Goal of consultation was to gain a picture of student and trainee experiences using a sample that included students, educators, administrators, and others involved in the delivery of programs.
Kekina’muek: Learning about the Mi’kmaq of Nova Scotia
E-Books » Chapters
Author/Creator
[Confederacy of Mainland Mi'kmaq]
Description
An overview of the traditional forms and philosophies of education in Native communities in Nova Scotia, and the changes that have occurred since pre-contact and colonization to the present. Chapter Four of Kekina’muek: Learning about the Mi’kmaq of Nova Scotia
Journal of Environmental Health, vol. 70, no. 1, July/August 2007, pp. 50-55
Description
Examines training efficacy and changes in performance among Aboriginal and non-Aboriginal Americans related to attendance at a two-day professional development course in March 2006.
Study consisted of literature review, 33 responses to online survey, site visits, and five semi-structured interviews. Includes recommendations to stakeholders.
Findings show candidates at Maori-medium schools were more likely to gain a typical level or higher NCEA (National Certificate of Educational Achievement) qualification than their Maori peers at English-medium schools.
International Indigenous Policy Journal, vol. 3, no. 1, 2012, pp. 1-22
Description
Examines the challenges to provide potable water to communities in Ontario; the role of government centered policy development and the identification of areas needing supportive policy.
Background paper prepared for the Education for all global monitoring report 2012, Youth and skills: putting education to work.
Examines the issues and opportunities associated with low-literacy levels among Indigenous peoples.
Journal of Canadian Studies, vol. 41, no. 2, Spring, 2007, pp. 88-111
Description
Comments on a review, survey findings, and analysis of the Northern Nishnawhe Education Council policies of secondary education programs and services for First Nations people.
Outlines responses of various teachers in regards to the extensive work that remains to be accomplished in constructing inclusive and respectful school environments for Aboriginal learners.