Promising Practices in Aboriginal Education

Summary: Using traditional Inuit practices to engage children in the learning of science, the Sprouts Day Camp in Iqaluit, Nunavut has been changing the lives of youths aged 7-15 for over 10 years.

For centuries, Inuit families have moved through the tundra with the seasons developing a unique culture and way of life.

Today, this small, remote hamlet on the southwest tip of Baffin Island in Nunavut is Canada’s newest capital city - home to almost 7,000 people.

The QIA’s Youth Department has thrived, developing and delivering successful programs that promote education, cultural awareness and healthy lifestyles.

It has welcomed partnerships that enrich the experiences it provides to its children.
The Sprouts Day Camp is a model program providing care, fun and education for Iqaluit’s children throughout the summer.

The Sprouts Program started about 11 years ago and it was very small, it was five or six kids, and now we have nine full-time staff, we have a full- time cook. We have partners like Actua, who do, you know, amazing rich programming, other community partners and it’s just really grown and flourished, and really blossomed as a program and it’s become kind of a mainstay in Iqaluit.

Actua, a national charity, delivers a series of week-long summer day camps, through its Aboriginal Outreach Program that engage youth in unique, innovative, and culturally relevant science, engineering and technology activities.

With the huge mineral, oil and gas potential of Nunavut, developing capacity in Science and Technology is critical so that Nunavumiut can fully participate in Nunavut’s development and it all starts with the children.

The main goal of the program is to expose youth to possibilities that exist for them, to bring Science and Technology into their lives so that they understand that there are many opportunities for them down the road to further their studies, to further their career opportunities.

A full curriculum of fun hands-on science activity awaits the children each day.
They learn how arctic mammals keep warm through the insulation properties of blubber by making blubber mitts from household lard and immersing their hands in freezing water.
They explore the properties of sound and discover how a Beluga whale hears, by making their own Beluga ears using spoons and string.

Traditional Inuit throat singing, coupled with an oscilloscope helps explain sound waves and the kids see how their own voices create vibrations.

An outdoor scavenger hunt and hike employing GPS technology is the perfect springboard for a discussion about the inuksuk used by many generations of Inuit for guidance and orientation on the land.

An important component of Actua’s camp delivery is the inclusion of graduates, as instructors, from the Nunavut Sivuniksavut Program (NS).

Based in Ottawa, the NS is an eight-month college program for Inuit youth from Nunavut to prepare for educational and career opportunities that are being created through the new government of Nunavut.

Issue 27
Promising Initiatives
Bold Eagle

Source: Service Canada Delivered by: Department of National Defence (DND)

Summary: The Bold Eagle Program provides Aboriginal youth with summer employment that offers a combination of military training and First Nations cultural awareness.

Eligibility Information
Participants must meet the following criteria:

be at least 16 years of age
be a Canadian citizen
have obtained the consent of a parental or legal guardian, if under 18 years of age
have completed grade 10 or the equivalent
be Aboriginal
be physically fit
meet all Canadian Forces entry requirements
live in western Canada or northwestern Ontario

Application Information

Application forms are available through local Canadian Forces Recruiting Centres.
Completed applications must include a copy of the following documents:
a birth certificate
a signed high school transcript

Financial Information

The Program provides participants with transportation to and from Wainwright, Alberta, military equipment and clothing, meals and accommodation and a standard rate of pay for a private (recruit).

Contact Information

General Inquiries: 1-800-856-8488

Issue 25
Promising Initiatives
Piaranut for Our Children Quality Practices for Inuit Early Childhood Education Programs

Source: Pauktuuit Women of Canada

Summary: Pauktuuit’s vision of high quality Early Childhood Education programs is holistic, integrated and comprehensive. Children are viewed in the larger context of families and community. The health and well-being of Inuit children and their families is promoted to ensure both are achieved to their fullest potential. A wide range of services and programs are provided to support families. They are grounded in Inuit values and traditions and delivered in our languages.

Partnerships & Relationships

are holistic in nature – children are viewed in the context of their own families as well as within the wider community;
involve, support, and provide learning opportunities for parents in raising their children to be healthy, happy and to reach their full potential in life;
are flexible in effectively serving parents employed and/or in training in both the traditional and wage economies; for example, extended hours, weekends, evenings;
develop with other service providers and organizations to ensure a coordinated approach to meeting the needs of children and families;
integrate and address the unique needs of children with special needs; and support them in reaching their fullest potential; and
advocate on behalf of children and families.

