trailers. pulp wood trailers and load aligner, major components of jet fighters, commercial highway trailers and aircraft spare parts. (36 passengers) Tour# 2 - Mt. McKay and Keefer Seaway Terminal - One of the finest panoramas of the Lakehead may be seen from the first ledge of Mt. McKay. Keefer Seaway Terminal, a giant cargo terminal. is one of the most modern and efficient in the world. (36 passengers) 2 p.m. Tuesday, May 16, 1967. Tour# 1 - Saskatchewan Wheat Pool# 7 - With a capacity of over 9 million bushels this elevator is considered the largest single unit elevator in the world and most certainly the fastest shipping plant. It is one of 25 grain elevators at the Lakehead with a total storage capacity of 110 million bushels. (36 passengers) Tour# 2 - Manitoba Pool# 1 - With a capacity of 5,980,000 bushels which represents 3,040 carlots of 2000 bushels each, or a train load 25.8 miles long, this plant is one of four operated by this company. It is one of 25 grain elevators at the Lakehead with a total storage capacity of 110 million bushels. (36 passengers) 2 p.m. Wednesday, May 17, 1967. Tour# l - Abitibi (Mission) Paper Mill - Second fastest paper making machine in Canada and an average mill production of 340 tons daily. Over a 24 hour period the paper makers produced a record of 381 tons, travelling at the rate of 2400 feet per minute. (36 passeng~rs) �-2Tours continued 2 p.m. Wednesday, May 17, 1967. Tour# 2 - Mt. McKay and Keefer Seaway Terminal• One of the finest panoramas of the Lakehead may be seen from the first ledge of Mt. McKay. Keefer Seaway Terminal, a giant cargo terminal, is one of the most modern and efficient in the world. (36 passengers) I .. Delegates are asked to board buses by 1:55 p.m, Departure for all tours will be at 2:00 p.m. Your vehicle will be identified by the tour number on a card located in the front window on the left side nearest the driver. Your ticket bears the same tour number. 2. All tours are of 2 hour duration. 3. Buses will proceed via direct route and return via direct route to Holiday Inn. 4. Even though plant management has exercised every precaution to ensure safety, regretfully they cannot assume liability for accidents. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Tour of Lakehead Points of Interest Subject The topic of the resource Universities Description An account of the resource Information for participants in the Ontario Library Association visit to the Lakehead: particularly local tours. Creator An entity primarily responsible for making the resource Ontario Library Association Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Canada - Ontario - Fort William Identifier An unambiguous reference to the resource within a given context U3f https://digitalcollections.lakeheadu.ca/files/original/d34d57c9d39ca538aa509a7a9e9875bb.pdf cc187afc41be677354d61ed44954f974 PDF Text Text ONT A1\\o A~~\A\'\tM Jt C.a~., ~Nl u"'"E.R~\T'f L,~~...~, Ok't1'1.\0 Cl"' L,&R.AIUE~ ~\\OLIAT,o~ ~ r~ ,, I/ yar...;,,, ~ llNIVERSIT~ COOPERATION ·," ON?Af\\O \ll"6\ \~ bt.:\n~ c\oftl.~ Ul\\a\ "t\u..b i. Ul~o ~i\\ \\o \t ~ b,~~'=-•••, \\\i. Aa.1111.Ml.111~, P1'AtO\A\.CII Wu.1-l. ·,'t\ ~Ak~ Oh 'ae. d#At~ PLAl..~ \-\oTEL l~NTO 4' G\ :~o CL.. " " . ~~~"-'1) l\, ~ld.w.at.r \~--· PROGRAM SPE~ COLLEGES: Mr. Jim Feeley, Librarian, Algonquin Colle&e UNIVERSITIES: Mr. Donald Cook, Research & Planning Officer, Office of Library Coordination 9/30 Coffee 10 - 12/15 Speakers - type• ef cooperative effort 1 ... nere and who , under f whose aegis how successful; if not why not - what is being done in Ontario - who started it 12/15 Luncheon and SPECIAL GUEST SPEAKER .. Mr. W.D. Bartlett, Secretary General, Canadian Commission for UNESCO "INTERNATIONAL BOOK YEAR" I ' REGISTRATION: Limited to 125 FEE: Includes Luncheon and coffee Students: $3.50 OLA Members: 2/15 Discussions Proposals Adjournment 3/30 $5.00 Non-Members: $7.00 Return the form below not later than November 24 ~!!e _____________________ clip _________________ clip ________________ clip ________________ _ Secretary, Ontario Library Association 2487 Bloor Street West, Toronto 9, Ontario Enclosed is my registration fee for OACUL Fall Meeting, December 4th -"COOPERATION" at the Park Plaza - Plaza Room, 4 Avenue Rd., Toronto Mr/Miss/Mrs Address Library Amount $ ----- � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College and University Library Cooperation in Ontario Subject The topic of the resource Universities Description An account of the resource Poster for an event sponsored by the Ontario Association of College and University Libraries and the Ontario Library Association. Creator An entity primarily responsible for making the resource Ontario Library Association Date A point or period of time associated with an event in the lifecycle of the resource 1971 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay Identifier An unambiguous reference to the resource within a given context U3ac https://digitalcollections.lakeheadu.ca/files/original/7ba42591b859e3f877faedc7958cdeca.pdf ee644ac9753152617833f31e66349d64 PDF Text Text _____ .... 1lBPORT OP 'l'BE �S'l'RY OJ! c:cmm:s DD� lf.MIV'B At.Nl.SOH! dliJM.trl:Eb. 'l'BE MIHISTKY OP COLLBGB!_. AND PROPOs-CATION y_�u AND 'l'1WltillG � January, 1991 �PRBPACB In response to the issue of Native access to, and retention in postsecondary institutions, the Ministry of Colleges and Universities (MCU) initiated the development of a Native post­ secondary education strategy. In order that the strategy reflect the educational needs and priorities of Native people, an MCU Native Advisory Committee was established. This committee comprised representatives from Native organizations, colleges, universities and the ministry. The mandate of the advisory committee was to develop, through a partnership process, a Native education strategy applicable to the existing system of postsecondary education in Ontario. The following Native organizations were represented on the Advisory Committee: Chiefs of Ontario Joint Indian Association Association of Iroquois and Allied Indians Nishnawbe-Aski Nation Union of Ontario Indians Ontario Federation of Indian Friendship Centres Ontario Metis and Aboriginal Association Ontario Native Women's Association The participating Native organizations have made it clear from the outset that this strategy process is a short-term process that forms a small part of their efforts towards the long-term, educational agenda of their people. It was agreed upon by all parties participating in the strategy that the content and discussion of these short-term, limited initiatives would not abrogate or derogate from any and all issues relating to self­ government undertaken by individual Native organizations at present or in the future. It is understood by all parties participating in the development of this strategy that the long-term goal of Native organizations is Native control of education for Native people. �TABLE _OF CQNTEtr.rS . I ISSUE II BACKGROUND 1.0 1 General Background 1.1 2.0 III l - 3 Provincial Corporate Native Affairs Policy 1.2 Jurisdictional Responsibility for Native Education 1.3 Native Education -current Status l 3 MCU's Position Regarding.Postsecondary Education 4 - 6 2.1 5 Mandate of the Strategy l MCU's NATIVE EDUCATION AND TRAINING STRATEGY 1.0 Strategy Goals 2.0 Inter-relationship Between Native Organizations, Post-secondary Institutions and MCU 2.1 2.2 2.3 3.0 4.0 Mandatory Funding Eligibility Criteria Ongoing Native Community Input Regarding Postsecondary Education Issues Proposal Selection Process 7 7 - 10 8 9 10 Strategy Initiatives 11 - 20 3.1 3.2 11 Native Support Services Initiatives Native Programs and Curricula Initiatives 3.3 Admissions and Access Initiatives 3.4 Native Teacher Education Initiatives 3.5 Resource Implications of the Strategy for Native Organizations 19 Monitoring and Evaluation of the Strategy 21 - 22 4.1 4.2 21 22 Data Collection Evaluation 13 16 17 5.0 summary of Funding 23 6.0 Summary of Recommendations 24 - 27 �1 I ISSUE How to increase Native1 participation i n , ~ graduation frcm, Ontario's colleges and universities~ II BACKGROUND 1.0 GENERAL BACltGROUHD: 1.1 Provincial Corporate Native Affairs Polley The provincial corporate Native Affairs Policy was approved by Cabinet in october, 1985. The Government endorsed the constitutional entrenchment of rights to self-government for Native people, and called for a proactive and developmental approach to Native affairs based on the goal of promoting Native self-reliance and self-determination. Within this corporate policy, principles were adopted as a guide to ministries in the development of policies in respect to the provision of provincial programs and services for Native people. These principles encouraged ministries "to provide Native-specific services to meet the needs of Native people and to support the protection of their culture;" and recommended that initiatives "should also be developed in consultation with Native people." 1.2 Jurisdictional Responsibility for Native Bducation The Constitution Act, 1867, under s.91(24), gives the federal government the power to legislate with respect to "Indians, and Lands reserved for the Indians." .The provincial governments are given the authority to legislate, under s.93, in relation to education. Responsibility for Indian education involves, therefore, an element of concurrent legislative competence. The federal Indian Act, in subsection 4(3), limits the application of the education provisions of that Act to Indians between the ages of 7 and 17 ordinarily residing on a reserve or on crown lands. With regard to Indian people who reside off-reserve, the Ontario Education Act, R.s.o. 1980, c.129, as amended, treats them, for purposes of education, in the same way as any other provincial resident. The term "Native", as used in this report includes Registered or Status Indians, Inuit, Metis, and other non-Status Indian people. �2 i) Elementary and secondary Education The Federal Government is financially responsible for providing elementary and secondary education services for all status Indians. As of April, 1986, the Federal Government has been corrmitted to transferring the administration of education programs to Indian Bands. The Ontario Government provides for the education of non-status Indians, Metis, and status Indians living off-reserve. Provincial education services are provided to some bands through formal tuition and capital agreements between the federal government and the school boards on the basis of full cost recovery from the federal government. 11) Poat.eecond,ry Bducaticm. The federal government has assumed additional obligations for Native education, but it contends that it is not legislatively or constituµonally responsible for postsecondary education for status Indians. Through their non-statutory, Postseconda.ry Education Assistance Program (PSEAP), caramonly known as E-12, financial assistance is made available to status Indian 2 and Inuit students attending postsecondary institutions. The federal government also provides a small amount of funding for the development of Native targeted postsecondary programs on a special or pilot project basis. Ontario's postsecondary institutions, are responsible for the delivery of academic programs and adult training to all provincial residents, including Native students, who meet the eligibility criteria. Also, in response to the special needs of the Native population, some postsecondary institutions offer Native-specific programs and services. The provincial government, through the postsecondary institutions operating grant, provides funding for Native programs and support services at postsecondary institutions. 2 Including Indian people who have been reinstated as registered Indians in accordance with "An Act to Amend the Indian Act 1985." �3 Since responsibility for Indian education involves an element of concurrent legislative competence, there is a need to clarify the roles and responsibilities of the federal and provincial governments in order to ensure that Native people have access to a level of educational services equal to that enjoyed by other provincial residents. These educational services however, should be tailored to Native people's special needs and circumstances. 1.3 Native Bducatian - current Situaticn Native people have lower than average levels of education. In Ontario, only 25% of younger 3 status Indians have received some postsecondary education compared to 491 of the younger non-Native population•. Ontario secondary students are nine times more likely to graduate from high school than Native students living in northern communities~. Native people are under-represented in all occupational categories, particularly in professional and health-science occupations. Natives with a college or university education have similar or higher employment rates than non-Natives with the same qualifications. For low levels of educational attainment, Native employment rates are much lower than those of nonNatives. 3 15 to 24 age group 4 Source: INAC customized data based on 1981 Census Canada Data. Source: Salasan Associates Inc. A Northern Vision: Guidelines for Secondary Education North of 50 In Ontario - 1988 �4 2.0 MCU's POSITION REGARDING HATXVB POm'SBCOllDAitt BDUCAnal: Given the provincial government's corporate Native Affairs Policy; the jurisdictional responsibility of the province for the delivery of postsecondary programs and adult training to all provincial residents, including Native people, who meet the eligibility criteria; and the disadvantaged positio~ of Native people in terms of educational opportunity; the Ministry of Colleges and Universities decided to develop a strategy which would address the postsecondary educational needs of Native people in a comprehensive manner. On July 28, 1988, the Minister of Colleges and Universities wrote to several Native organizations, advising that MCU would co-ordinate the development of a Native Postsecondary Education and Training strategy. The Minister requested that each Native organization designate a representative(s) to assist ministry staff in the development of the Strategy. An MCU Native Advisory Committee was established to develop this strategy. 'rhis committee, co-chaired by the directors of the College Affairs and university Relations Branches, had representatives from the following organizations: Ministry of Colleges and universities Chiefs of Ontario Ontario Metis and Aboriginal Association Ontario Federation of Indian Friendship Centres Ontario Native women's Association Union of Ontario Indians Nishnawbe-Aski Nation Grand Council Treaty 13• Association of Iroquois and Allied Indians Colleges of Applied Arts and Technology Universities of Ontario The Ontario Native Affairs Directorate, and the Ministries of Skills Development and Education have observer status on this conmittee • • As of October, 1989, this organization withdrew from the Advisory Committee. However, the Treaty 3 representative agreed to meet with the Native organiza~ional representatives prior to each Advisory Committee meeting to discuss the Strategy initiatives. �5 2.1 Mandate of the Strategy MC.-6 ! &pp: C I . I I as lli!l!U ICE& §1 HES •• !!211£ . I 1 •• I I 11?sttn1 ,sa:11cr e 1 I ■ t1••••1 'Ir nsd tt► st 1 eci al nii a j1a110.:zaln It was agreed that this narrowly defined mandate would meet Native short-terms goals of ensuring that Ontario postsecondary institutions better address Native students' educational aspirations. This specific Strategy was seen by the Native organizations as an interim approach. Native organization representatives indicated that their aspirations and long-term educational agenda are Native control of Native education, including the establishment and funding of Native postsecondary institutions and the amendment of the existing legislative limitations. The Native organizations further stated that there is a need to continue discussions on the long-term educational agenda of Aboriginal people based on the following general concepts: i) that Aboriginal community control of all levels of Aboriginal education is an existing Aboriginal right; ii) that the Aboriginal view of education is as a life-long holistic process that sees education as a life-long continuum, covering the entire range of programs and curriculum offered through all relevant ministries of federal and provincial governments; iii) that the education system, as currently administered has failed to meet the needs of the Aboriginal people, and that in order to be improved, the full participation of Aboriginal people will be required; and iv) that the establishment of agenda, priorities and timetable for issues relating to Aboriginal education will be achieved by means of a full partnership between the Aboriginal community and government. While the Ministry of Colleges and Universities recognizes that Native organizations have their own long term, educational agenda, the initiatives proposed in this paper only address the short-term agenda of improving the participation and retention rates of Native students in the present postsecondary system. The Strategy acknowledges the special needs and circumstances of Native people in terms of postsecondary education and proposes initiatives to assist colleges and universities in addressing some of these needs. �6 The Strategy does not fully address all the factors which contribute to a disproportionate percentage of Native people being disadvantaged in teDDS of acquiring a post-secondary education, such as the very high Native secondary school drop-out rate. The factors contributing to these problems are very complex and far reaching and can only be resolved through the co-operative efforts of the federal and provincial governments and Native organizations. Also, the scope of the Strategy's initiatives are limited in terms of funding constraints and the respective mandate of the ministry, colleges and universities. For example, inappropriate accommodation and inadequate day care arrangements have been identified as factors contributing to 'the high Native student drop out rate and as barriers which restrict potential Native students frcma attending postsecondary institutions. However, the solutions to the shortages in family housing and student day care spaces are very costly, require project approval and funding from several other ministries, and will take several years to implement. As a result, the Strategy does not make recommendations in these areas. �7 III MCU NATIVE EDUCATION AND 'l'RAIRING STRATEGY 1. 0 STRATEGY GOALS: TO INCREASE NATIVE PARTICIPATION AND COMPLETION RATES IN UNIVERSITY AND COLLEGE PROGRAMS; TO INCREASE THE SENSITIVITY .AND AWARENESS OF POSTSECONDARY ·INSTITUTIONS ISSUES; AND TO NATIVE CULTURE AND TO INCREASE THE EXTENT AND PARTICIPATION OF NATIVE PEOPLE IN DECISIONS AFFECTING NATIVE POSTSECONDARY EDUCATION. To achieve the first goal, the Strategy proposes: i) a range of initiatives designed to increase the graduation rate of Native students enroled in postsecondary programs by providing edditjgpz] fu:1ds for the following: to the level of s{egif]Jg@d SBPPOft liiftflJjces IBi# ..i i i i I ■■ it&EI J@ §€liddu tn5re4se s; 11 :E•idi:::!:S!EESi:!:eSr:;::£:i: ::m,nm iggexatj,re manner ta ssuaanities. lla ■ iiOJ ■ ii) a range of initiatives aimed at reducing the barriers that restrict Native access to post secondary institutions, including initiatives in the area of admissions, access programs and Native teacher education. To achieve the second and third goals the Strategy proposes: for in tiativ.es developed under the. trate. · be colleges and universities · n the planning, delivJry an programs and services directed to Native students; and that an ongoing opportunity be provided for the Native community to advise MCU on issues of Native postsecondary education. The Native organizations represented on the Advisory Committee stated that in order to achieve all three goals, it is necessary ~~=~ ~aE~a,iieeet~J!f~f2'7! ?