There is a lot to learn about Indigenous education in Ontario and around the world. The creation of the Council, for example, follows decades of developments while Indigenous Institutes have histories of community-based learning systems that long pre-date European contact. We welcome additional link suggestions,
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Excerpt from The Act: "...The Government of Ontario affirms that it is committed to reconciliation with Indigenous peoples.
"The Government of Ontario acknowledges that the United Nations Declaration on the Rights of Indigenous Peoples, 2007, recognizes the right of Indigenous peoples to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.
"In Ontario, Indigenous Institutes are Indigenous governed and operated community-based education institutions that are mandated by and accountable to Indigenous communities ..."
"Recognizing the urgent need to respect and promote the inherent
rights of indigenous peoples which derive from their political, economic
and social structures and from their cultures, spiritual traditions,
histories and philosophies, especially their rights to their lands,
territories and resources, ...
"Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well-being of their children, consistent with the rights of the child, ..."
3.5.27: Aboriginally controlled post-secondary educational institutions collaborate to create regional boards and/or a Canada-wide board to (a) establish standards for accrediting programs provided by Aboriginal post-secondary institutions; (b) negotiate mutual recognition of course credits and credentials to facilitate student transfer between Aboriginal institutions and provincial and territorial post-secondary institutions; (c) establish co-operative working relationships with mainstream accreditation bodies such as the Association of Universities and Colleges of Canada and professional associations such as the Canadian Association of University Teachers; and (d) pursue other objectives related to the common interests of Aboriginal institutions.
"....The present school system is culturally alien to native students. Where the Indian contribution is not entirely ignored, it is often cast in an unfavourable light. School curricula in federal and provincial/territorial schools should recognize Indian culture, values, customs, languages and the Indian contribution to Canadian development. Courses in Indian history and culture should promote pride in the Indian child, and respect in the non-Indian student ..."
We have a duty to care for the well-being of students in their quest for knowledge and high-quality education.