Governance

is community based, locally designed, and delivered to ensure that the unique needs of each community are considered and met;
is non-profit in nature;
roles and responsibilities are defined clearly; and
relies on the direct involvement of parents, Elders and other community members in decision making.

Policies & Procedures

developed in keeping with provincial/ territorial legislation and local health authority;
developed and implemented to ensure the health and safety of children at all times;
are fair and consistent to assist program staff in decision making;
accommodate northern realities and Inuit values; and
communicated to parents to foster understanding and cooperation.

Culture & Language

are rooted in Inuit culture, values and traditions;
preserve traditional knowledge with the involvement of Elders;
provide traditional country food;
incorporate materials and activities that are culturally based;
celebrate the natural curiosity of children and fosters a love of learning; and
promote the retention of Inuktitut

Personnel

includes Inuit staff;
provides professional development opportunities to program staff in their own communities;
recognizes life experiences as qualification for prospective program staff;
involves Inuit in the design of training programs for staff in the north; and
implements mentorship programs for new program staff.

Issue 23
Promising Initiatives
Arctic Children and Youth Foundation

Summary: The mission of the Arctic Children and Youth Foundation is “to work at all levels to assist Arctic children and youth to attain standards of living, education, opportunities and health and well-being equal to those of other Canadians.

The Arctic Children and Youth Foundation will target the following objectives:

Facilitation: the Foundation will work with governments and other child-serving agencies to ensure that national or international initiatives are adapted to the conditions and culture of the Canadian Arctic to ensure effective implementation and encourage positive outcomes;
Suicide and substance abuse prevention: the Foundation will actively work to reduce and eliminate the factors of hopelessness, isolation and poverty that lead to self- destructive behaviors such as substance abuse and suicide. It will adapt "best practice” prevention programs for Arctic peoples;
Conflict resolution: the Foundation will partner with appropriate organizations to design and implement culturally-appropriate workshops on conflict resolution. These will assist Arctic children and youth to acquire the necessary skills of mediation, dialogue and negotiation to enable them to articulate their positions, enhance their leadership skills, resolve conflict peacefully and encourage harmony among peers, families and communities. This initiative also aims to reduce levels of violence and incarceration among Arctic youth;
Literacy and numeracy: the Foundation will adapt and implement "best practice” programs in literacy and numeracy education with the objective of achieving standards of competence in these fundamental skills at least equal to those of southern Canada;
Technological capacity: the Foundation will enhance technological interest and capacity through the development of Arctic-based web sites targeted specifically to the interests, culture and information needs of Arctic children and youth. It will also strive to ensure Arctic access to internet technology at levels comparable with other regions of Canada;
Representation of interests: the Foundation will help to ensure that the interests of Arctic children and youth are represented at all levels of national and international child and youth policy development and will work to identify and prepare youth representatives who are interested and capable of assuming representational roles at youth events;
Arctic-based curricula: the Foundation will support sound decision-making through the development of school curricula, student-based research programs such as GLOBE, the new POPs (Persistent Organic Pollutants) and web sites that engage children and youth in environmental issues of immediate priority to the Arctic. These will include climate change, persistent organic pollutants and the preservation of biological diversity, as well as others of direct relevance to their health and culture and the sustainable development of their economy;
Research: the Foundation will work with appropriate partners to facilitate research, gather data and provide information on the health, economic and living conditions of Arctic children and youth for use by academics, northern communities and organizations, governments and other national and international agencies;
Reduction of smoking: given the unparalleled high levels ofArctic youth and families, and to some extent children, who smoke and the lifelong health and economic impacts of this addiction, the Foundation will work with schools and communities to adapt best practices in social marketing and prevention to the Arctic culture and context with the objective of reducing smoking addiction among Arctic children and youth to levels at least comparable with the national average;

Recognizing the responsibilities and jurisdiction of territorial and aboriginal governments in the North in relation to children and youth, the Foundation will:

Work with northern governments and agencies to assist, as appropriate, in co-ordination of programs relating to children and youth;
Work with local, regional and territorial authorities to identify and create opportunities for children and youth, particularly opportunities at a national or international level;
Act as a focal point for local, regional and territorial authorities who are seeking access to information on national and international programs for children and youth;
Assist or facilitate, as appropriate, Arctic communities in their liaison with national and international organizations offering programs for children and youth.

Issue 21
Promising Initiatives
Roots and Shoots for Aboriginal Youth

Source: Jane Goodall Institute of Canada

Summary: Jane Goodall’s Roots & Shoots program is a youth action program and global network of young people working for positive change in their communities and beyond.