%!!:;!:;:a:211ri::::a:h~;e ~:~:i~6e implementation of the~!~S!X: 9 / ' �8 2.0 INTER-RELA'.rIONSBIP BB'l'WEEH NA'rl'VB ORGMIZATIORS, POS'!rSBCONDARY INS:trrtJfi~ AND 1.'BB IIIKISTllY OP C:OLIJIGBS AHD UNlVBRSI'.rIBS: ( Appendix l) In order to increase the extent and participation of Native people in decisions affecting Native postsecondary education, the Strategy proposes that: • funding for initiatives developed under the Strategy should be conditional upon the establishment of foi:mal institutional linkages with the Native community; and • MCU should establish a successor body to the MCU Native Advisory Cormnittee which would be responsible for overseeing the implementation of the initiatives •. 2 .1. Mandatory 1"1ind1 ng Bllgibility Criteria Eligibility to access targeted mcney under the Strategy will be dependent upon a college or a university agreeing to the -following: i) Ensure that a process exists which would provide local Native community7 representatives with direct access to the governing body/Senate on all aspects affecting Native postsecondary education within the institution. ii) Establish a college/university Native committee with significant local Native caamunity membership to oversee key Native programs and services. '?he committee will also assist in the determination of appropriate mature student admissions criteria for Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native committee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the accessibility and retention rates of Native students within the institution. This plan should be approved :by the institution's governing body/Senate. 7 The term local Native cormnunity, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. �9 2.2 ongoing Native community Input Regarding Postaec::ondary Education Issues (Refer to Appendix l for more details) It important to establish a successor body to the current MCU Advisory Committee for the purpose of advising the Minister on the educational priorities and concerns of Native conununities. Therefore, it is recommended that an ongoing Jiftj;;a Fdnsatjap COJJPl.;,l (NEC) be established by Order-in-Council to advise the Minister on all aspects of Native postsecondary education. There would be up to seven government appointees to the council with voting powers, one of whom is the chair. Members would be selected from each of the Native organizations involved in the development of the MCU strategy. The purpose of the NEC is to assist the Minister of Colleges and Universities in efforts to increase Native students' access (and their retention in) publicly assisted postsecondary institutions; advise on Aboriginal education institutions, and to bring forward emerging issues and unresolved concerns relating to Native postsecondary education in Ontario. The Committee would also provide assistance in the form of advice to the Minister in respect of programs, services and policies as they relate to Native students, and manage in partnership with MCU, the implementation of the ministry's Native Education and Training Strategy. It is further recommended that a secretariat be established to provide the administrative support for the Council. It would have two full-time positions, secretary/receptionist and a coordinator that are appointed under the Public Service Act. The coordinator of the secretariat would report to the Chair of the Native Education Council. MCU will cover the travel and accommodation expenses for members the Native Education Council and a secretariat will be established to provide the administrative support for the NEC. It is anticipated that the annual cost of funding the NEC, including the secretariat, will be approximately $210,000. �10 2.3 Proposal Selection Process (Refer to Appendix 1 for more details) In responding to funding proposals, there will be a need to determine whether an institution has met the mandatory funding eligibility criteria; which proposals are to be selected for funding; and the amount of funding ~ c t e d ro sa e, it is recommended that a - ' be established to undertake these tasks, an a the Native cOIIJIIIUDj.ty be given a major role in nominating members of this important committee. Within the context of the policies and priorities identified in the Strategy by the MCU Native Advisory Conmittee and approved by the Minister, the Proposal Selection committee would have the primary responsibility for the proposal. review and selection process of initiatives funded under the strategy. · The reconmended composition of the committee is as follows: Membership: non-voting: voting: l l l 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college representatives, nominated by the Conmittee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) MCU will cover the travel and accommodation expenses for members of the Proposal Selection Committee and will also provide administrative support for this ccmmittee. The annual costs associated with funding the Proposal Selection Cormnittee will be approximately $30,000. 3.0 STRATEGY INrnATIVBS: The following provides a swnmary of the Strategy initiatives. The detailed supporting documents are in the appendices of the Strategy . �11 3.1 Native support Services Initiatives (Appendix 2) The provision of specialized Native support services will assist postsecondary institutions to achieve the following objectives: i) contribute towards an increase in the Native student graduation rate; ii) improve the quality of life of Native people participating in postsecondary institutions by addressing their physical (recreational), mental (educational), emotional (social) and spiritual (cultural) needs; iii) promote an increased. understanding of and respect .for Native culture within the institution; and iv) promote increased contact between postsecondary institutions and Native communities. In order to encourage postsecondary institutions to enhance their ability to achieve these objectives, it is recommended that MCU establish a Native Support Services Grant. The purpose of the grant would be to increase and enhance the level of Native support services provided by postsecondary institutions. The grant would not be used to replace services currently funded from a college or university's operating grant. This grant would comprise two components: Native Support Services - Core Fund Native Support Services - Enhancement Fund 3 . 1.1 · Native Support Services - Core Fund Objective: To Increase the number of Native counsellors employed by postsecondary institutions. TYpe of Initiatives Eligible for Funding: Native counsellor positions and support service positions for a Native counselling unit. �12 Funding: It is recommended that new funding be allocated to support this initiative and that selected institutions would receive 100, MCU funding for a four year period to cover the .c osts associated with the ;m: pcsi tions. In order to ensure that future allocations are not completely committed in year 1, it is recommendnd that the initial size of the fund should be $1.0 million and that it should increase by $0.S million each year until year 4. ':therefore, Ml,000,381 MSUld be allocated over._, JE&Z pcziccl and funding for new proposals would be available in years 1 through 4. Institutions shall make a commitment to continue such services from their own resources. 'For a postsecondary institution to be eligible to receive these funds, it would be required to demonstrate a commitment to meeting the support services needs of Native students on a long-term basis. Native Support Services - Enhancement Pund. Objectives: To enhance the range and quality of specialized support services available to Native students at several colleges and universities. Type of Initiatives Eligible for Funding: The enhancement fund would be used for such activities as providing a Native meeting space, developing Native peer tutoring er counselling programs, and supporting projects which would be unique to a particular institution. However, in order to be eligible to apply for the funds, the institution shall have a full-time Native counsellor on staff. Exceptions to this requirement are possible, provided that the institutions can demonstrate to the satisfaction of the Proposal Selection Committee why such an exception should be made. Funding: It is recommended that new funding be allocated to support this initiative and that approximately $750,000 per annum be allocated to the Native Support Services - Enbaneement Fund. This fund would be administered from a larger special projects budget. The proposed maximum annual allocation would be $50,000 per project, and projects would be funded for a maximwn of 3 years. �13 3.2 Native Programs and curricula Initiatives (Appendix 3) The Native Advisory Connnittee recommends that colleges and universities should be encouraged to develop Native programs and curricula which will achieve the following objectives: o provide Native students with the skills to succeed in either Native or mainstream conmunities; o provide graduates with the skills required to enable Native communities to achieve greater self-reliance and to promote economic development and economic selfsufficiency; o provide students with the opportunity to study Native culture and languages in a postsecondary environment; o facilitate program delivery in a flexible and innovative manner to Native communities. the following initiatives are proposed in order to assist postsecondary institutions to achieve the program and curriculum objectives: 3.2.1 Designated Native Specific Programs - Incremental Funding: High quality, culturally appropriate, Native-specific programs are more costly to develop and deliver than regular programs because of: • lower student teacher ratio; 8 higher delivery costs resulting from the effective use of distance education 9 as .,Part of the delivery mode; • The class size for programs targeted to Native students tend to be small because of the small Native population base. The majority of Native postsecondary students have not completed secondary school, are often weak in several academic areas and have not developed adequate study skills. As a consequence, these students often experience difficulty in successfully completing courses delivered through distance education. College staff have indicated that course completion rates are significantly increased if the Native students enroled in a distance education course receives face to face instructional assistance in their home community. �14 • high costs associated with providing work placement opportunities in the home communities of Native students which are often located a great distance from the postsecondary institution; • higher developmental costs resulting from the necessity to consult and work with Native communities; • the high costs associated with the adaptation and/or development of curriculum; and • professional development training for those teaching these programs. The Advisory Committee recommends that incremental funding for designated programs be established. Objective: To offset the incremental costs associated with developing and delivering Native programs. This funding would be supplementary to that of regular operating grants. Funding Criteria: Based on the recommendation of the Proposal Selection Committee, a program must be "designated" a Native-specific program by MCU. Designation will be based on the program meeting the following criteria: • that the program reflect the strategic goals and priorities of the regional Native community as articulated by the college/university Native committee; • that the program be developed under the direction of a program advisory conmittee which has substantial Native representation and when applicable, the membership will include local representatives from First Nation political bodies, friendship centres, OMAA, ONWA and Native service organizations; • that the Native program advisory committee have responsibility for reviewing and assisting in the development of the curriculum, advising on the recruitment of staff, and program evaluation; and • that the program curriculum contain substantial Nativespecific content and provide graduates with the same skill level as graduates in a similar, mainstream program: �15 Funding: It has been estimated that between $0.8 million and $1 million in incremental funding would be required in year 1 and that this amount would increase to approximately $1! tttiilfiki ct11 •!'··yeirr 5 and would then remain fairly constant thereafter. Both postsecondary and MCU funded adult training (tuition short programs) would be eligible for designation and incremental fun4ing. Once an operating program has been designated, the college/university will receive incremental funds for that program, starting in the first year of program designation. The college/university would receive an amount equivalent to an Md1 tj anal Q 25 frm1f ■ 1 unit for each FTE (full-time equivalent) or BIU (basic income unit} enroled in a designated program. This would be targeted funding and could only be used in relation to the designated program. 3.2.2 Program Development Fund: It is recommended that new funding be allocated to support this initiative and that $1.25 million per year, for five years, be made available to support the development of Native programs and curriculum and the delivery of programs to Native communities. It further recommends that postsecondary institutions proposing a joint initiative with a Native training agency (in which distribution of responsibilities has been formalized by agreement), be given priority consideration for grants from the Program Development Fund. Grants administered under this fund would include: Native Curricula Development Grant which will facilitate the development of high quality, Native curricula which reflect, the cultural, social, economic and political needs of Native people. Curricula for Native teacher education programs would be a high priority. Exceptional Costs Fund which will offset the exceptional costs associated with delivering communitybased programs in Native communities. Joint College and University Initiatives Fund which will facilitate college-university initiatives in the area of Native programs. L' L...-.v , ~ )r,,•~ J �16 3.3 Admissions and Access Initiative• (Appendix 4) Native people are confronted by serious so~ial, economic and academic barriers to acquiring a postsecondary education: Until recently, the thrust of governmental and church education policies were oriented towards the assimilation of Native people. The education system has consequently ceen regarded with suspicion by many within the Native community. Under such conditions, it was difficult for Native role models, based on conventional educational achievements, to develop. · Native students, particularly· Metis and non-status Indians not eligible for federal financial support, are confronted with serious economic problems when pursuing a post- . secondary education because they tend to have a smaller personal and family financial base on which to draw thari the average Ontario student. Native students from remote conmmities are faced with higher travel and housing costs when they relocate to attend a postsecondary institution than the average Ontario student. The older age of many Native students means that many may have decreased mobility because of family responsibilities, and the unavailability of daycare. or affordable family accommodation. The lack of regular academic credentials may require Native students to spend an additional year or two in an academic program. The serious under-representation of Native people in Ontario postsecondary education institutions can be rectified by concerted action in a number of areas: i) The use of expanded and more flexible mature student admission and selection criteria; ii) The implementation of enrolment equity policies; iii) The development of special access or bridging programs; iv) The recruitment of qualified and interested Native students; V) Improvements in the transferability of credits between postsecondary institutions; vi) The expansion of distance education opportunities, particularly for people in northern Native communities. �17 Action in these areas must be co-ordinated with other initiatives, such as the development of Native-specific support services and culturally-sensitive and relevant Native-specific academic programs, to ensure that efforts to enhance the accessibility of Native people to postsecondary institutions will be effective. It is recorranended that: Postsecondary institutions should be encouraged to adopt guidelines for mature student admissions, such as those developed by the council for the Advancement of Experiential Learning. Professional schools or faculties should be encouraged to implement enrolment equity policies. This should be undertaken with the advice and assistance of the institutional Native conanittee and/or the local Native · community. Institutions should establish general and/or programspecific Native access programs to improve access to postsecondary education; and that the students enroled in access programs should be eligible to be counted in determining MCU operating grants to postsecondary education institutions. Native student recruitment for general, professional or specialized access programs should be carried out in close consultation with the institutional Native Committee. The accessibility of culturally appropriate, distance education to Native communities through a combination of telecommunications technology and on-site academic support should be expanded. All applications submitted to the Northern Distance Education Fund (NDEF) which concern Native-specific programs should be reviewed, for recommendations on funding, by the MCU Proposal Selection Committee. 