Reconciliation & Collaboration in First Nation Education Sample Clauses

Reconciliation & Collaboration in First Nation Education a) First Nations education in British Columbia is highly complex, engaging federal, provincial and First Nation authorities, roles and responsibilities and, therefore, requiring collaboration and cooperation to ensure that all First Nation Students are supported to achieve successful education outcomes. b) The gap in educational outcomes between First Nation Students and non-First Nation Students is a persisting legacy of colonialism, and concerted efforts and proactive measures are required to eliminate this educational achievement gap and contribute to reconciliation. c) The Parties have a shared interest and priority in supporting excellence in First Nations education, including supporting First Nation Students to fulfill their educational potential by having access to and receiving quality education that is respectful and reflective of their unique culture and history. d) Strong, effective and inclusive educational systems provide a fundamental opportunity for building relationships and advancing reconciliation between the Canada and First Nations, as expressed in the TRC’s Calls to Action and the UN Declaration. e) Quality First Nations education includes standards, programs, services, school supports and investments that provide appropriate tools and resources aimed at achieving successful First Nation Student outcomes and achievements, while addressing their unique needs. f) Curriculum, materials and resources will meaningfully reflect the First Nations’ culture, values, language and traditions, as approved and determined by the First Nation or its designate. g) Local Education Agreements (LEAs) are an important mechanism to facilitate relationship- building, from negotiation through to ongoing implementation. h) The standards set by the United Nations Declaration on the Rights of Indigenous Peoples apply to First Nations education, specifically but not limited to Articles 1-3, 5, 8, 11, 14-15, 18-19, 21-22, 31, and 37. i) The Truth and Reconciliation Commission’s Calls to Action set out a framework for reconciliation, including First Nations education, that must inform the relationships and collaboration between First Nations, the Province and Boards of Education.
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Reconciliation & Collaboration in First Nation Education. First Nations education in British Columbia is highly complex, engaging federal, provincial and First Nation authorities, roles and responsibilities and, therefore, requiring collaboration and cooperation to ensure that all First Nation Students are supported to achieve successful education outcomes.
Sample 1Sample 2Sample 3
Reconciliation & Collaboration in First Nation Education. First Nations education in British Columbia is highly complex, engaging federal, provincial and First Nation authorities, roles and responsibilities and, therefore, requiring collaboration and cooperation to ensure that all First Nation Students are supported to achieve successful education outcomes. The gap in educational outcomes between First Nation Students and non-First Nation students is a persisting legacy of colonialism, and concerted efforts and proactive measures are required to eliminate this gap and contribute to reconciliation in education. The Parties have a shared interest and priority in supporting excellence in First Nations education, including supporting First Nation Students to fulfil their educational potential by having access to and receiving quality education that is respectful and reflective of their unique culture and history. Strong, effective and inclusive educational systems provide a fundamental opportunity for building relationships and advancing reconciliation between the Crown and First Nations, as expressed in the TRC’s Calls to Action and the UN Declaration. Quality First Nations education includes standards, programs, services, school supports and investments that provide appropriate tools and resources aimed at achieving successful First Nation Student outcomes and achievements, while addressing their unique needs. Curriculum, materials and resources will meaningfully reflect the First Nations’ culture, values, language and traditions, as approved and determined by the First Nation or its designate. LEAs are an important mechanism to facilitate relationship-building, from negotiation through to ongoing implementation. The standards set by the United Nations Declaration on the Rights of Indigenous Peoples apply to First Nations education. The Truth and Reconciliation Commission’s Calls to Action set out a framework for reconciliation, including with regard to First Nations education, that must inform the relationships and collaboration between First Nations, the Province and boards of education.
Sample 1Sample 2
Reconciliation & Collaboration in First Nation Education d) Stz’uminus First Nation student education requires collaboration and cooperation with a trusting, respectful relationship, building understanding and being innovative so that all Stz’uminus First Nation students are supported to achieve successful education outcomes. e) The Parties have a shared interest and priority in supporting excellence in First Nations education, including supporting First Nation Students to fulfill their educational potential by having access to and receiving quality education that is respectful and reflective of their unique culture and history. f) Curriculum, materials and resources will meaningfully reflect Stz’uminus First Nations’ culture, values, language and traditions, teachings and heritage as approved and determined by Stz’uminus First Nation or its designate.
Sample 1

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