In 2009, the Jane Goodall Institute launched a pilot program to introduce Roots & Shoots to First Nation, Inuit and Métis communities across Canada. The program was funded by Indian and Northern Affairs of Canada (INAC), now known as Aboriginal Affairs and Northern Development (AAND).

The goals of this program are to:

Educate First Nation, Inuit and Métis youth and communities about Roots& Shoots and the Jane Goodall Institute of Canada.
Support youth in taking action on issues affecting people, animals and the environment.
Mobilize youth to become more connected to their land, people and cultural identity.
Empower First Nation, Inuit and Métis youth to make change in their communities.

Although the program is geared toward children and youth, Roots & Shoots encourages people of all ages to get involved!

Issue 19
Promising Initiatives
Partnership for Success

Summary: The Graham (Polly) Farmer Foundation was established in 1995 by a group of Indigenous and non-Indigenous Australians to achieve the following objectives:

To provide support to Indigenous youth to achieve their potential.
To enhance the skills and potential of young Indigenous people.
To generate positive aspirations in young Indigenous people.
To assist Indigenous youth to relate to the community in general, particularly to other young Australians.

The Foundation's program Follow the Dream/Partnerships for Success is a series of school educational support projects for Indigenous students who have the capacity, interest and potential to go on and complete their secondary education. These students are encouraged to go on to tertiary studies - university, apprenticeships and traineeships and employment. Projects are individually funded through private industry, Federal and State Government.
The ‘Partnership for Success’ projects are the central element of The Graham (Polly) Farmer Foundation.
Each Foundation project involves local Indigenous communities, private and government partners and the Foundation working together in partnership to introduce and manage projects to improve the educational outcomes of Indigenous students. The partnerships aims are to enable students to compete effectively for employment, apprenticeships, traineeships and/or tertiary entrance when they leave school.

Issue 17
Promising Initiatives
First Nations Parents Club

Summary: The First Nations Parents Club was created to acknowledge and support the key role of parents in ensuring educational success for their children. It provides parents with information, support, and rewards for their efforts. This initiative involves the organization of locally-based Parents Clubs in First Nations communities in British Columbia (BC), with support materials such as newsletters, incentive gifts, and parenting materials and resources supplied by the First Nations Schools Association (FNSA). There are now approximately 118 local Parents Clubs, involving 2606 members, across BC. Click here for information on starting your own club or click here to see if there is a First Nations Parents Club in your community.

The First Nations Parents Club also offers a host of resources and links which will be helpful in the role as a parent.

Issue 16
Promising Initiatives
Local Spotlight: Aboriginal Education

Free The Children and the Martin Aboriginal Education Initiative partnered together to bring to life a timely campaign from February 14 – 25th 2011, that was designed to create widespread awareness of and concern for the challenges facing First Nations youth living on reserves to obtain a quality education in Canada.

The campaign specifically targeted non-Aboriginal Canadian youth, intended to equip them to engage their peer networks and communities in meaningful dialogue on the subject. In doing so, the campaign represented a noteworthy contribution to the creation of a generation of Canadian youth who exercise greater critical thought and active citizenship in support of their First Nations peers.
The campaign was student-led and had two key components:

• Educate yourself: Students were inspired to care and provided succinct information that cultivates empathy and understanding of the issues surrounding on-reserve education for First Nations youth.

The campaign specifically examined the shortcomings of the on-reserve education system and how these inadequacies feed a cycle of poverty. In addition to sharing challenges, the campaign highlighted how education can help to break that cycle of poverty and what tremendous opportunities could emerge from the education of First Nations youth.
Participating students and teachers were provided with compelling statistics each day for 10 business days starting February 14, 2011 through e-mail, Facebook, and Twitter. Each statistic was linked to a webpage that expands on the topic to promote understanding. This was further supported by background information on the First Nations education system on reserves in Canada.

• Take action: Students were called to take action to promote widespread understanding and concern for the issue of inadequate on-reserve education by raising awareness through their schools and networks about the issue.

Participating students and teachers were provided with an awareness action guide with recommendations for effective awareness-raisers, including detailed steps for three key actions: one for their school, one for their community, and one for their online social networks. In this way, students were encouraged to raise awareness not just with their peer groups, but also with their parents and other adults in their communities. In particular, by delivering statistics and links through social networks, the campaign readily enables students to reach an exponentially larger network through viral sharing of the information.