3.4 Native Teacher Bducation Initiative• (Appendix 5) Improving Native accessibility to, and retention in, postsecondary education institutions will be determined, in part, by the experiences of Native students in both the elementary and secondary school system. In order to ensure that this experience is positive for the majority of Native students, more Native teachers and more culturally appropriate teaching, both in content and in method will be required. �18 As a consequence, Native-specific teacher education curricula are required which will prepare student teachers to meet the special cultural, social and linguistic needs of Native students in the elementary and secondary schOQl systems. The following issues concerning Native teacher education have been identified.: l) 2) 3) · 4) 5) 6) 7) 8) 9) 10) 11) the under-representation of Native people in the teaching profession; the recruitment of students for Native teacher education programs; the quality of the Native teacher education program; the appropriateness of teacher education curricula for both Native and non-Native students; the inadequate level of Native language instruction in both the faculties of education and the school system; the appropriateness of instruction in pedagogy for Native and non-Native students; the lack of Native professors in Faculties of Education; · the acceptability of Native Studies as "teachable studies" and. for the earning of Additional Qualifications (AQ); the need to sensitize non-Native faculty and students to the history and culture of Native people; the need to develop alternative and appropriate delivery modes for teacher education which addresses both geographic and cultural factors; the need for an integrated approach to the issue of Native teacher education. Due to the important role of teachers in the educational experience of Native students, it was necessary to make farreaching recommendations in terms of improving Native teacher education in Ontario. Many of these important recommendations go beyond the mandate of this Strategy and the Ministry of Colleges and Universities. In terms of Native teacher education, the Strategy recommendations will not encompass all of the recommendations contained in Append.ix 5, but will be limited to those which provide a framework to assist/encourage Faculties of Education to develop programs which reflect the goals and philosophy of the Native Teacher Education Paper. It is recommended that: targeted strategy funding only be made available for Native teacher education programs which address the following criteria : �19 a) include, as a central component, instruction in a Native-specific curriculum and pedagogy based upon learning modes derived from the Native cultural and lin9\Li:stic heritage; b) ensure that Native-specific curricular components and pedagogy ·are available as elective credit courses to all teacher education students; c) ensure the use of indigenous resources and the recognition of regional differences; d) ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; e) ensure greater curricular emphasis on NSL and NFL instruction; alternative and flexible credentialling criteria, with respect to the Ontario Teacher's Certificate, be established for Native people, to recognize the expertise acquired through indigenous, non-formal education; community-based education models be considered in developing Native teacher education programs; the Minister request the organizations responsible for teacher education and teaching credentials to address issues related to Native teacher education and training in a manner consistent with the recommendations of the Native Teacher Education paper (Appendix 5) . 3.5 Resource Implications of the Strategy for Bative Organizations The Ministry of Colleges and Universities believes that the involvement and active participation of the Native organizations is critical to successful implementation of the Strategy. Therefore, a major thrust of the Strategy is to increase the extent and participation of the Native community in all aspects of postsecondary education involving Native students. i) The local Native community will be more involved with existing colleges and universities in the following areas: �20 • • ii) providing advice and information on Native needs and ways of meeting those needs through direct participation on advisory groups and boards of governors; assisting in the development/provision of Native specific programs, curricula, suppor•t services and mature student admissions criteria .for Native students; and reviewing the admissions protocol affecting Native students. At the provincial level, the Native community will be actively involved with MCU in the following areas: • participating in the review and selection of proposals to be funded under the Strategy; participating in the implementation and evaluation of the strategy; and providing ongoing Native conmunity input regarding • postsecondary issues. The effective implementa~ion of the Strategy will require the participating Native organizations to: • provide ongoing consultation with their local organizations to ensure their input, involvement and commitment· to the implementation and evaluation of the Strategy; • commit substantial staff time to support Native community level participation on local college/university committees; actively participate on the Proposal Selection Committee and the Native Education Council; • commit staff time to undertake research, policy review and development on issues relating to Native postsecondary education; and • cover the administrative costs associated with this activity. In order to ensure that they have the internal capacity to undertake these extra responsibilities, these Native organizations will require additional funds on a multi-year basis. It is recommended that MCU provide $760,000 in salaries, benefits and direct operating expenditures to participating Native organizations; that the NEC be given the responsibility to allocate these funds; that the funding level will be increased by 5% each year; and the funding process will be reviewed in year five. �(' 21 4.0 MONI'l'ORING AND EVALUATION OP THE STRATEGY 4.1 Data Collection: In order to determine whether the Strategy and the proposed · initiatives are achieving their intended results, it will be necessary to collect data which will enable MCU to monitor the participation and completion rates of Native students by program and institution. It is recommended that longitudinal data be collected for self-identified Native students as follows: Student Demographics: • age • sex residency • classification of Aboriginal status • number of dependents • mother tongue Education Plan: • name of institution • basis of admission (mature or regular) • attendance (full time/part time) • degree/diploma sought • specialization/program/field of study • year in program • date of entry into program . projected year of graduation Achievement: • graduate/continuing withdrawal/failure - reasons MCU will undertake a study to determine the most appropriate method for collecting and maintaining this type of data. 4.2 Evaluation Through the creation and maintenance of a comprehensive, longitudinal data base, the ministry will monitor, on an annual basis, the impact of the Strategy on Native participation and completion rates. The Native Education Council will monitor, on an annual basis, the impact of the Strategy on the extent to which Native organizations have been involved in decisions which affect Native postsecondary education. �22 The colleges and universities which receive funding under the Support Services Core Fund and the Special Projects Fund will be required to report annually on the achievement of . the objectives of their proposals in accordance with ccmmon standards to be established by the Proposal Selection Committee. The findings of the evaluations will be submitted to the Proposal Selection Committee. This committee will prepare an annual reporc:. which deals with the implementation and the administration of the funding envelopes, and the measurable impact of initiatives in terms of the Strategy's goals. The annual report will be widely circulated for comment and review to postsecondary institutions, Native communities and within the ministry. In year four of the Strategy, an evaluation will be undertaken. The Native Education Council, in partnership with MCU, will develop terms of reference, implement evaluation and report its findings and conclusions. �, 23 5.0 SUMMARY OP FUNDING IMPLICATiafS The funding implications of the proposed initiatives of the Strategy are shown in Table 1. TABLB 1 MCU NA'l'IVE EDUCATIOR AHD '1'RAIRI1m ~ PROPOSED PONDING IBITIM!IVBS $ Million Year 1 2 3 s 6 1.s 1.0 ;upport Services Core Fund 1.0 1.s 2.0 2.s Cncremental Funding 1.0 1.s 2.0 2.s · 1.0 [estimate) ;pecial Projects i) Support Services Enhancement Fund .75 .75 .75 .75 .75 Li) Program Development Fund 1.25 - Curriculum Development Fund - Exceptional costs fund - College/University Initiatives Fund 1.25 1.25 1.25 1.25 Staffing/DOE10 for Proposal selection Conaittee and the Native Education Council .24 .24 .24 Bxternal Evaluation of the .24 .24 .13 Strategy - Year 4 Ongoing Funding for Native Organizations Represented on the NBC .7 4.94 TOTAL 10 .74 .78 .82 S.98 7.02 8.19 Direct Operating Expenditures .86 7.58 ·7 .s �24 6.0 SUMMARY 01' UCCRIDDATIORS l. It is recommended that eligibility to receive targeted money under the Strategy be dependent upon a college or a university agreeing to the following: that a process exist~ which would provide local community~~ represen~atives with direct access governing body/Senate on all aspects effecting postsecondary education within the institution. i) Ensure Native to the Native ii) Establish a college/university Native cammittee with significant local Native community membership to oversee key Native programs and services. The committee will also assist in the determination of appropriate mature stud.en~ admissions criteria for Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native conanittee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the -accessibility and retention rates of Native students within the institution. 'l'his plan should be approved by the institution's governing body/Senate. 2. It is recormnended that colleges and. universities which have demonstrated a previous commitment to addressing the educational and training needs of Native people through the provision of quality Native programs and services be given preference in terms of funding. 3. It is recommended that an ongoing Native Education council be established by Order-in-Council to advise the Minister on all aspects of Native postsecondary education. A secretariat would be established to undertake the administrative functions of the Council. The Council would comprise up to seven government appointees selected on the basis of one member from each Native organization involved in the development of the MCU Strategy. The term local Native community, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. �25 4. It is reconunended that a Proposal Selection Cormnittee be established to undertake the responsibility for the review and selection of proposals to be funded under the Strategy. The recommended composition of the committee is as follows: Membership: non-voting: voting: 1 1 l 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college . representatives, nominated by the conanittee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) 5. It is recommended that a Native Support Services - Core Fund be established in order to increase the number of Native counsellors employed by postsecondary institutions and that $10,000,000 be allocated over a seven-year period and that funding for new proposals will be available in years l through 4. 6. It is recommended that $10 million over a five-year period be allocated to a Special Projects fund. Approximately $750,000 per annum would be allocated to the Native Support Services - Enhancement Fund and $1.25 million per annum would be allocated to the Program Development Fund. The Enhancement Fund will be used to improve the range and qqality of specialized support services available to Native students at several colleges and universities. The Program Development Fund will be used to support the development of Native programs and curricula by providing additional funding for: • the development of Native curriculai to offset some of the exceptional costs associated with delivering cormnunity-based programs in Native communities; and facilitating college and university initiatives in the area of Native programs. 7. It is recommended that institutions proposing a joint initiative with a Native training agency (in which distribution of responsibilities has been formalized by agreement) be considered eligible for grants from the Special Projects Fund. �26 8. To offset the incremental costs associated with developing and delivering Native programs, it is recommended that colleges and universities receive an additional .25 funding unit for each F'l'E (full-ti.me equivalent) or BIU (basic income unit) enroled in a designated program. This would be targeted funding and could only be used in relation to the designated program. The Proposal Selection Conaittee will make recormnendatioas to MCU regarding designation of a program. 9. It is ,:ecommended that postsecondary institutions should be encouraged to adopt guidelines for mature student admissions, such as those developed· by the Council for the Advancement of Experiential Learning. 10. It is recommended that professional schools or faculties should be encouraged to implement enrolment equity policies. This should be undertaken with the advice and assistance of the institutional Native committee and/or the local Native community. 11. It is recommended that institutions establish general and/or program-specific Native access programs to improve access to postsecondary education; and that students enroled in access programs should be eligible to be counted in determining MCU operating grants to postsecondary education institutions. 12. It is recommended that Native student recruitment for general, professional or specialized access programs be carried out in close consultation with the institutional Native Conunittee. 13. It is recommended that the nwaber of culturally appropriate, distance education courses to Native communities be increased and that whenever possible, such programs should be delivered through a combination of telecommunications technology and on-site academic support. 14. It is recommended that all applications sul:mitted to the Northern Distance Education FUnd (NDEF) which concern Native-specific programs be reviewed, for recommendations on funding, by the MCU Proposal Selection Committee. 15. It is reconunended that targeted Strategy funding only be made available to Native teacher education programs which satisfy the following criteria: a) include as a central component, instruction in a Native-specific curriculwu and pedagogy based upon learning modes derived from the Native cultural and linguistic heritage; �27 b) c) d) e) 16. 17. 18. 19. 20. 21. ensure that Native-specific curricular components and pedagogy are available as elective credit courses to all teacher education students; ensure the use of indigenous resources and the recognition of regional differences; ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; ensure greater curricular emphasis on NSL and NFL instruction; It is recommended that alternative and flexible credentialling criteria with respect to the Ontario Teacher 1 s Certificate be established for Native people to recognize the expertise acquired through indigenous, nonformal education. It is recommended that community-based education models be considered in developing Native teacher education programs. It is recommended that the Minister request the organizations responsible for teacher education and teaching credentials to address issues related to Native teacher education and training in a manner consistent with the recomnendations of the Native Teacher Education paper (Appendix 5). It is recommended that longitudinal data be collected for self identified Native students, and that MCU will undertake a study to determine the most appropriate method for collecting and maintaining this type of data. It is recommended that in year four, an evaluation of the Strategy will be undertaken. The Native Education Council, in partnership with MCU, will develop terms of reference, implement the evaluation and report its findings and conclusions. It is recommended that MCU provide $700,000 in salaries, benefits and direct operating expenditures to participating Native organizations; that the NEC be given the responsibility to determine the distribution of these funds amongst the Native organizations; that the funding level will be increased by 5\ each year; and the funding process will be reviewed in year five. �APPENDIX 1 INTER-RBLATIONSBIP BB'l'WBBN NATIVE ORGAIIIZAnOIIS, POSTSECONDARY IHS'J:rl'Oi'lafS AND THE MINISTRY OP COLLEGES AND UHIVBRSrrIES �INTERRELATIONSHIP BETWEEN NATIVE ORGANIZATIONS, POSTSECONDARY INSTITU'l'IafS, AND '1'HE MINISTRY OF COLLEGES AND UHIVBRSITIES The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUE: HOW TO ENHANCE NATIVE ACCESS TO THE OPERATION AND MANAGEMENT OF POSTSECONDARY INSTITUTIONS AND THE POLICY MAKING BODIES WITHIN THESE INSTITUTIONS; AND HOW TO INVOLVE THE NATIVE COMMUNITY IN THE IMPLEMENTA'l'ION AND EVALUATION OF THE MCU NATIVE EDUCATION AND TRAINING STRATEGY. II BACltGROtD1I) - Many Native people believe that Native communities have not been given sufficient control over the education of their children; that the mainstream education system does not acknowledge the yalues and needs of their distinct society; and that these factors contribute to an unacceptal::lly high Native student attrition rate. MCU is in the process of jointly developing a Native Education and Training Strategy for post-secondary institutions in partnership with several Native organizations. The purpose of the Strategy is to increase the participation and graduation rate of Native students in postsecondary institutions. Several Native organizations have advised the ministry that in order to achieve the objectives of the Strategy, it is necessary to increase the level of Native specific programs and services provided by postsecondary institutions and to ensure that these programs and services reflect the values and needs of Native people. To achieve this end, the MCU Native Advisory Committee has recommended that mechanisms or processes be developed or augmented which would give Native people greater access to the decisions affecting postsecondary education for Native students. This would include issues of policy, governance, curriculum content, and the development and delivery of Native programs and services. l �The Advisory Conmittee further reconmends that: funding for initiatives developed under the Strategy should be conditional upon the ·establishment of formal institutional linkages within the Native community; and · MCU should establish a successor body to the MCU Native Advisory Committee which would be responsible for overseeing the implementation of the initiatives. ll! PROPOSAL The purpose of this paper is to: o define the conditional funding criteria which must be met by a college or a university in order to be eligible to receive funding for initiatives developed under the MCU Native Education and Training Strategy; 0 develop a framework to ensure Native cQllll'DUJUty involvement in the implementation and evaluation of the Strategy; and o provide an ongoing opportunity for the Native community to advise MCU on issues of Native postsecondary education. 1. Conditional Puncllng criteria for Ini.tiatives Developed Under the Strategy: . In order for a college or university to be eligible to receive targeted money under the MCU Native Education and Training Strategy it must agree to the following: i) Ensure that a process exists which would provide local Native community1 representatives with direct access to the governing body/Senate on all aspects effecting Native postsecondary education within the institution. The term local Native community, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. 