About First Nations
with Schools Collective

Who We Are

We are a group of nine First Nations in Ontario working together to achieve our vision of reclaiming full control of our lifelong-learning education systems, including schools on reserve. Each First Nation has:

  • a school in its community.
  • a distinct education system.

As a group, we work together to achieve education transformation and self-governance.

Our goal is First Nations’ control over First Nations’ local lifelong-learning education systems for our respective citizens. 

 

Our vision is an agreement that honours inherent and Treaty rights, and reinforces community values. This vision requires a realistic financial framework supported by policy and law.

 

Community gardening is part of the curriculum at Antler River School at Chippewas of the Thames First Nation

What We Do​

Delegates from the FNWSC are part of a Joint Education Technical Table with Indigenous Services Canada (ISC) and Crown-Indigenous Relations and Northern Affairs Canada (CIRNAC). 

 

FNWSC’s purpose is to develop a new First Nation education funding framework that reflects a self-determined education system. Funding from ISC supports this work. The federal government  acknowledges “culturally appropriate and accessible education” are key to the vitality of First Nation societies.

 

Our funding model includes resources to collect data, build local curriculum, and implement language- and culture-based community education programming.

In addition, the FNWSC commissions research, studies curriculum design and consistently advocates for equitable education for First Nation learners.

Wikwemkong students enjoy a day of outdoor learning,

How we got started

First Nations have always wanted to re-assert inherent and treaty rights to full control over local education systems, as noted in the 1972 white paper Indian Control of Indian Education.

The FNWSC was created in 2016 by First Nation chiefs in Ontario who decided to work together toward achieving the vision outlined above in order to improve education outcomes for First Nation learners and strengthen communities.

The chiefs  wanted an inter-nation structure that did not diminish each nation’s inherent right to control over its own local education.

 

The JETT process began in 2021.

What we are facing

After more than 150 years of punishing education policy, including Canada’s Indian Residential School System, an education system on reserve is not at the same starting point as a district school board. 

First Nations receive funding for education from the federal government, which is according to inherent and Treaty rights. But federal representatives control technical calculations and policy decisions, limiting transparency and First Nation community input, especially around proxies and funding formulas, by importing Ontario models while omitting key cost centres of a quality education, including:

  • third-level/post-secondary system needs; curriculum development; full language-immersion programming; mental health and wellbeing programs; land-based learning; teacher instruction review and monitoring; teacher certification and training; data management systems; school capital reform. 

First Nations can’t exercise true jurisdiction over schooling because they are in a reporting relationship. This is a barrier to First Nations’ internationally recognized right to control their own education systems.