Students who wish to learn more and take further action will be provided with links to the Martin Aboriginal Education Initiative, the Assembly of First Nations, INAC, National Aboriginal Day, and other relevant sites so they can explore additional opportunities to contribute as they wish.

For more information go to We Schools in Action Program at:
http://www.freethechildren.com/weschools/

Issue 15
Promising Initiatives
The Ch’nook Cousins Project

http://www.ch-nook.ubc.ca/highschool.html

Summary: The core purpose of the Ch'nook initiative is to increase Aboriginal participation in post-secondary business education. Ch'nook focuses on encouraging, enabling and enhancing business education opportunities for Aboriginal participants. This innovative project is located at the University of British Columbia (UBC) and has many advocates and partners.

The Ch’nook Cousins Project works with high school educators across British Columbia to bring post secondary business education to the attention of Aboriginal high school students. These students meet with Ch'nook Scholars (Aboriginal students enrolled in full-time post-secondary business programs) to learn about business careers.
Every May two dozen Aboriginal high school students from across British Columbia meet at the UBC Longhouse, where they:

    • meet Aboriginal university students
    • learn about career options
    • hear about post-secondary business education programs in British Columbia
    • work in teams to create television advertisements, and
    • stay in the University of British Columbia's student residences

The key message of the Ch'nook Cousins Project is: business education is a great way of keeping career options open. Business students can specialize in marketing, accounting, human resources, finance, operations, strategy, information systems, entrepreneurship, etc., and since all organizations need managers a very wide range of jobs are open to business graduates.

To see a list of organizations hiring business graduates (CLICK HERE)

Issue 13
Promising Initiatives
The Belinda Stronach Foundation: One Laptop Per Child

The Belinda Stronach Foundation launched the One Laptop Per Child (OLPC) Canada program in September 2010. Five thousand laptops will be distributed to children aged six to 12 in Aboriginal communities across Canada.

With support from Vale, BMO Financial Group and the Government of Ontario, the OLPC Canada program leverages leading-edge technology combined with culturally relevant programming to deliver a unique platform of learning tools to Aboriginal children.

Each laptop is equipped with the customized educational software as well as more than 30 other programs developed by OLPC, and wireless capability, designed to improve the recipient’s connectivity to the world at large and allow for community-building within the students’ own networks.

Customized programming includes:
Owl Vision – Literacy: The program includes vowel and consonant recognition, word matching, sounds, and comprehension.

The Meeting Place – Mental Health, Substance Use and Well-Being: The program addresses a variety of topics including: bullying, smoking, alcohol, solvents, family violence, suicide, drugs, depression and anxiety.

Swift Feet – Physical Fitness: A high energy and up-beat action program with twenty different exercises and 10 different dances set to music take users through high, moderate and low impact movements.

Ekominiville – Financial Literacy: The basics of money management are offered through a series of activities and games addressing investment, want versus need, saving and the value of money.

Healthy Heart – Food and Nutrition: Based on Canada’s Aboriginal Food Guide, Healthy Heart helps children assess their recommended daily intake of food.

Drum Beats – Science of Sound: Buffy Sainte-Marie walks children through the Nature of
Sound and Native American/Aboriginal Instruments in order to introduce children to what sound is, the characteristic of sound, wavelengths and how sound travels.

Future Generation – Virtual Library: The laptop contains 25 books written by First Nation, Métis and Inuit authors. Some books are offered in various Aboriginal languages and one book is fully narrated.

Calm Waters – Water Safety: Through stories about frozen and free-flowing water, children learn the importance of safe water behaviour and begin to understand what can happen if poor choices are made.

The pilot sites are:
British Columbia: Maaqtusiis School
Alberta: Gift Lake School
Saskatchewan: Kakisiwew School
Manitoba: Otetiskiwin Kiskinwamahtowekamik
Ontario: J.R. Nakogee School, Lloyde S. King Elementary School, Shawanosowe School, John C. Yesno Education Centre
Quebec: Ulluriaq School
Newfoundland Labrador: Jens Haven Memorial School
Northwest Territories: Weledeh Catholic School
Nunavut: Simon Alaittuq School

For more information please visit the Belinda Stronach Foundation at: http://www.tbsf.ca/aboriginal_youth-34.html

Issue 11
Promising Initiatives
Let’s Talk Science: Rural and Remote Outreach and Aboriginal Outreach

Source: A national, charitable organization founded in 1993 by Bonnie Schmidt, PhD.

Focus: Youth from early years through high school

Summary: Let's Talk Science is committed to extending science outreach to youth in communities that do not have the same level of access to science programming as those in urban settings.