2 �ii) Establish a college/university Native committee with significant local Native community membership to oversee key Native programs and services. The committee will also assist in the determination of appropriate mature student admissions criteria for • Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native committee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the accessibility and retention rates of Native students within the institution. This plan should be approved by the institution's governing body/Senate. This college/university Native committee must meet the following criteria in terms of membership and function: Membership: that the Native community mem]:)ers selected represent the various constituencies of the local Native community, and comprise significant membership on the committee; and that the Native membership of the committee is deemed acceptable in terms of proportions and representativeness, by the local Native community. Functions: liaise with related Native education bodies as appropriate; develop goals and objectives for Native programs and support services; oversee the development and review curriculum; advise on the recruitment of staff; monitor and evaluate programs and support services; monitor program funding regarding special funding received under the Strategy; and make recommendations on all of the above issues to the institution and the local Native convnunity. 3 �2. Ongoing Native CcmauDity Input lleqarclinq Poataecondary Bd.ucation Isauea Native organizational representatives on the Advisory Committee have stressed the need to establish a successor body to the current MCU Native Advisory Committee for the purpose of advising the ministry on the educational priorities and concerns of the Native communities and to participate in the formal evaluation of the strategy. It is rec0111Dended that an ongoing Native Bd.ucation COUDcil be established by Order-inCouncil to advise the Minister on all aspects of Native postsecondary education. Native Bd.ucaticm. council (NBC) Purpose and Mandate: The purpose of the NEC is to assist the Minister of Colleges and Universities in efforts to increase Native students' access (and their retention in) publicly assisted postsecondary institutions; advise on Aboriginal education institution(s), and to bring forward emerging issues and unresolved concerns relating to Native post-secondary education in Ontario. The ·Council would also provide assistance in the form of advice to the Minister in respect of programs, services and policies as they relate to Native students, and manage, in partnership with MCU, the implementation of the ministry's Native Education and Training Strategy. More specifically, NEC's terms of reference are as follows: * in partnership with the ministry, manage the implementation of the Strategy; * develop and recommend new or revised policy proposals for consideration as part of the ministry's Native Education and Training strategy; * in partnership with the ministry, undertake an external evaluation of the ministry's Native Education and Training Strategy; * identify, assess and priorize current and emerging educational issues within the Native community: * make recommendations to the Minister for addressing the barriers which inhibit Native students from attending and succeeding in programs delivered by Ontario's existing postsecondary institutions; 4 �* advise the Minister on the impact of federal, provincial and other policies and initiatives which impact on the access to postsecondary institutions for Native people; * responsibility for allocating and monitoring the . $700,000 for salaries, benefits and direct operating expenditures which will ·be made available to the Native organizations to cover costs associated with their participation in the Strategy process; * establish and maintain a liaison with the Ontario Council of University Affairs, and the Ontario Council of Regents for Colleges of Applied Arts and Technology in regards to Native education issues; * and where for such purposes the Council so requires, it may define, and out of its funds spoDSOr, research projects that are not being carried out by or on behalf of the Ministry of Colleges and Universities. · Structure and Operations of NEC: There will be up to seven government appointees to the Council with voting powers, one of whom is the chair. Members will be selected from each of the Native organizations involved in the development of the MCU Strategy. The composition of the Council will take into account the need for: regional representation; representation from status, non-status and Metis groups within the province's Native community; adequate male and female representation; and on reserve and off reserve representation. ♦ The NEC reports to the Minister of Colleges and Universities. The Council conanunicates its recommendations through meeting with the Minister, an annual report, letters, submissions and reports to the Minister from the Chairman. All members of the NEC will be appointed by order-incouncil, under the authority of the MCU Act and will be reimbursed for their Council-related expenses. Each member will be paid in accordance with Management Board of Cabinet Directives for each day or part thereof spent at meeting of the Council. The Council will meet on a quarterly basis. 5 �NEC's secretariat: A secretariat will be established to provide the administrative support for the Council. It will have two full-time positions, secretary/receptionist and a coordinator who shall be appointed under the Public service Act. , The coordinator of the secretariat will report to the Chair of the Native Education Council. The responsibilities of .the secretariat are as follows: • to provide operational support to the NEC and the Proposal Selection Committee; • to provide a mechanism for information distribution; • under the direction of the NEC, undertake research and prepare studies related to issues affecting Native postsecondary education. Funding Requirements: NEC meetings (4 times a year) - per diem: travel/accommodation $ NEC's Secretariat salary and benefits administration (10\) travel 105,000 10,000 12,000 Research 50,000 TOTAL 3. 3,000 30,000 210,000 Native Cammmity Involvement in the Implementation and Evaluation of the Strategy Pund:lng IDitiat.1.vea Once the Strategy has been approved, there will be a need to determine whether an institution has met the conditional funding criteria, which proposals are to be selected for funding, and the amount of funding for selected proposals. Therefore, it is recommended that a proposal selection connittee be established to undertake these tasks, and that the Native community be given a major role in nominating members of this important committee. 6 �Proposal Selection Caam1ttee Within the context of the policies and priorities identified in the Strategy by the MCU Native Advisory Committee and approved by the Minister, the Proposal Selection Conrnittee will have the primary responsibility for the proposal review and selection process of initiatives funded under the Strategy. The recommended composition of the Committee is as follows: Membership: non-voting: voting: 1 1 1 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college representatives, nominated by the Committee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) Geographical representation will be taken into consideration when selecting the institutional and Native community representatives. Responsibilities: undertake proposal revie~, selection and funding allocation activities; make recommendations to MCU regarding the "designation" of Native specific programs which will receive incremental funding; review progress reports on funded projects; make recommendations to MCU regarding the redistribution between and within funding envelopes; prepare an annual report which deals with the implementation and administration of the funding envelopes, and the impact of Strategy initiative in terms of addressing the goals of the Strategy for review by the ministry and the Native community; co-operate in the evaluation process; respond to priorities as established by the NEC; and make recommendations to the Ministry. Appointment: 2 and 3 year overlapping tenns; reappointments acceptable. 7 �Funding: MCU will cover the travel and accommodation expenses Committee members which is anticipated to be approximately $30,000 per year. 8 ct �APPENDIX 2 NATIVE SUPPORT SERVICBS �NATIVE SUPPORT SERVICES POSTSECONDARY INSTITUTIONS The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUE: WHAT IS 1'BB APPROPRIATB LBVBL MD l1ATUBB OP NA'l'IVB SUPPOJr.r SERVICES BBQ1JDBI) 'l'0 mrsoaa ~ lfAffVB &.l:UDBHS BAVB A REASONABLE BIPBCTATION 1'0 SUCCBBD IR iiiBlk PROt;DNI OF e!t&,t""•U"ll'uw!'"'? AND WHAT IS TBB Jl0ST D'!'BC'?rVB WAY 'l'0 EHCOUBAGB __ POSTSECONDARY INS'?ITUTitllS i'O -PBOVIDB TBBSB SBKVICBS? II BACltGROUND: 1.0 Problem While the number of Native students attending post-secondary institutions has increased substantially in recent years, their program completion rate is unacceptably low. This is illustrated by the findings of an INAC study which tracked the educational outcomes of registered Indian students three to four years after they first enroled in a postsecondary program. According to this study, approximately 17\ of the community college and CEGEP students had graduated from their programs, (within three years of enrolling in the program) and about 5% of the students enroled in bachelor's programs had graduated (within four years of enrolling in the program). Many Native students have incomplete preparation for a college or university education, few family or community support structures, unfocused educational· objectives and a.re confronted with cultural identity and discrimination problems in the urban educational setting. Given the currently high attrition rate for Native postsecondary students, it is .important that an adequate level of Native-specific academic, social and financial support services be available to Native students. current Level of Support Services in Poataecond•ry Institutes Support services targeted to Native people are provided at many colleges and a few universities. Although the services a.re usually funded and delivered by a specific institution, in some instances the services are provided as a co-operative venture between a college and a Band or Native organization. A summary of the survey findings are shown in Table l. 2.0 1 �'l'ABLB 1 HATJ:VB SUPPORl! SERVICBS - 1989 ON'l'AR:IO - COLLBGBS AND UNIVDSI'l'IBS Native Counsellor Native Student Native Peer Organization Tutoring Native Meeting Space COLLEGES Cambrian 2l. Canadore 1 Confederation 1 Fanshawe 2 (INAC) Loyalist 12 Mohawk St. Lawrence l Sir Sandford Fleming 2> Northern 2• Sault l X X NO X X X X NO X NO NO · NO NO NO No No NO No NO NO NO X X NO X X X NO NO X UNIVERSITIES Algoma Lakehead Laurentian Trent U of T l 1 1 X X 1.55 2• X 1 position is funded of Citizenship X X X X X by 1 year bridge funding - Ministry Loyalist College provides on-campus space for a Native counsellor who is an employee of the Mohawks of the Bay of Quinte Band . Sir Sandford Fleming provides campus space for 2 full time counsellors who are employees of the Anigawncigig Institute. The Moose Factory Band provides a third, full time counsellor. Northern College provides on-campus space for this position at the James Bay Educational Centre (JBEC) Campus. 5 INAC half-time counselling position l year bridge funding - Ministry of Citizenship 2 �In the college system, Native counsellor positions are generally funded from the college's operating grants. In some instances, the colleges provide office space for Band or Indian and Northern Affairs Canada Native counsellors. In the University system, the majority of Native-specific support services are funded from special grants which are subject to easy cancellation or are granted on a short-term basis only. At the , University of Western Ontario, for. example, a part-time Native counsellor position which had been associated for a number of years with the Native journalism program was recently terminated due to lack of funds. · The position of co-ordinator of Native Support Services at Lakehead University is funded by the Counselling Foundation of Canada for a five year period. Full funding was provided for the first two years of the program, but thereafter the university will be responsible for funding an ever increasing share of the total cost until 1992-93 when they will be responsible for 100\ of the costs. The position of Student Activities Co-ordinator at Trent University is partially financed through non-university funds which will shortly be exhausted, and through staff in the Native Studies Department undertaking additional course responsibilities which they are not reimbursed for. The position of Native Student and Special Needs Counsellor at Algoma University College was established in 1986-87, funded by the Sault Ste. Marie chapter of the Ontario Federation of Indian Friendship Centres. Since 1987-88 it bas been funded by the University. III PROPOSED DIRECTION: 1.0 Goal: The Native support services goal should be as follows: i) contribute towards an increase in the Native student graduation rate; ii) improve the quality of life of Native people participating in postsecondary institutions through addressing their physical, mental, emotional and spiritual needs; iii) promote an increased understanding and respect for Native culture within the institution; and iv) promote increased contact between the institution and the local Native community. 3 �In o·rder to achieve this goal, institutions will be encouraged to provide the following types of student-specific and community/institutional Native support services: Student Specific Support Services • student orientation academic assistance; • personal counselling; • lifeskills/survival training; financial counselling; • career counselling; and • Native student advocacy. It should be noted that these types of support services a.re currently provided by postsecondary institutions for mainstream students. It is the intention of the strategy to increase the opportunity for Native students to have access to tailored support services. Community/Institutional Support Services • developing and maintaining a supportive campus environment for Native students; providing a Native student meeting place; • providing a focus for Native activities in the post• secondary institution; providing a liaison role which will ensure that students have access to programs and services which will assist them in completing tpeir program of study; facilitating the timely flow of information between the • counselling departments of postsecondary institutions and band education counsellors; and recruitment • • 2.0 Proposal: . Hative Support Services Grant - It is recommended that MCU establish a Native Support Services Grant which will increase and enhance the level of Native support services provided by postsecondary institutions. Through the provision of these additional and enhanced support services, Native students will have improved access to formal and informal Native support networks, and the comfort level of Native students attending postsecondary institutions will be increased. As a result, it is anticipated the Native student participation and graduation rates will also increase. 4 �.. The grant will not be used to replace services currently funded from an institution's operating grant. However, institutions which have demonstrated previous commitment to addressing the educational needs of Native people through the provision of quality Native programs and services will be given preference in terms of this grant, particularly those institutions which have funded a Native counsellor from their operating grant. The allocation of funds under the Native Support Services Grant will consider the following: colleges and universities which currently provide Native support services, particularly those which have funded a Native counsellor from their operating grant, will be given preference in terms of funding; and colleges and universities which purchase Native counselling services from a Native organization will be eligible for funding under the Native Support Services Grant provided that: the contracted counselling services are available to all Native students; and the counsellors from the Native organizations are not disadvantaged in terms of salary and access to the college /universities operational infrastructure. The Native Support Services Grant will comprise two components: Native Support Services - Core Fund Native Support Services - Enhancement Fund7 2.1 Native support services - core l'uDd Objective of the Core Punch To increase the number of Native counsellors employed by postsecondary institutions. TYPe of Initiatives Bllgible for Fund1ng: Native counsellor position, support services position for counselling unit; 7 The Native Support Services - Enhancement Fund will be administered under a $2.0 million special. projects envelope. 5 �Funding Criteria: Selected institutions wou1d receive i00\ MCU funding for a four year period to cover the costs associated with new or additional Native support services positions. In order to ensure that future allocations are not completely ccmmitted in year 1, it is recamnended that the initial size of the fund should be $l.O million and that it should increase by $0.S million each year until year 4. Therefore, $10,000,000 would be allocated. over a 7 year period. and funding would be avail.Lble in years l through 4. Institutions receiving these funds shall make a camnitment to continue such services fram their own resources. Refer to Appendix A for the rationale used in determining the amount of money to be allocated to the fund. Mvantages: • Indicates that the provision of Native support services is a priority issue for the ministry. • The funding criteria ensures that the postsecondary institutions which receive funding have made or are · prepared to make a long term commitment to the provision of specialized support services for Native students. The 100 \ MCU funding recognizes that Ontario's postsecondary institutions are operating under tight financial constraints. Some of the institutions may not have the capability to divert operating grant funding to support Native support services initiatives. • The funding mechanism further recognizes that the provision of quality Native support services at a college or university generally attracts Native students to that institution and if the counselling is effective, it contributes to a reduction in the attrition rate of Native students. It also recognizes that in the long term, the costs associated with providing Native support services shou1d be offset by the revenue generated from an increased number of Native students graduating from that institution. 