Redefining success in Aboriginal learning

Redefining SuccessRedefining how success is measured in First Nations, Inuit and Métis Learning

Summary

First Nations, Inuit and Métis have long advocated learning that affirms their own ways of knowing, cultural traditions and values. However, Aboriginal Peoples also desire Western education that can equip them with the knowledge and skills they need to participate in Canadian society. First Nations, Inuit and Métis recognize that “two ways of knowing” will foster the necessary conditions for nurturing healthy, sustainable communities.

Report resources

Over the last four decades, the importance of Aboriginal learning to community well-being has become a critical issue as First Nations, Inuit and Métis people continue to experience poorer health and higher rates of unemployment, incarceration, and youth suicide than non-Aboriginal people.

Increasingly, Aboriginal communities are administering educational programs and services formerly delivered by non-Aboriginal governments. They are developing culturally relevant curricula and community-based language and culture programs, and creating their own educational institutions.

Yet as Aboriginal people work to improve community wellbeing through lifelong learning, they recognize the need to identify appropriate measurement tools that will help them assess what is working and what is not.

Redefining How Success is Measured in First Nations, Inuit and Métis Learning:

  • outlines the key characteristics of holistic lifelong learning for First Nations, Inuit and Métis;
  • identifies data gaps and challenges that limit non-Aboriginal understanding of Aboriginal learning;
  • presents three Holistic Lifelong Learning Models for First Nations, Inuit and Métis; and proposes how each model can be used to develop a national, holistic framework for measuring lifelong learning.

Why redefine success?

Although current learning indicators now widely used by governments and researchers are important measures, they fall short. They must be broadened to measure more than simply years of schooling and performance on standardized tests. A more holistic approach to measurement that recognizes all aspects of lifelong learning is needed to measure the individual and collective well-being of First Nations, Métis and Inuit communities. Find out more »

Online interactive tools

To support this ongoing initiative, CCL has introduced three online, interactive learning tools, accessible from CCL’s website. These online tools provide an opportunity to demonstrate how the Holistic Lifelong Learning Models can be used to identify data gaps, disseminate information to a larger audience and increase access to data and indicators.

Holistic lifelong learning models
First Nations    
Interactive Model - First Nations
This site allows you to interactively explore the elements of the First Nations Holistic Lifelong Learning Model.
  • Learn how each element in the model relates to First Nations learning
  • Explore what indicators and data can measure success in lifelong learning
  • Help identify alternative indicators needed to measure success

    Explore the model »
    		•   
    Describing the model
    For First Nations people, the purpose of learning is to honour and protect the earth and ensure the long-term sustainability of life. To illustrate the organic and self-regenerative nature of First Nations learning, the holistic lifelong learning model uses a stylistic graphic of a living tree. 

    Find out more     »
    Métis    
    Interactive Model - Métis
    This site allows you to interactively explore the elements of the Métis Holistic Lifelong Learning Model.
  • Learn how each element in the model relates to Métis learning
  • Explore what indicators and data can measure success in lifelong learning
  • Help identify alternative indicators needed to measure success

    Explore the model »
    		•  
    Describing the model
    The Métis understand learning in the context of the “Sacred Act of Living a Good Life,” a perspective that incorporates learning experienced in the physical world and acquired by “doing,” and a distinct form of knowledge―sacred laws governing relationships within the community and the world at large―that comes from the Creator. 

    Find out more     »
    Inuit    
    Interactive Model - Inuit
    This site allows you to interactively explore the elements of the Inuit Holistic Lifelong Learning Model.
  • Learn how each element in the model relates to Inuit learning
  • Explore what indicators and data can measure success in lifelong learning
  • Help identify alternative indicators needed to measure succes

    Explore the model »
    		•   
    Describing the model
    The Inuit Holistic Lifelong Learning Model     uses a stylistic graphic of an Inuit blanket toss (a game often played at Inuit celebrations) and a circular path (the “Journey of Lifelong Learning") to portray the Inuit learning journey and its connection to community well-being. The model is available in Inuktitut and English.

    Find out more     »
    Be our friend! (on Facebook)

    The State of Aboriginal Learning in CanadaAre you a fan of CCL’s Aboriginal Holistic Lifelong Learning Models? Now you have a new place to express your appreciation—Facebook. CCL now has a Facebook page for its First Nations, Métis and Inuit Learning Models, and it’s the perfect place for individuals and organizations to share their experiences using the innovative and internationally acclaimed models. Just click on the link, become a fan, and head to the Discussion Forum to share your experiences using the models; whether it’s related to teacher training, community planning, curriculum development, measurement purposes or simply personal reflections.

    Find out more »

    Future Directions and Recommendations

    A commitment to new approaches and to new ways of thinking about measuring learning success and quality education for Aboriginal learners is needed. CCL recommends that government and researchers collaborate with First Nations, Inuit and Métis to ensure that holistic lifelong learning for Aboriginal people is understood, and appropriately articulated, measured and reported.

    CCL recommends that any process to redefine how success is measured in First Nations, Inuit and Métis learning should:

    • Identify the partners needed to address data gaps and challenges;
    • Foster a dialogue on data gaps and challenges in Aboriginal learning; and
    • Develop comprehensive information strategies to fill the data gaps on Aboriginal learning.

    CCL will ensure that the Redefining How Success is Measured in First Nations, Inuit and Métis Learning initiative becomes a rallying point for significant change by:

    • Continuing to improve its understanding of the factors that impact holistic lifelong learning for First Nations, Inuit and Métis;
    • Working with First Nations, Inuit and Métis to develop and implement a national framework for monitoring and reporting on Aboriginal learning;
    • Working with Aboriginal Peoples, and federal, provincial and territorial governments to develop a national information and data strategy; and
    • Using the Holistic Lifelong Learning Models to foster a dialogue in Aboriginal learning.

     

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