Redefining success in Aboriginal learning

Redefining how success is measured in Aboriginal learning

The Canadian Council on Learning and the Aboriginal Learning Knowledge Centre are working in partnership with national Aboriginal organizations in Canada to redefine how success in learning is measured for First Nations, Inuit and Métis communities. 

Aboriginal Peoples, researchers, governments and Canadians in general recognize an urgent need to close the learning gap between Aboriginal and non-Aboriginal learners. But to achieve this objective demands sound research that generates the evidence and knowledge needed to make effective personal, policy and program decisions about learning. 

“Educational indicators now widely used by governments and researchers often do not reflect the goals and values identified by Aboriginal Peoples. Indicators of Aboriginal learning must be broadened to measure more than simply years of schooling and performance on standardized assessments.”
—CCL’s 2007 “State of Learning in Canada: No Time for Complacency,” p. 81

Purpose

The primary purpose of the “Redefining Success in Aboriginal Learning” initiative is to develop a holistic lifelong learning framework—a Holistic Lifelong Learning Model—that reflects the goals and values of Aboriginal Peoples and can be used to measure learning progress for First Nations, Inuit and Métis communities.

Why redefine success in Aboriginal learning?

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.

As provinces and territories move to implement Canada-wide testing of students, the goals of education embodied in such testing are defined by non- Aboriginal authorities. Some Aboriginal parents and communities may share these goals, but it should not be assumed that they will place them above their own goals for the education of their children. Self-determination in education should give Aboriginal people clear authority to create curriculum and set the standards to accomplish their education goals.
—1996 Royal Commission Report on Aboriginal Peoples

Despite certain regional initiatives that have measured performance in Aboriginal learning, there is no broadly accepted framework for measuring how First Nations, Inuit and Métis learners are doing across the full spectrum of lifelong learning. 

For example, there has been little consideration of the importance of knowledge acquired by learning through experience. 

Experiential learning, including learning from the land, Elders, traditions and ceremonies, community, parental and family supports, as well as the workplace, is a widespread and vital—but often unrecognized—form of Aboriginal learning.

 


Milestones for the “Redefining success in Aboriginal learning” initiative
January 2007—CCL releases the “State of Learning in Canada” report and identifies the need to redefine how we measure success in learning for First Nations, Métis and Inuit.
February 2007—As a first step, CCL holds a workshop in Edmonton that brings together Aboriginal learning professionals, community practitioners, researchers and analysts to develop three draft Holistic Lifelong Learning Models that can serve as a framework for measuring learning success for First Nations, Inuit and Métis communities.
March 2007—CCL presents revised draft Holistic Lifelong Learning Models for First Nations and Métis at the Aboriginal Learning Knowledge Centre’s first annual conference.
May 2007—As a follow-up to the Inuit workshop in February, CCL hosts an Inuit-specific workshop in Iqaluit to further develop a draft Inuit Holistic Lifelong Learning Model. 
June 21, 2007, Aboriginal Day—CCL releasesthe results of the workshops, including the Holistic Lifelong Learning Models for First Nations and Métis.
November 2007—CCL launches three interactive portals that use the holistic lifelong learning models as a gateway to research, data and indicators for First Nations, Inuit and Métis learning. CCL releases the results of May's Inuit-specific workshop, including the Inuit Holistic Lifelong Learning Model.
November 2007—CCL produces the first annual thematic report on Aboriginal learning, which focusses on the “Redefining Success in First Nations, Métis and Inuit Learning” initiative.
Ongoing—CCL continues to work with Aboriginal learning professionals, community practitioners, researchers and analysts to improve the three Holistic Lifelong Learning Models and identify the indicators needed to measure learning progress among First Nations, Inuit and Métis communities.
Ongoing—CCL continues to identify potential applications of this work and to develop partnerships with governments, regional Aboriginal education organizations and institutions, school boards or communities to use the Holistic Lifelong Learning Models as the basis for their work in measuring the learning progress of First Nations, Métis and Inuit.

 

 

 

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