2.2 Native Support Services - Bnbanc-■ment !'UDd Objectives of the Rnhanc(IIDent Fund: o Provide a supportive campus environment for Native students; o Encourage innovation in the delivery of support services to Native people; 6 �o Provide a focus for Native acti~ities in post-secondary institutions; and o Facilitate the co-ordination and complementarity of Native, support services provided. by postsecondary institutions, Native communities and Native organizations. It is recommended that approximately $750,000 per annum be allocated to the Native Support Services - Rnbanr.ement Fund. This fund will be administered from a larger special projects envelope. Type of Initiatives Eligible for JPnnd1ng: The enhancement fund would be used for such activities as providing a Native meeting space, developing Native peer tutoring or counselling programs, and supporting projects which would be unique to a particular institution. Therefore, project eligibility criteria will be flexible. However, in order to be eligible to apply for the funds, the institution should have a full-time Native counsellor on· staff. Exceptions to this requirement are possible, provided that the institutions can demonstrate why such an exception should be made. Funding Criteria: $50,000 maximum annual allocation per project; funding may cover up to 100% of the project; - projects may be funded from l to 3 years; funding received for a project may be used to lever additional contributions; Advantages: the enhancement fund will enable institutions to develop initiatives which address the unique circumstances of a specific institution; and the enhancement fund will foster innovation and encourage institutions to provide more than the core level of support services for Native students. 7 �APPBHDIX A Assumptions: Northern colleges and universities, with a large Native student population will hire additional Native counsellors because the current nwncer of counsellors can not adequately meet existing student demand, or provide the enhanced level of service that is being advocated through the strategy. Southern colleges and universities with a large Native student population or some very specialized Native programs will hire a Native counsellor. At least l college located in the Metro Toronto Area will hire a Native counsellor. $50,000 in wages and benefits per counselling position; $30,000 in wages and benefits per support staff position; 40\ of salaries and benefits for overhead, administration, travel, printing and special events. Native Support Services - Core Funding MINIMUM ESTIMATED STAFFING REQUIREMENTS FUNDING($) Colleges 14 - Counselling Positions 700,000 200,000 380,000 6.6 - Support staff positions - Operating Costs Universities 7 - Counse1ling Positions 350,000 100,000 180,000 3.3 - Support staff positions - Operating costs 1,910,000 8 �Examples of special projects which could be funded under this program include: i) Native Academic Support Pilot Project Many Native students enroled in college post-secondary programs do not have the requisite academic skills and are experiencing difficulties successfully completing their course requirements. In order to deal with this problem, it is proposed that MCU fund the development and implementa~on of a Native academic support pilot project. The pilot project would be five years in duration and would contain an ongoing evaluation component. It would be provided at selected institutions (approximately 3 to 4). Special Features: Recruitment and student assessment component; A 4 week (96 hour) summer preparation and orientation program with an optional distance education component which could be delivered through Contact North; The provision of preparatory courses in reading, writing, numeracy and study skills; supplemental mathematics, science and technology courses for students requiring a background in these areas; and English as a second language training for those students requiring it; Students participating in the pilot project would have a lighter post-secondary course load during the first half of a program in order to facilitate the additional academic preparation support programs they are taking; Students participating in the project would be provided with academic support to assist them with their preparatory and post-secondary courses; Students would have access to a native counsellor who would provide social, financial and career counselling as well as providing a liaison function with the home community of the student. The summer session orientation program and the preparatory courses would be treated as preparatory programs leading towards a post-secondary program. It is recommended that enrolment in these sessions be eligible for operating grant funding. 9 �ii) MCU Native Student Directory Native students, band education counsellors and high school counsellors are not always aware of· the Native programs and services offered at the various colleges and universities, nor the admission requirements, graduate placement data and employment opportunities for these programs. Funding from the Native Support Services Fund would be made available to develop and maintain a computerized post-secondary native student dir~ctory. This information would be widely distributed on a regular basis to native organizations, band offices and secondary institutions. Advantages: • enables the ministry to pre-test and evaluate a new policy initiative on a pilot project basis, before deciding whether to implement the initiative on an ongoing or system-wide basis. 10 �Option 1: Sliding Scale Funding The funding required to cover the ongoing costs of hiring a Native counselling staff will be funded on a sliding scale basis. For example, full funding for the position would be provided for the first three years, but thereafter, the institutions would be responsible for funding an ever increasing share of the total costs: 25\ in year 4 50% in year 5 75% in year 6 100\ in year 7. The funding for the Native counselling positions will be indexed to the cost of inflation. Advantages: The funding criteria ; The sliding scale approach to the core funding results in a greater number of institutions receiving core funding for Native counselling positions. Disadvantages: Ontario's post-secondary institutions are operating under tight financial constraints. Some of the institutions may not have the capability to divert operating grant funding to continue these positions once the MCU special funding has terminated. Option 2: 100\ MCU Funding 11 �APPBHDIX 3 PROGRAMS AND CURRICULA �PROGRAMS AND CURRICULA POLICY The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUBS: HOW 'l'O ENSURE THAT Olr.rARl:0' S COJJ,BGB$ DD tnaVDSI'r.IBS ARK DEVELOPING AJID DELIVBRIHG PROGBIJIS .MD CUDICOLA WRICH BBl'LBC':r THE CULTURAL, SOCIAL, Bcaft'IIIC AND POLI'?ICAL HBBDS OP llA'rIVB PBOPLB; WBls'tHKk AND HOW 'l'O PACILI'?ATB '.rllB IllCRBUBD BASBD PR0GRMS m NATIVE CCillflJ&lflllS; DBLZVBU OP c:aDIOBI!t'f HOW TO ENCOURAGE INCRBasBD COLI-BGB/UJIXVBRSIT! ld:i:BRAC'r.ICII Ill OlU>BR 'l'O FACILITATE lllOVB1IBIT OP IIATrVB S:fUDBR'.tS BB'NBBll SBC'l'ORS; and WHB:1:BBR 'l'O ENCOURAGE JOIN'.r POST-SBcamA1lr VBR'l'DRBS IN i!&IDiS OP DBLIVDIBG PR0GRMS DJ CO-<>PDM'ICB WI'l!ll QR tiDiOUGll BafGOVDlD1BNTAL NATIVE TRAilfIBG Mm BDUCA'fiCIQL IJiStii:Ufi~. II PROPOSED DIRECTION: 1. 0 HATIVB PROGRAIIS AND CURRICULA 1.1 Background: The MCU Native Advisory Committee has recommended that colleges and universities: i) increase the number of Native-specific program offerings at postsecondary institutions; ii) provide additional opportunities for students enroled in regular programs to increase their awareness of the Native perspectives through the provision of Native options within a program of study; and iii) that the emphasis should be on developing Nativespecific programs on the condition that a Nativespecific program provides graduates with the same skill base as graduates of a similar mainstream program as well as providing the graduate with Native-specific skills and expertise. 1 �The Advisory Committee also recommended that colleges and universities should be encouraged to develop Native programs and curricula which will achieve the following objectives: provide Native students with the skills to succeed in either Native or mainstream c0J11111WU.ties; • provide graduates with the skills required to enable Native communities to achie,-·e greater selfreliance and to promote economic development and economic self-sufficiency; • provide students with the opportunity to study Native culture and languages in a post-secondary environment; • facilitate program delivery in a flexible and innovative manner to Native communities. High quality, culturally appropriate, Native specific programs are more costly to develop and deliver than regular programs because of: • lower student teacher ratio;~ • higher delivery costs resulting frau the effective use of distance education 2 as part of the delivery mode; • high costs associated with providing work placement opportunities in the home communities of Native students which are often located a great distance from the post-secondary institution; • higher developmental costs resulting from the The class size for programs targeted to Native students tend to be small because of the small Native population base. The majority of Native post-secondary students have not completed secondary school, are often weak in several academic areas and have not developed study skills. As a consequence, these students often experience difficulty in successfully completing courses delivered through distance education. College staff have indicated that course completion rates are significantly increased if the Native students enroled in a distance education course receives face to face instructional assistance in their home community. 2 �necessity to consult/work with Native communities; the high costs associated with the adaptation and/or development of curriculum 3 ; and professional development training for those teaching these programs. Native curriculwn can be very costly to develop because there are often no existing text books to be utilized nor substantial research to form the basis of the curriculum. As a result, the majority of Native curriculum must be developed from "scratch". 1.2 Proposal: Native Programs Grant It is recommended that MCU establish a Native Programs Grant which will encourage colleges and universities to develop high quality, culturally appropriate, Native programs and courses. This grant will include the following funding categories: • Designated Native Specific Programs - Incremental Funding; • Curriculum Development Grant. 1.2.1 Designated Native Specific Programs - Incremental Funding: Objective: to offset the incremental costs associated with developing and delivering Native programs. This funding would be supplementary to that of regular operating grants. Punding Criteria: Program must be approved and eligible for MCU operating grant funding; Program must be "designated" a Native specific program by MCU based on the recommendation of the Proposal Selection Committee; A program's designation status will be reviewed on a five-year cycle. 3 Based on the costs of developing Native curriculum through the Northern Distance Education Fund, the average cost per course is between $14,000 and $20,000. 3 �Program Designation Criteria: Institutions will submit requests for designation of newly-developed or existing Native specific programs to the Proposal .Selection Committee. The Proposal Selection Committee will review requests for designation based on the following criteria: · • that the program be developed under the direction of a program advisory or management review committee which has sw:,stantial local Native c ~ t y • representation; that this committee be delegated responsibility for reviewing and assisting in the development of the curriculum, advising on the recruitment of staff, and program evaluation; • that the program curriculum contains substantial Native-specific content and provides graduates with the same skill level as graduates in a similar, mainstream · program; and that the program reflect tbe strategic goals of the local/regional Native community. Pund1ng: Both postsecondary and MCU funded adult training (tuition-short programs) would be eligible for designation and incremental funding. Once an operating program has been designated, the college/university will receive incremental funds for that program, starting in the first year of program designation. Local Native community refers to the local representatives of the First Nation political bodies, friendship centres, OMAA, ONWA and Native service organizations as appropriate. 4 �The college/university would receive an amount equivalent to an additionaL 0.25 funding unit for each FTE (full-time equivalent) or BIU (basic income unit) enroled in a designated program~. This would be targeted funding and could only be used in relation to the designated program. An evaluation will .be undertaken in year four to determine the appropriateness and effectiveness of this grant. Based on the findings of the evaluation, and the recommendation of the MCU Native Proposal Selection Committee, the incremental fund for designated Native programs may be modified. curricula Developaent Grant• Objective: to facilitate the development of bigbquality, Native curricula which reflect the cultural, social, economic and political needs of Native people. Punding criteria: that the Native community be actively involved in the development and review of the course curriculum; that the selected proposals have the potential to be used throughout the system and could provide an opportunity for students enroled in regular programs to increase their awareness of the Native perspective. that the selected proposals do not duplicate the curriculum development efforts of another institution; The delivery costs associated with collaborative postsecondary projects with Native organizations are well in excess of the MCU grant. (Between 200\ and 600\ higher than the MCU Grant.) The 25\ incremental funding will not cover the exceptional delivery costs associated with many of these collaborative programs. 'l'he Post-secondary institutions and Native organizations will still be responsible for finding alternative funding sources for these special programs. 5 6 the curriculum development grant will be administered from a $2 million Special Projects Envelope. 5 �that the curricul'wn reflect the educational priorities of the local/regional Native community; and - 2.0 that post-secondary institutions, and postsecondary institutions in conjunction with nongovernmental Native educational institutions be eligible to submit proposals for developing Native course curriculum in sur.h areas as Native studies, Native languages, Native Law, etc. INCRBASBD DBLIVERY OP o:.tOJOBI'H'-USBD COUBSBS DD PBOGINIS TO NAnvE c:ammrI~BS 2 .1 Background: According to INAC's Continuing Education Information System (CEIS), in 1984, 48\ of registered Indian CEIS entrants had a spouse and/or children. Native students with family responsibilities require affordable, family accommodation as well as good quality, affordable day care. 'l'he majority of post-secondary institutions do not provide these facilities or have a shortage of family housing and student day care spaces. Consequently, inappropriate accommodation and inadequate day care arrangements have been identified as factors contributing to the high Native student "drop out" rate. Also, the shortage of family student housing and student day care spaces acts as a barrier which restricts potential Native students from attending post-secondary institutions. Solutions to these shortages will be very costly and will take several years to implement. As an interim measure, it is recommended that post-secondary institutions be encouraged to provide increased community-based training in Native communities. The costs associated with community-based training tend to be substantially greater than the revenue generated by offering these programs. This is particularly the case for programs delivered in isolated communities. {Data reinforcing this statement will be provided.) 2.2 Proposal: Exceptional Costa Grant It is recommended that MCU establish an Exceptional Costs Grant, to be administered under a $2 million Special Projects Envelope. The Proposal Selection Committee will review requests for Exceptional Costs funding. The college or university that receives this special grant will be required to verify expenditures. 6 �Objective: 3. 0 To offset the exceptional costs associated with delivering communitybased programs in Native communities. INCREASED COIJJfflB AHD UNIVBRSX~ Ill'rBRAC'nClf 3.1 Background: Only a small minority of Native students have the prerequisites to enrol in post-secondary programs, particularly at the university level. Since the regular· and mature student entrance requirements for college programs are significantly lower than university entrance requirements, the vast majority of Native post-secondary students are enroled in college level programs. In Ontario, there are approximately 4 times a.s many full-time Native students enroled in college programs than in university programs. In the short term, a strategy for significantly increasing the number of Native students attending university would be to facilitate the inter-system movement of Native students from the college system to the university system. At the present time, student movement between sectors is fairly low, reflecting the fact that the college system was not meant to act· as a feeder system for the universities. On a yearly basis, approximately 1,300 university registrants have earned college credits, and approximately 4,900 college entrants have previously earned university credits. A standardized policy governing admission to university from a college program does not exist. As a general rule, the following applies: i) applicants who have completed two years of college study are eligible to be considered for admission to the first year of a university program; ii) applicants who have completed a three-year college program are eligible to be considered for university admission with up to five transfer credits. Some universities (Brock, Laurentian and Lakehead) will consider the admission of college students with one year of studies and a specified academic standing. Also, collegeuniversity arrangements on credit transfers have been made for a number of specific programs such as nursing. During the past year there have been some innovative developments in the area of college-university interaction. 7 �For example, the University of Toronto submitted a request for funding to the Minister for a proposed health science access program for Native students. The program, to be coordinated by the University of Toronto, would involve cooperation between Trent University and Sir Sandford Fleming and between Laurentian University and Cambrian College in the preparation of Native students for entrance into professional health Science programs at U of T. 3. 2 Proposed. Action: In order to promote the accelerated development of college/university interaction, it is recommended that Ministry of colleges and Universities encourages increased co-operation and interaction between the colleges and universities already active in the area of Native education, facilitates the expanded recognition of credits between the two systems and a standardization of university admissions policy in terms of college credits. FUnding will be available under the Special Projects Envelope to facilitate college-university initiatives in the area of Native programs. 