Each year, Let’s Talk Science mobilizes thousands of university and college students and science, engineering and technology professionals across Canada to visit elementary and high school classrooms, libraries, and community events to deliver fun, exciting hands-on science activities to children and youth free of charge.

These experienced and enthusiastic volunteers provide a unique and engaging learning experience, act as role models and shatter stereotypes about science and scientists. Outreach requests from any community in any province is welcomed.

If you would like a Let's Talk Science volunteer to visit your school or community event or to find out about a science outreach centre near you , click here.

Issue 9
Promising Initiatives
Career Trek

Source: Career Trek Inc.

Focus: 10-11 year old students with perceived barriers to entering post-secondary education.

Summary: Career Trek is a not-for-profit organization that provides innovative educational programming for young people with perceived barriers to entering post-secondary education. The program is designed to educate students (and their families) about the importance of staying in school, aspiring to a post-secondary education and career options.

Each September select schools and community groups nominate candidates for the Career Trek program. These groups have been previously selected by the program for their ability to provide young people who meet the program's admission criteria. From the nominees, Career Trek then selects its participants. The number of young people chosen for the primary program is 240.

Program participants are nominated on the basis of simple criteria: first that the individual has, in the estimation of the sponsoring school or organization, the potential for going on and completing a post-secondary education, while recognizing that the young person in question is in danger of not doing so. The nominee may be at-risk of not pursuing a post-secondary education for any number of reasons, including such factors as socio-economic status, gender, disability, lifestyle, transiency, or attitude towards school. As well, nominated participants must be in a position to attend and make the time commitment required to complete the program. Finally, participants must show respect for all fellow participants and staff.

The Career Trek program runs for 20 Saturdays, October to April. Each group starts at one of the three participating institutions: the University of Manitoba, the University of Winnipeg, and Red River College where it remains for five Saturdays (one "term"). At the conclusion of 5 weeks, each group rotates to a new set of departments/faculties. In total, the participants receive 80 hours of direct programming. At each institution, participants spend 4 hours a day in hands-on programming. These 4 hours are divided equally between 4 select departments, programs or faculties. Participating departments, programs and faculties are chosen on the basis of their enthusiasm for the program and its client group, as well as their ability to provide an excellent curriculum. Activities are designed and modified to meet the needs of the individual age groups and lecturing is kept to a minimum. Classes are engaging, hands-on and innovative and are designed to increase participants’ awareness about a particular field, and its associated careers. All activities are structured to maximize those skills generally accepted to be vital to the changing workforce. Career Trek is a "homework-free" zone.

The cost to participants for enrolling in Career Trek is $20 per term (4 terms). Participants must pay their first $20 before entering the program. However, if a student remains in the program, the first term payment is "rolled over" and used to pay for the second term. This process is repeated for the third term and fourth terms. Upon successful completion of the program, graduates are then provided with a yearbook of their experiences.

Issue 7
Promising Initiatives
MAEI - Accounting Mentoring for Aboriginal Students

Summary: The goal of the Accounting Mentoring project is to encourage Aboriginal youth to complete high school and pursue future careers in accounting. The Canadian Institute of Chartered Accountants (CICA) is partnering with the Martin Aboriginal Education Initiative (MAEI), participating accounting firms and local school boards to mentor Aboriginal youth who have an aptitude/interest in accounting careers.

Participating secondary school students are identified by their teachers. With parents’ permission, participating accounting firms mentor these students. The accountants will work with the young people over several years in various activities including job shadowing, co-operative education placements, summer employment, scholarships/ bursaries and internships. It is hoped that colleges and universities will also support these young people as they pursue their post-secondary studies.

In the 2008-09 school year, MAEI and CICA launched pilot projects with the Rainy River District School Board (Fort Frances, Ontario), BDO Dunwoody, and the Grand Erie
District School Board (Brantford, Ontario) and KPMG. Additional students will be added annually.

In the 2009-10 school year, the program expanded to Edmonton with the Edmonton Public School Board and Ernst & Young; in Thunder Bay with the Lakehead District School Board and BDO Dunwoody, and the Thunder Bay Catholic District School Board and Grant Thornton; in Vancouver with the Vancouver School Board and Ernst & Young, and in Winnipeg with the Winnipeg School Division and Meyers Norris Penny. We hope to launch a program in Regina in the near future.

Our ultimate goal is to offer the program across Canada and to expand to other professions.