4. 0 MCU POLICY GOVBRHDIG POft-SBccm,ABY/Ral-GCJVDIIIIBll'DL __ lfATIVB 'tBlt.fUKBS m PJl0GDJI D B V ~ 'nAIHING l.14Srl:i:U:flaf'S J0Ill'.r AND DBLXVBRr 4.1 Background: Joint ventures between post-secondary institutions and nongovernmental agencies have demonstrated effectiveness in designing and delivering innovative programs in response to Native-defined needs. one example is the Native Community Care diploma program involving Cambrian and Mohawk Colleges, the Anigawncigig Institute, Union of Ontario Indians and the Association of Iroquois and Allied Indians. Another is the modified social services worker diploma program offered to Native welfare administrators by First Nations Technical Institute and Loyalist College. Other training agencies sponsored by local or regional Native communities a.re in the conceptual or planning stages. As Native ccmmunities and organizations become more experienced needs definition and educational design, pressure to recognize these selfdetermined community initiatives will increase. 4.2 Proposed Action: It is recommended that: i) MCU incorporate in policy the position that collaboration between post-secondary institutions and autonomous agencies designated by the local/regional 8 �.. Native community is a valued means of extending institutional access to expertise in Native education. ii) Joint initiative between Institutions and Native training agencies, in which distribution of responsibilities has been formalized by agreement, be considered eligible for grants from the Special Projects Fund. iii) MCU will develop guidelines for dealing with accredited programs developed and delivered in collal)orations with non-governmental Native agencies. 9 �(I) (I) n n m > 0 > z Cl) z 0 H VI VI H z ► 0 0 .,,.,, "'z ► � >C I �1 ACCISS QP QTID SS'QDBll'l'S m POST•SBCQHDllY IPUCA'fIOR IQTITQTIOIIS The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Advisory Committee, and do not address their long-term objective of establishing and operating Native post-secondary education institutions. Within the context of these short-term objectives, the issue of improving Native access to existing post-secondary education institutions is of central importance because it represents the most immediate method of dealing with some of the most important problems facing Native people. Native people are in an economically disadvantaged position within Canadian society, a fact which has obvious implications for their standard of living, unemployment rate, life expectancy, and family and community cohesion. It is through access to, institutions that Native necessary for employment the credentials required and graduation from post-secondary people can acquire the skills in many sectors of the economy or for a career as a professional. The success of a Native post-secondary education strategy will depend fundamentally upon the improvement of Native access to colleges and universities. This in turn will depend on the response of these institutions to the challenge - and the opportunities - with which they are confronted. �2 ISSJJI: The access of Native students to provincial post-secondary education institutions. QCIGROOJIP: • • In terms of educational opportunitiea, Native people in Canada are in a disadvantaged position. Census data indicates that of the Native population fifteen years of age and over, but not attending school, less than 21 have a university degree. Within canada, slightly over 101 of the adult population have university degrees • Canadian Native students are disadvantaged at all levels of education. Native dropouts from school start in grade 4 and escalate. At that level, Native children tend to lag a year behind the national average, and at the secondary school level, the gap has increased to two years. Only one of five Native students completes high school, and of these, few have the appropriate prerequisites or the required academic standing to enrol in Canadian post-secondary institutions. Total Native enrolment in such institutions is well below the average level of enrolment achieved by non-Native Canadians. IABBXIBI TO IQCJS§XBXLJTJ; • Native people are confronted by serious social, economic and academic barriers to acquiring a post-secondary education: • Until recently, the thrust of governmental and church education policies were oriented towards the assimilation of Native people. The education system has consequently been regarded with suspicion by many within the Native community. Under such conditions, it was difficult for Native role models, based on conventional educational achievements, to develop. The number of native doctors, nurses, lawyers and professors is consequently very small relative to the size of the Native population • • Native students, particularly Metis and non-status Indians not eligible for federal financial support, are confronted with serious economic problems when pursuing a post-secondary education. With a smaller personal and family financial base on which to draw than the average Ontario student, Native students frequently are also confronted by higher costs. Geographical isolation may entail higher travel and housing costs. �3 The older age bracket of many Native students means. that many may have decreased mobility because ~f family responsibilities, and the unavailability of daycare or · affordable family accommodation. In addition, the lack· of regular academic credentials may require Native students to spend an additional year or two in an academic program • • Rather than equalizing opportunities, 1:he education system has frequently operated to perpetuate rather than reduce social inequality. The aystem tends to operate so as to select those students who already have a greater chance to perform at a high level because of family, ethnic and class background. The barriers built into the post-secondary education system have therefore worked to limit the educational achievements of Native students. RESPONSE QP TIQ!l PQST-SBCOlfDABJ IQUCATIOlf JHITXTVTJQlfS: • Native people are in a disadvantaged position in terms of educational opportunities, particularly at the postsecondary level, within Ontario. Colleges and universities must respond to this situation with the development of appropriate admission criteria and programs to facilitate Native access to a post-secondary education • • Most colleges and universities in Ontario do not have any systematic policies designed to improve the accessibility of their institutions for Native people. Colleges: • The college sector has addressed the issue of Native accessibility to post-secondary education with greater energy and more success than have the universities. Although the full-time enrolment of non-Native students in the universities is double that of the colleges, approximately two of every three Native students engaged in post-secondary studies is enroled in the college sector • • Approximately two-thirds of Ontario's 23 colleges have Native advisory committees in place, and nearly half offer Native counselling. Remedial courses are offered by several colleges to enable mature students to be accepted into a program of post-secondary study. Universities: 0 Only a few universities have adopted similar policies, a fact which is both a reflection and a cause of the �significant numbers of Native students enroled at these institutions. Most universities have made little or no effort to attract Native students, have no Native-specific support services or programming and, consequently, enrol . few Native students. UCBIMJKG • acc1ss: The serious under-representation of Native people in Ontario post-secondary educational institutions can be rectified by concerted action in a number of areas: l) 2) 3) 4) 5) 6) The use of expanded and .more flexible mature student admission and selection criteria; The implementation of enrolment equity policies; The development of special access or bridging programs; The recruitment of qualified and interested Native students; Improvements in the transferability of credits between post-secondary institutions; The expansion of distance education opportunities, particularly for people in northern Native communities • • Action in these areas •ust be co-ordinated with other initiatives, such as the development of Native-specific support services and culturally sensitive and relevant Native-specific academic programs, to ensure that a strategy to enhance the accessibility of Native people to postsecondary institutions will be effective. 1) MATURE STVPEJfT CRITERIA: • Colleges define mature students as those who are at least nineteen years of age before the commencement of the program which they propose to take. Universities generally define these students as those who are at least twenty-one years old and who have been away from formal education for at least two years. Minimum academic qualifications usually entail the completion of Ontario grade twelve • • Although comprehensive data is not available, available information suggests that most - approximately two-thirds of the Native students currently enroled in Canadian universities enter under the category of mature students. . �5 The admissions criteria should not prevent potentially successful candidates from gaining access to further education. Greater flexibility in the application of the mature student criteria could therefore improve Native accessibility to Ontario universities. The life and educational experience of Native students frequently diverges significantly from the pattern exhibited by most other university applicants. A greater sensitivity to such differences should be incorporated into admissions criteria. This would entail an active program of student recruitment, involving in-depth interviews to determine student ability and commitment. In the United States, approximately 300 colleges and universities have accepted the admission guidelines formulated by the Council for the Advancement of Experiential Learning (CAEL). This organization stresses the individualization of assessment and emphasizes that educational institutions should extend academic credit tor an individual's knowledge and ability regardless of how the knowledge was gained or where the skill was learned. It also emphasizes the importance of practical experience in the educational process, and it further holds that access to education and learning for any individual, of whatever age or circumstance,_ should not be made unnecessarily difficult • • Canadian institutions have been less flexible in this area, although Quebec has recently begun to apply the principles of experiential learning to its post-secondary education system. Since Native culture, history and experiences frequently diverge sharply from the Canadian norm, this more flexible approach, involving individual assessments, would appear to have particular relevance to Native students. 2) ENROLMENT BQOITY PQLJCIBS: • Whereas the acceptance of flexible mature student criteria · can be instrumental in improving the access of Native students to colleges and universities in general, additional action is required to improve their access to certain specified programs, particularly to those of a professional nature. There are very few Native medical doctors, dentists, pharmacists, engineers, lawyers or foresters. �. • Enrolment equity policies for Native students have, ·· consequently, been instituted by a nwaber of universities in Ontario and elsewhere in Canada. There are two variations ·· of such . policies: a) a particular institution or faculty may reserve a specified number of ·_s paces of the total first year enrolment tor Native students, or · b) a particular institution or faculty may establish two distinct admissions categories with Native applicants evaluated on the basis of distinct and separate criteria • • five Ontario law schools all utilize the two-category application process, under which Native candidates are given special consideration when admissions decisions are made. All five law schools also co~operate with the Legal Studies Program for Native People run by the University of Saskatchewan. This is an eight-week, pre-law orientation program, run by the Native Law centre at the university each _summer, designed to help Native students gain entry into a Canadian law school. The course, which is the only one of its kind in Canada, has had great success in placing students who have successfully completed the program • • Ontario law schools have recently indicated that they intend to make a concerted effort to increase the number of visible minority students admitted to their programs of study. Osgoode Hall Law School, which reserves 90 of its 330 first year positions for mature students, bas indicated that it will select 30 of these from disadvantaged minorities, including Native students. The Faculty of Law at Queen's University has announced that it intends to raise minority representation to 15 students, or 101 of its annual intake, over the next five years. During the past eight years the University of Toronto Law School has received 63 applications from Native students, and accepted 22. Of this number, 9 were accepted for 1988-89, indicating that a larger number of qualified Native students are emerging • Similar action has been taken by a number of health science programs in a number of universities. The Faculty of Medicine at the University of Toronto has reserved 5 places (of 250) for Native students (the first canadian medical school to do so), the Faculty of Nursing has reserved 5 places (of 150), the program in spe•ch-language pathology l (of 20) and physiotherapy 1 (of 66). The faculties of Dentistry and Pharmacy have indicated that they will place Native candidates for admission in a special category for separate consideration. Elsewhere in Ontario, Lakehead University has reserved up to 12 places (of 70) in its Nursing program for students who successfully complete the Native Nurses Entry Program. • The ' �7 • Enrolment equity policies offer one mechanism for improving Native access to Ontario universities. The precedents established in the areas of law and the health sciences could also be applied to other professional programs • • The designation of a specific number of places for Native students in first-year admissions to professional studies would result in an immediate •increase in Native access to such programs. However, the targeted nUJDber of reserved places could also define the lilllit of what post-secondary institutions would feel compelled to do to improve Native access to professional progrU1s • • The establishment of a special admissions category for Native applicants to professional studies would give the institutions greater flexibility regarding admissions, recognizing that the quality of the candidates may vary froa year to year. However, without a specific number of places reserved, professional schools would be able to continue to reject all (or most) Native candidates as academically unqualified. 3) ACCESS PROGRAMS: • Perhaps the most significant contribution to the improvement of Native access to Ontario post-secondary education institutions could be made by the establishment of Nativespecific access programs • • The access programs in existence all have features in common which emphasize the necessity for an integrated approach to the issue of Native accessibility to, retention in, and completion of, a specified program of post-secondary studies. These features include specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance in the areas of financial assistance, and soc~al and cultural support systems • • Students enroled in access programs should be eligible to be counted for purposes of determining the size of the MCU operating grants given to institutions. However, since such programs have a higher cost per student than general arts or science programs, additional funding will also be required if they are to be effective. Proposals for Native access programs should therefore be linked with the funding mechanisms to be established as part of the Native Post- secondary Education Strategy: the Incremental Program Funding, the Support Services Fund, and the Special Projects Fund. �• • Examples of access programs exist both within Ontario and in other provinces, particularly in Western Canada. Programs outsi4• Ontario: • The University of B~itish Columbia was the first Canadian university to establish an access program for the admission of Mative students to law school • • The University of Alberta has developed a Coordinated University Transition Program (CO'l') which provides preuniversity courses tor mature students • • The University of Calgary sponsors a Transition Year Program • • The University of Saskatchewan offers a pre-law prc;,gram for Native students who wish to enrol in law schools in that province or elsewhere in canada • • The University of Manitoba bas two programs - an Access Program for disadvantaged Manitobans, and a Special Pre-Medical studies Program (SPSP) ·tor Native students wishing to pursue a health science profession • • Dalhousie University in Halifax also offers a Transition Year Program directed at Native and black students. Prograas in Ontario: • A number of similar programs also exist in Ontario universities • • The University of Toronto Transitional Year Program has been in existence for nearly two decades. It is directed at disadvantaged individuals who lack the necessary academic skills and credentials to enter directly into first-year university as mature students. In 1988-89, the program enroled 50 students, including 7 Natives. Although the number of Native students who have passed through this program is not large, efforts have recently been made by the program directors to recruit a greater number • • The Trent University diploma program in Native studies has provided access to university tor 12 to 16 students per year since 1974. Students have the option of graduating with a diploma after two years of study er of proceeding to a bachelor's degree through the completion of additional academic requirements. �t • The Native Nurses Entry Program (NNEP) at Lakehead University was begun four years ago in response to a request from Nishnawbe-Aski nation (NAN) for the education of Native nurses. The program, which offers a one-year pre-university academic preparation for 12 students per year, has been remarkably successful in recruiting and retaining Native students • • Other access-type programs for Native students have recently been proposed by a nwnoer of Ontario universities. A proposal for a Health Science ~ccess Program (HSAP) has been developed by three universities and two colleges for Native students who wish to enrol in medicine, nursing, dentistry, pharmacy, physiotherapy, occupational therapy or communicative disorders. Under the proposal, Cambrian and Sir Sandford Fleming Colleges would co-operate with Lakehead, Laurentian and Trent universities in offering the necessary pre-university and pre-medical sciences courses for Native students who would then be eligible to apply for admission to the University of Toronto where a number of the health science faculties have established enrolment equity policies for Native students • • Lakehead University is also developing a proposal for a Native student Access Program (NSAP). Lakehead plans to offer a broad access program which will offer students as wide a range of choice as possible with reference to area of specialization. Through this program students would be able to access arts, science, the health sciences or professional studies. 4) STUDENT RBCRUITMBNT: • The success of access programs and of enrolment equity policies in improving Native access to general and professional programs will depend upon many factors including the careful and active recruitment of appropriate students. The achievements, for example, of the Native Nurses Entry Program at Lakehead University or the Indian Health Careers Program at the University of Toronto can be attributed in part to their recruitment efforts. Failure to develop a recruitment strategy could jeopardize an access program since post-secondary institutions will object to offering expensive but ineffective programs, and Native students will be reluctant to enrol in programs known for their low retention rate. �10 • Access to post-secondary education institutions tor Native students has generally improved significantly when Nativespecific student services and Native student recruitment have been integrally co-ordinated. 5) DMIDBMJLIU • Movement of students between t:he two post-secondary education sectors in Ontario bas traditionally baen at a low level. The easing of regulations regarding the transferability of credits earned in one sector to an institution in the other sector would undoubtedly have a positive impact on Native students. Many Native students with college credits or diplomas would find it posall>le to move into the university sector without repeating work for academic credits already earned, while university graduates who wished to attend a college would be able to enter a program of studies with similar advanced standing • • Colleges and universities have been encouraged by the government to create new linkages and to extend their cooperation into new areas. such inter-institutional arrangements can generally be aade more easily at the program level than at the general level • • In April 1989, Durham College, Ryerson Polytachnical Institute and Trent and York universities agreed to consult and co-operate on program development, to share the use of facilities, and to work towards the mutual recognition and transferability of credits in specific programs. Similar innovative agreements between other post-secondary institutions would increase the aobility of Native students and improve their access to bot:h colleges and universities. or IOIT::IICQDIIJ <:BIPD'II PJITMCI IPQQATION: • Efforts to improve Native access to post-secondary education must be of relevance to the adult population as well as to the younger generation of Native people. This sector of the Native community, however, faces even greater barriers to a post-secondary education than do younger Native people. Nearly half of the Native students engaged in post-secondary education have family obligations. suitable housing and daycare facilities, however, are costly and in short supply. The resulting financial burden, the large geographic distances from urban education centres, and the continued �11 existence of social barriers in urban centres therefore frequently prevent adult Native people from pursuing further education. • Accessibility to post-secondary education does not necessarily have to revolve around urban education institutions; education programs can be brought directly to remote communities either through the electronic media and/or by bringing instructors into these communities on an itinerant basis • • contact North was established in 1986 by the provincial government to increase the access of residents of Northem Ontario to educational opportunities by means of a network of "electronic classrooms" located in communities in remote parts of the province. Distance education courses and programs have been developed by educational institutions, funded by the Northern Distance Education Fund (NDEF) • • One of the original objectives of Contact North was to meet the special needs of Native people in Northern Ontario. Official access points were therefore established on Native reserves at West Bay and Big Trout Lake to facilitate the delivery of educational programs. During the past few years demand for educ~tional services through Contact North facilities has increased dramatically in northern Native communities. Twelve additional unofficial distance education access points have now been established in Nishnawbe-Aski nation (NAN) territories • • An evaluation of Contact North has indicated that the educational experience of students utilizing the network has been very positive; 851 indicated an interest in further use of Contact North facilities and programming. In addition, the technological orientation of the Contact North network was found not to be a significant barrier to the widespread use of the distance education facilities • • A majority of the Native students surveyed for the evaluation indicated that they viewed the courses delivered over the network to be more sensitive to their Native background than were traditional classroom courses • • The Native communities have used the communications network to identify their own needs, including those in the area ot training and education. This, in turn, has the potential of feeding into the development of new culturally appropriate proposals for Native education. �12 • Native access to post-secondary education would be significantly improved by a further expansion of th• Contact North network to more Native communities in northem and northwestern Ontario, by a greater variety ot distance education program offerings, and by an expansion of th• direct outreach programs of colleges and univeraiti- • • 'l:he expansion of distance education opportunities for Native people will require an extension of the technical infrastructure to additional sites in Northam Ontario, th• provision of technical support to Native c01Dunities, th• development of curricula appropriate for distance education, and the provision, by post-secondary education institutions, of on-site academic support. �13 SUMMARY OF RECOMMENDATIONS: RBCOIOIBNDATIOII 1: Eligibility for funding to be eatuliabed under the t•ra• of the KCU Native Poat-secondary Bduoation strategy ahall be contingent upon the involv-ent of the institutional Bative Adviaory co-ittees in a) the determination of appropriate aature atudent a411iaaiona criteria for Bative atudenta1 b) the admission protocols affecting Bative applioaata. RBCONMBNDATION 2: Post-secondary institutions should adopt guid•lines for -tur• student admissions such a• those developed by the Cowacil for the Advanceaent of Bzperiential Learning. RECOMMENDATION 3: Professional schools or faculties shoul4 be encouraged to implement enrolment equity policies to increase ace••• of Bativ• students to professional studies. RBCOMHBNDATION 4: Professional schools or faculties aboul4 •••k the advice and assistance of the institutional Hative advisory co-ittee and/or the local Bative community in recruiting Bative student• aad in implementing enrolment equity policies. RECOMMENDATIONS: Institutions should establish general and/or proqraa-apecific Native access programs to improve access to post-secondary education. RBCOMMENDATION 6: students enrole4 in access proqraaa should be eligible to be counted in determining MCU operating grants to post-secondary education institutions. UCOMMBNDATIOH 7: Native student recruitment for general or specialised access programs should be carried out in close consultation with the institutional Native Advisory co11mittee. �RBCOKMBHDA'rIOB 8: Institutional Bative Advisory Collllittees should work on an inter-inatitutional and inter-aectoral basis to pro.ate college/university interaction in areas of particular concern to Native students. · · UCONHBHDATIOH t: Tbe asaessibility of culturally-appropriate distance education to Native co-unities tbrougb a oOllbination of telecommnications technology and on-sit• acadeaic 1111pport sbould be ezpanded. RBCONHBBDA'r?OH 10: 'rhe institutional Bative committees of post-secondary education institutions should co-ordinate tbeir effort■ to ezpaa4 culturally appropriate post-secondary progrualing rith on-sit• academic support to Native colllllUDities in •orthern Ontario. UCONKBBDATIOH 11: All applications submitted to tb• Hortbern Distance Bducation Pund (NDB~) vbich concern Native-specific programs should~• reviewed, for reco-endations on funding, ~y the KCU Proposal Selection Co-ittee. January 29, 1990 (JGC/DISK:NATIVE2/FILE:ACC9} �APPENDIX 5 NATIVE TEACHER EDUCATION �Q'l'W TBACBBR IDJJCUIQI The issues addressed in this paper relate to the short-term educational objectives ot the Native organizations represented on the MCU Advisory Committee, and do not address their long-term objective of establishing and operating Native post-secondary education institutions. Within the context of these short-term objectives, the issue of teacher education is of priority importance because it is central to the affirmation of Native history, culture and identity within the entire education system. Improving Native accessibility to, and retention in, postsecondary education institutions will be determined, in part, by the experiences of Native students in both the primary and secondary school system. In order to ensure that this experience is positive for the majority of Native students, more Native teachers and more culturallyappropriate teaching both in content and in method will be required. This includes the desirability of educating teachers with a bilingual capability who will be able, wherever appropriate, to teach in both languages at all levels from junior kindergarten to grade ten. The success of a Native post-secondary education strategy will depend, therefore, upon the development of new curricula and pedagogical methods appropriate to the needs and culture of Native students. �2 Jss91: The accessibility, appropriateness, and effectiveness of teacher education programs for Native people. Problem: • Key issues concerning Native teacher education: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) the under-representation of Native people in the teaching profession: the recruitment of students tor Native teacher education programs; the quality of the Native teacher education program: the appropriateness of teacher education curricula for both Native and non-Native students; the inadequate level of Native language instruction in both the faculties of education and the school system; the appropriateness of instruction in pedagogy for Native and non-Native students: the lack of Native professors in Faculties of Education: · the acceptability of Native studies as •teachable ·studies• and for the earning of Additional Qualifications (AQ); the need to sensitize non-Native faculty and students to the history and culture of Native people; the need to develop alternative and appropriate delivery modes tor teacher education which addresses both geographic and cultural factors: the need for an integrated approach to the issue of Native teacher education: Native people view education as an existing Aboriginal right. The various Native political organizations of the province are responsible for liaison between community and government and are entrusted to represent and negotiate in the best interests of the aboriginal people of the province. These organizations assert their legitimate right to represent the educational interests of their constituent groups. �3 Responsibility for teacher education currently is divided among several jurisdictions: Ministry of Colleges and Universities, Ministry of Education, Teacher Education Council, Ontario and the universities. To ensure that the concerns of the Native people do not "fall between the cracks" as a result of divided responsibilities, there is a need, therefore, for an integrated approach to the issue of teacher education with respect to Native people. It is important that initiatives undertaken in the area of teacher education reflect the needs and priorities of the Native community and that such initiatives be developed in partnership with major Native organizations. B11ponaibility for T••aher •tuc•~ion: 2. Juri14ictiona1 a) Ministry of Colleges o4 • The MCU role in teacher education is in the area of liaison with the universities, the Ministry of Education (MOE) and the Teacher Education Council, Ontario (TECO). It is also responsible for funding the teacher education programs at the universities. b) Ministry of Bducationi • In mid-1989, the primary responsibility for teacher education was transferred from MCU to a new Ministry of Education branch called the Centre for Teacher Education. Program responsibility for teacher education is now to be closely linked to the development of policy for elementary and secondary schools. c) Teacher B4ucation council, ontario1 • A 16-member Teacher Education council, Ontario (TECO) . representing four major stakeholders in teacher education universities, teachers, school boards and government - has been established to advise the Ontario government on all aspects of teacher education, including the development of mechanisms for ensuring that teacher education is responsive to emerging social, economic and demographic changes, and for assisting in the on-going, self-directed professional development of teachers. Univer■ities: �4 • TECO is presently reviewing, for advice to the Minister of Education and of Colleges and Unive~sities, the recommendations of the •Final Report of the Teacher Education Review Steering COJIIJllittee• (September 1988). Recommendation 20 of the report called for an investigation of •methods to increase the participation rate of students of Native ancestry in teacher preparation progrU1S.• Advice on these matters is to be given to the minister by Spring, 1990. d) Universities: • Universities are legally autonomous -in•titutiona and as such have decision-making power over teacher education issues such as adJaission policies, prograa content and credentialing. JXiatinq Programs • Ontario initiatives in Native teacher education have involved MOE (Ministry of Education), MCtJ (Ministry of Colleges and universities), and several universities. a) Kinistry of B4ucation: • The first Native teacher education program in Ontario was initiated in 1974 by the Ministry of Education (MOE) on a one-time-only basis at the Hamilton Teacher's College. The program utilized Section 6 of Regulation 269 (which outlines •ontario Teacher's Qualifications) under which Native students may qualify for an Ontario Teacher's certificate (OTC) without the prior acquisition of a bachelor's degree. One hundred students enroled, with a minimum grade 12 qualification, and 85 graduated from the program. Students were notified that they were subsequently expected to complete a bachelor's degree within a five year period. After seven years, approxillately threequarters had done so. ·= Th• University of •••tern ODtario: • The MOE program was subsequently offered at The University of Western Ontario in 1977. However, because of the greater stability in teacher employment in southern Ontario (as opposed to northern and northwestern Ontario), the program was cancelled after only the second year of operation. �5 c) Laltehead University, • From 1979 to 1988 the Native Teacher Education Program (NTEP) was offered at Lakehead University; during this time 65 Native students earned their Ontario Teacher's Certificate (OTC). Graduates of the program received a diploma and an Ontario Teacher's Certificate which enabled them to teach in elementary schools in Ontario at the primary and junior levels. • In 1987 the NTEP program was converted into a 4-year bachelors of arts or science/bachelors of education program, thus placing it in the aainatream of teacher education programs. The NTEP degree program begins with a special six-week summer orientation program intended to ease the process of adjustment to urban and university life. • Admission to the NTEP program has no set limits, and is primarily through the "mature student" category. The enrolment objective of 20 to 24 Native students per year has, however, rarely, if ever, been attained. In the 1989-90 academic year 13 students were admitted. • Native student admissions to the regular Faculty of Education program are made on the basis of "special consideration". In 1989-90, 4 Native students were admitted. These students are not required to fulfil the course requirements of the NTEP program (see below), but they may take the literature, fine arts and language courses as electives. • The Faculty of Education enrols approximately 500 students in all four years of the program. Of this total, Native students number in the area of 30 to 40. 4) Hipiasing College: . • In 1989 a new Native Teacher Certification program was initiated at Nipissing College utilizing Section 6 o~ Regulation 269. The program involves two summers of classroom work and a two-year guided internship. Successful completion of the educational requirements will lead to the acquisition of an Ontario Teacher's Certificate (Primary/Junior). \ . �6 • Candidates for the program must have an Ontario Secondary School Diploma (Grade 12) or its equivalent, and either the Native Classroom Assistant Certificate or a permanent Letter ot standing as a Teacher of a Native Language. ·· • The purpose of the program is to increase the number of • The 2S Native students to be enroled annually in the program are to be drawn frOJll a group of approximately 330 people who have successfully completed the Classroom Assistant Progr&J1 (approximately 250) and the Teacher of Native as a second Language Program (approximately 80). Since the majority of this number do not possess a Secondary School Diploma (Grade 12) or its equivalent, the actual number of students eligible for this program is very small. It is therefore possible that the program will not continue beyond its initial five-year mandate. .. Native teachers in the short term by permitting Native people with classroom experience, but without a bachelor's degree, to acquire an OTC, thereby allowing them to teach all subjects at the primary and junior levels. Students who complete the OTC requirament will be expected to proceed with bachelor•• studies in order to acquire regular OTC qualifications. Those completing the degree within 5 to 7 years (the exact time period is yet to be determined) will be eligible to receive a BEd on the basis of their earlier work. Those taking longer than the specified time will be required to take two additional BEd courses to acquire the second bachelor's degree. (This requirement applies to all those who hold an OTC, but who earned the certificate prior to 1974 when a bachelor•s degree was made mandatory.) Wative Clasarooa Assistant Proqr- • This program, initiated and funded by INAC, is designed to deal with the problem of high teacher turnover in northern and reserve communities. Through the training and employment of Native teaching paraprofessionals, a greater degree of continuity has been introduced into the education ot Native students. • The program has an enrolment of 75 students and leads to a diploma after the successful completion of courses over a three-summer period. • The new Nipissing Native teacher certification program is designed in part to permit those who have completed this program to acquire a full teacher's certificate (Primary/Junior). �7 e) Trent university/Queen•• University • In 1989, Trent and Queen's Universities began discussions regarding the possibility of offering a nev Native teacher education program, utilizing the resources of the Department of Native studies at Trent University and the Faculty of Education at Queen•s University. The two universities have collaborated with Native organizations in the development of a program proposal dealing with such issues as program structure and funding and a Native-specific pedagogy and curriculum. • The objective of the proposed program will be to attract students with •irregular" qualifications, those currently in allied professions (such as counsellors), and those who wish to teach in either the federal or provincial systems but who require some education in Native pedagogy. • The program would be integrated with the regular degree stream, but the objective is to incorporate flexibility into admission and credentialing decisions in order to attract students who would otherwise be denied admission. • A consultation document was completed last summer. Subsequent planning will depend on Native community response to the document. 