Additional information can be found at the CICA website

Issue 5
Promising Initiatives
MAEI - Aboriginal Youth Entrepreneurship Program

Background: Several years ago, the Right Honourable Paul Martin and his family recognized the need for a program to encourage Aboriginal youth to stay in school where they can develop the attitudes, knowledge and skills necessary to achieve success in secondary school, postsecondary education or training, the workplace and daily life.
With this goal in mind the Martin family established the Martin Aboriginal Education Initiative (MAEI) to support the design and implementation of a pilot program with the agreement of the Grand Chief and Council of the Nishnawke-Aski Nation.
To date the program is successfully operating in secondary schools in Edmonton, Regina, Prince Rupert, Winnipeg and Thunder Bay. The future goal of this initiative is to expand even further.

Program Overview: With input from the Aboriginal leaders, business community and educators to ensure the program materials met the learning needs of Aboriginal students, the program was first offered from September to December 2007 at Dennis Franklin Cromarty First Nation High School in Thunder Bay. The students are residents of remote fly-in First Nations in Northwestern Ontario, who live in boarding homes in Thunder Bay while attending secondary school.
The program is based on the Grade 11 and 12 Ontario Senior Business Studies, supplemented by material developed by the National Foundation for Teaching Entrepreneurship to Youth (NFTE). NFTE has been in existence for over 25 years and its program is used in 14 countries, including the USA, the UK, Ireland, Belgium, and Israel.
The MAEI program is designed to improve students’ proficiency in Business Mathematics, English, Accounting, Marketing, and Information and Communications Technology, while supporting the acquisition of leadership skills. Teaching strategies include classroom instruction, simulations, competitions, guest speakers, field trips to businesses and mentoring. The program is closely monitored and the success is determined through both quantitative and qualitative measures. Case studies, teaching strategies and examples of successful Canadian Aboriginal business leaders are also included.
Using innovative hands-on activities, guest speakers, and business mentors, Aboriginal students learn how to create a product or service-based business. Funding is provided to start each micro-business and using the services of local banks, students open and maintain accounts, and must comply with all required record keeping and other accountability measures. Students are given entrepreneurial experience and the opportunity for business ownership.

Partnerships: This program would not be realizing such success without the support and encouragement of many partners:

Business Community
Experienced business people serve as mentors to encourage, listen, give advice, advocate, act as role models, share information and experiences. The mentors help students develop employability skills through encouraging and modeling traits such as reliability, dependability, communication skills, teamwork and knowledge of proper attire and language. They assist students to set goals, make personal decisions, and resolve problems. The mentoring experience
not only provides the student with an important relationship, but empowers them to use the experience to plan and work toward the future.

Volunteers from the business community judge business plan competitions, speak to students on specific topics and arrange tours of their workplaces for the class.

Banks provide financial information, offer job-shadowing opportunities for students, speak to the class on aspects of banking, and support students as they establish their business accounts.

Post-Secondary Institutions
Colleges and universities serve a number of roles:

arrange for students and staff to serve as mentors;
encourage Aboriginal youth through scholarships;
host student business competitions;
establish outreach programs in secondary schools to encourage students to enrol in post-secondary programs, and
conduct research on the program. For example, Lakehead University monitored the program to ensure continued development.

A real success story: As a result of taking the course, a student in one of the locations established a business to make dog biscuits. By the end of the course he had orders for almost 50 dozen biscuits.
The school held a celebration night for the Entrepreneurship students’ families, mentors and other supporters. The student sold bags of dog biscuits at the event and handed out his business cards to seek more customers.

After a presentation about the program at the board meeting, the student told the media that this program has changed his life. This is just one success story. In future issues we plan to highlight more real success stories.

Media coverage: Various news articles can be accessed at:
www.maei-ieam.ca/news.html

More information:
Please contact: info@maei-ieam.ca

Issue 3
Promising Initiatives
Australia's National Curriculum Services: Indigenous Education Resource Update
Issue 1 November 2009

Summary: A joint project with:

The National Curriculum Services (NCS), a wholly-owned subsidiary of the Victorian Commercial Teachers Association (VCTA)
Dare to Lead, a Commonwealth funded national project with a focus on improving educational outcomes for Indigenous students
What Works. The Work Program which helps schools plan and take action to improve educational outcomes for Australian indigenous students
Australia’s Department of Education, Employment and Workplace Relations
This initial newsletter highlights emerging resources in Indigenous education in Australia. It contains research and statistics on literacy and numeracy as well as resources that are classroom-ready.

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