4) Program ouality: • The purpose of the existing Native teacher education programs has been primarily to increase the number of OTC credentialed Native teachers. Nevertheless, there has been little outreach into, or involvement of, Native communities in these programs. Furthermore the program offerings have been "main-stream" courses which made few, if any, concessions to Native cultural, curricular, or pedagogica1 concerns. Concern has been expressed by the Native community about the lack of Native teacher education faculty in the province. currently there is only one Native teacher education degree program in which there are two Native tenure-stream positions designated. • The credibility and success of any Native teacher education program must focus on the issue of quality in terms of program structure and content (community involvement, Native faculty, Native-specific curriculum and pedagogical method), and the avoidance of any development of a two-tier credentialing system. �8 5) under-representation of Native teachers: • There is a serious under-representa~ion of Native teachers in Ontario. · • The schools in many Native communities experience great difficulty in retaining teachers (primarily non-Native). curricular content and teaching methods are frequently culturally inappropriate. Native students lack indigenous role models at all levels of education. • Recent teacher supply projections for the province of Ontario suggest that there will be a significant increase in the demand for teachers during the ·next few years due to the extension of provincial funding to separate schools and accelerated retirements from the teaching profession. • A research study conducted by Prof. Laverne Sllith (Perspectives on Teacher sutmlY and Demand) estimated that enrolments in teacher education institutions should be increased from the present level of about 4,500 students to 6,500 by the early l990's and to 1,000 by 1995. • A general teacher shortage could turther exacerbate the existing critical problem of attracting teachers to schools in northern Native collllllunities unless the number of qualified Native teachers is increased. 6) Recruitment of Hative students: • Teacher education programs for Native students have operated in a number of Canadian provinces, including Ontario, for nearly two decades. • An overview of the existing initiatives in Native teacher education indicates that they have had minimal impact on increasing the supply of credentialled Native teachers. The problems relate to attracting and graduating Native teacher candidates. · • Native student recruitment requires active community involvement in the selection of teacher education candidates, particularly if the program is to be community delivered. Community participation in the program admission process will aid in the selection of the best students and will contribute to the development of greater community support for the program. �9 curriculua: 7) Bative-specific • A Native-specific curriculum is required which will prepare student teachers to meet the special cultural, social and linguistic needs of Native students in the primary and secondary school systems. such a curriculum must be a central element of a Native Teacher Education Program because teachers who have an intimate understanding of Native traditions, psychology, way of life and language are best able to create a learning environment suited to the habits and interests of Native students. • A Native-specific curriculum ahould also be readily available to non-Native student teachers in Faculties of Education. This would serve the dual purpose of sensitizing non-Native students to Native culture and history while simultaneously preparing them to teach in Native communities. • Since their inception in Ontario, however, the Native teacher education programs have been defined primarily in terms of special entry rather than in terms of special content. The Native teacher education curriculum has been largely undifferentiated from that of the regular program. It is only recently that more attention has been focused on the need for a Native-specific curriculum, although only limited steps have as yet been taken in this direction. a) Bipissin9 College: • The Native teacher certification program has no elements specific to Native culture although all the students enroled in the program were exposed to some formal courses in Native history and culture when completing the requirements for a diploma as a Native Classroom Assistant or certification as a Teacher of Native as a Second Language. b) Lakebea4 University, • Prior to 1987, a two-year diploma program in Native Teacher Education was offered. Tbia diploma provided graduates with the requirements for an Ontario Teacher's Certificate valid for teaching in the elementary schools in Ontario. In 1987, the NTEP program was upgraded to a concurrent degree program. Native specific courses in the diploma program were transferred to the degree program at that time. • In addition to courses in educational theory and methodology, NTEP students take specific courses in �10 Native culture, traditions, literature and language. these include: 1. 2. 3. 4. 5. 6. an ESL (English as a second language): a course in Teaching Native children; a course in Canadian Indian literature; a course in Native Fine Arts: a course in a Native language; one student teaching placement in a school teaching Native children (at least 2 weeks of practice teaching of a total of requirement of 12 weeks). Several of these courses may be taken as electives in th• regular BA/BE~ progrma. ' 8) 11,iye Lanqgaqe tprtruction1 • Central to any Native-specific curriculum is an emphasis on Native languages, since it is through this medium that · cultural distinctiveness is most authentically expressed. • Of the 53 distinct indigenous languages, only 3 are not considered endangered, as they are spoken by •ore than s,ooo individuals. An indigenous language, once lost, is irretrievable since there is no reservoir of Native language speakers in foreign lands. • Two of these 3 languages - Ojibwa and cree (the other being Inuktitut) - are spoken extensively in Ontario, especially in the North. • School boards are encouraged to offer the NSL program if fifteen or more students want NSL instruction and a qualified NSL teacher is available. School boards may offer the program for fewer than fifteen students, after considering the feasibility and cost of the program. • Under the regulations governing the teaching of heritage languages, School Boards are required to offer Native language classes in the event that the parents of at least twenty-five students request such instruction. In such cases instruction is given during non-school hours. • At the present time, Native languages are taught only as a subject area (Native as a Second Language [NSL]): Native languages are not used for regular course instruction in any Ontario provincial schools (Native as a First Language [NFL]). . �- . 11 • Denial of the legitimacy of Native languages, either as a subject of study or as a mode of instruction in the education curriculum, has undermined Native culture and identity and, as such, has contributed to the high Native school drop-out rate. • Language plays a central roLe in transmitting Native culture with its unique attitudes, beliefs and values. It is therefore fundamentally important to ensure the survival, development and transmission of Native languages in .the education system. • The historical separation of Native language usage from formal education has contributed substantially to the erosion of these languages and the imminent threat of their disappearance. The use of Native languages in the •chools will contribute in a major way to a reversal of this process. • Research has demonstrated that children make greater progress in developing basic conceptual and literacy skills when they are taught in their own language: the education of Native children in their own language would similarly impact positively on their educational achievements. • Competence in a Native language is of vital importance for those students enrolled in Faculties of Education who intend to teach in Native communities. • Native language instruction is hampered by a serious shortage of teachers with the proper credentials necessary to teach Native languages in the Ontario school system. �... 12 Present state of Native language education in Ontario: l) Language educ;atiqp for 1apquaq• taacbera1 Native Language Teacher certification Prograa: a) Bative •• a seaon4 ?allguage (BSL): • The program consists of courses in linguistic • Successful candidates receive a limited teaching certificate from the Ministry of Education - a Permanent Letter of standing. structure, language teaching methodology and pedagogical .p rinciples. i) • NSL program (3 sUJDJDers) is offered to 18 students annually in the Iroquoian languages of Mohawk, Cayuga, Onondaga and Oneida. A ii) • ft• university of •••t•n ontario: Lakahead University: The NSL program (4 &W1111lers; 4 weeks/sW1111ler) offers instruction in both Algonquian and Iroquoian languages. Bative as a ~irat Language (&L): • The purpose of the program is to instruct students • Successful program completion leads to a diploma which, unlike the NSL diploma, is not recognized by the provincial Ministry of Education. (Only an OTC is recognized as a general teaching credential.) • Many NFL graduates are employed as classroom assistants. how to teach in a Native language rather than, as with the NSL program, to instruct students on how to teach a Native language. i) • Lakehead University offers a NFL program (4 summers: 4 weeks/summer) for those whose first tongue is an Algonquian language. �13 2) Language education a) Universities: • The Native studies Department at Trent University offers instruction in oral and advanced Mohawk and Ojibwa. The Native studies Department at Laurentian University offers instrµction in introductory and advanced Ojibwa and Cree. Algoma College also offers instruction in Ojibwa. b) Colleges: • Courses in Cree and/or Ojibwa are offered at Confederation, Cambrian, Northern and Sault Colleges. ,, Native Pedagogy: • Existing studies suggest strongly that a Native-specific pedagogy must be an integral part of any Native teacher education program. such a pedagogy would be based upon learning modes derived from the Native cultural and linguistic heritage, and which would consequently differ significantly from the non-Native pedagogy governing the Faculties of Education. • Education in the fundamentals of a Native pedagogy should (as with a Native-specific curriculum) be central not only to a Native Teacher Education Program, but should also be readily available to non-Native student teachers in Faculties of Education. This would similarly serve the dual purpose of sensitizing non-native students to Native culture and history while simultaneously preparing them to teach in Native communities. • As is the case with Native-specific curricular content, existing Native teacher education programs are significantly deficient in this area. 10) JIAtiye raculty: • A Native-specific curriculum and pedagogy should be taught to student teachers by a faculty which includes Native people. However, in this area, as in the others, serious deficiencies exist. • A number of untenured Native language instructors teach in various faculties of education; there is, however, only one tenured Native faculty of education professor in Ontario. �l : 14 11) Basic an4 Ad4itional oualitications: • Teachers can improve their credentials, salary and professional standing by successfully completing certain courses, designated by the Ministry of Education (MOE), and listed as "Additional Qualifications" (AQ). At the present time, the only Native-specific courses qualifying as an AQ are "Native as a Second Language" (NSL), offered at r.-kebead and Western, and •Teacher of Native Children• (TNC), offered at Nipissing and by Lakehead at Sandy Lake (600 lea froa Thunder Bay) to 10 students. • The curriculum guideline for a Native studies basic qualification [every teacher education student selects two areas of teaching specialization] has been developed by MOE for the senior division (grade 10 and beyond), thereby enabling students to develop a Native Studi-· teaching specialization. The •inistry is now developing curriculum guidelines for a Native studies basic qualification for the intermediate division (grades 7 to 10) and intends to extend the curriculum guidelines to the junior (grades 4 to 6) division as well as to the primary (kindergarten to grade 3) division. The development of MOE Native Studies curriculum guidelines is a prerequisite for the expansion of AQ courses offerings; once accomplished, however, it will likely create a demand for Native studies AQ among teachers. • Teacher education students could have difficulty qualifying for a Native Studies basic qualification since it would be difficult for many to acquire the necessary 5 undergraduate credits (of the 15 required for an undergraduate degree) in "Native Studies" at many universities. • MOE is considering the designation of a Native studies course as an Ontario Academic credit (OAC). 12) sensitise Non-Native Paculty and students on • There is a pressing need for non-Native professors of education and student teachers to acquire a greater recognition, awareness and understanding of Native history and culture since the education system is instrumental in transmitting societal norms to new generations of Canadian students. 13) Appropriate Delivery Modes for Native Teacher Education Programs: • Northern Ontario Native communities are confronted with a critical shortage of qualified teachers, particularly Native teachers. Native Issues: �. \ 15 • This problem should be addressed through the development of alternative modes of teacher education delivery which would incorporate geographic and cultural factors appropriate to the situation. In particular, this will require flexible programs, offered on a part-time basis~ and utilizing the technology and techniques of distance education. Nipissing College has been involved in exploring alternatives including community-based programs and distance education methodology. 1,, Integrate« approach to Jatiye teacher •stucation1 • The Teacher Education Council, Ontario (TECO) bas been established to advise the Ontario government on all aspects of teacher education. TECO is presently reviewing the recommendations of the "Final Report of the Teacher Education Review Steering Committee" and will report directly to the Minister of Education and of Colleges and Universities. 15) xcu • Native teacher education was the only discipline-specific area of priority identified by the MCU Advisory Committee. It wishes to emphasize, therefore, that the MCU Proposal Selection committee should likewise give this issue high priority in its decision-making. Native Advisory cogittee Proposal selection committee: instructions to the xco �16 RECOMMBHDATXOHS: 1. The education and credentialling of Native people to work in all educational fields be designated a priority. 2. Native teacher education programs are to be developed to: a) b) c) d) e) f) 3. 4. 5. 6. include as a central component, instruction in Native-specific curriculum and pedagogy based upon learning modes derived from the Native cultural and linguistic heritage; ensure that Native-specific curricular components and pedagogy are available as elective credit courses to all teacher education students; ensure the use of indigenous resources and recognition of regional differences; ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; ensure greater curricular emphasis on NSL and NFL instruction; ensure Native teacher education programs include instruction in Native-specific pedagogy. The curricular content of teacher education programs be reviewed to ensure that they recognize and affirm Native culture and history. School boards be required to provide Native as a Second Language instruction during regular school hours should the parents/guardians of at least 15 students request the training. Priority be given to establishing Native-language immersion programs and programs to enable the achievement of bilingual fluency. Alternative and flexible credentialling criteria, with respect to the Ontario Teacher's Certificate, be established for Native people to recognize the expertise acquired through indigenous, nonformal education. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Report of the Ministry of Colleges and Universities, Native Advisory Committee : The Ministry of Colleges and Universities Proposed Native Education and Training Strategy : January 1991 Subject The topic of the resource Universities Description An account of the resource Report from the Ontario Ministry of Colleges and Universities, outlining a Native Education and Training Strategy for Ontario. Copy with annotations. Creator An entity primarily responsible for making the resource Ontario Ministry of Colleges and Universities Date A point or period of time associated with an event in the lifecycle of the resource 1991-01 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/87912388c2dae20dcd484bb443557a30.pdf 5d8395835e32a019ada6f2a8184ddf1b PDF Text Text ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Belrose fonds Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Out and About News, Volume 1, Issue 1 Subject The topic of the resource Communities in Northwestern Ontario Description An account of the resource The first issue of Out and About news. It talks about volunteering, membership, the Cayman Islands, events, finances and other topics. Creator An entity primarily responsible for making the resource Out and About Publisher An entity responsible for making the resource available Out and About Date A point or period of time associated with an event in the lifecycle of the resource 1998-03 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text