SET (St’át’imc Education & Training) Strategy
2013 Research and Framework
May 15, 2013
Written by Laara Mixon, M.A., Tawney Lem, B.A., and Dr. Verna Billy-Minnabarriet for
St’át’imc Government Services
SET STRATEGY FRAMEWORK
Table of Contents
1.0 ACKNOWLEDGEMENTS ............................................................................................................................... 4
2.0 EXECUTIVE SUMMARY ................................................................................................................................. 5
3.0 BACKGROUND...............................................................................................................................................10
4.0 METHODOLOGY & APPROACH................................................................................................................11
LIMITATIONS .......................................................................................................................................................... 12
5.0 ST’ÁT’IMC DATA...........................................................................................................................................15
POPULATION........................................................................................................................................................... 15
ST’ÁT’IMC TRADITIONAL EDUCATION SYSTEMS .............................................................................................. 16
CURRENT EDUCATION OUTCOMES AND SYSTEMS ........................................................................................... 17
a.
Gold Trail School District .........................................................................................................................17
b.
Sea to Sky School District .........................................................................................................................19
OPPORTUNITIES ..................................................................................................................................................... 21
a.
Labour Market Outlook .............................................................................................................................21
b.
Trade Outlook ................................................................................................................................................22
c.
Industry Outlook ...........................................................................................................................................23
6.0 FINDINGS ........................................................................................................................................................33
OBSERVATIONS ...................................................................................................................................................... 33
a.
Community Meetings ..................................................................................................................................33
b.
Surveys ..............................................................................................................................................................36
ST’ÁT’IMC EDUCATION POLICIES ........................................................................................................................ 37
7.0 EARLY EDUCATION .....................................................................................................................................40
PRE-NATAL ............................................................................................................................................................. 40
PRE-SCHOOL (AGES 3-5) ..................................................................................................................................... 40
8.0 K-7 ....................................................................................................................................................................41
9.0 HIGH SCHOOL ...............................................................................................................................................44
10.0 POST-SECONDARY ....................................................................................................................................45
11.0 SKILLS AND EMPLOYMENT TRAINING ..............................................................................................47
12.0 PROFESSIONAL DEVELOPMENT ..........................................................................................................48
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13.0 RECOMMENDATIONS...............................................................................................................................50
14.0 FRAMEWORK .............................................................................................................................................65
15.0 REFERENCES ...............................................................................................................................................78
16.0 APPENDICES ...............................................................................................................................................82
DRAFT EDUCATION AND TRAINING ADVISORY TOR .................................................................................... 82
EDUCATION & TRAINING SURVEY TOOL ........................................................................................................... 89
PROFESSIONAL DEVELOPMENT SURVEY TOOL ................................................................................................ 99
RECOMMENDED PROGRAMS AND COURSES ................................................................................................... 107
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1.0
Acknowledgements
The research project team of Laara Mixon, Tawney Lem and Verna Billy-Minnabarriet
would like to express sincere appreciation for being allowed to serve the St’át’imc people.
This project flows from the St’át’imc Hydro Agreement, which is the product of eighteen
years of hard work and negotiation by St’át’imc and BC Hydro.
The Education and Training Committee, which includes Rod Louie, Ernest Armann and
Darryl Peters on behalf of St’át’imc, and Sally Thorpe and Akemi Sui on behalf BC Hydro,
provided overall guidance to the project. Stacey Austinson from the St’át’imc Chiefs Council
and Margaret Michell with St’át’imc Government Services provided coordination and
communications support throughout the project to facilitate engagement with the
communities and membership.
The insight and technical review provided by Education Coordinators Julie Thevarge,
Yvonne LaRochelle, Susan Napoleon, Sherry Kane, Cliff Casper, Lillian Saul, Valerie Adrian,
John Purcell and Madeline Williams was invaluable.
Finally, a special thank you goes to all of the St’át’imc community leaders, staff and
members who allowed the project team to graciously join their community meetings, and to
the members who took the time to participate in the comprehensive research undertaken
on-line.
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2.0
Executive Summary
This is a critical time for St’át’imc members who have been experiencing lower rates of
educational attainment, entrepreneurship, and employment; and higher rates of part-time
work, and social and economic challenges. The recent collapse of the forest industry has
devastated the region, resulting in a need to diversify the economy in emerging growth
industries such as clean energy, health, agriculture, and government services. Significantly
higher levels of education will be needed to meaningfully participate in the new economy.
To date though, education and training has not aligned with the emerging industries.
This is the perfect storm of challenges, or it can be the perfect opportunity for St’át’imc
leaders to issue a call to action: prioritize and invest in the education and training of
St’át’imc today and for the benefit of future generations.
Recognizing the potential benefit of education for St’át’imc, leaders at all levels in BC and in
the St’át’imc territory are committed to closing the gap in educational outcomes between
British Columbians and St’át’imc people. Within St’át’imc, the Education and Training
Committee1 that was established as a component of the BC Hydro Settlement Agreement,
has begun the work needed towards developing a St’át’imc solution for education and
training. To date, the Committee: has undertaken labour market research in 2012 and the
research represented in this report; is preparing to hire a St’át’imc Education and Training
(SET) Manager; and is planning to assist with the implementation, monitoring, and
evaluation of the SET Strategy for the benefit of future generations.
The research project documented in this report set out to evaluate the life-long learning
needs and interests of St’át’imc people, and to identify the barriers that must be overcome
in order for high levels of attainment to be achieved in education and training pursuits.
Through community meetings, on-line member surveys, and interviews with community
Education Coordinators, several major themes emerged:

St’át’imc culture must be at the heart of any successful educational system, as
expressed for example through: the use of culturally relevant curriculum and
1
Comprised of: Ernest Armann (SGS), Rod Louie (SCC), Darryl Peters (SGS), Akemi Sui (BC Hydro)
and Sally Thorpe (BC Hydro).
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teaching methods; an increased number of qualified Aboriginal teachers and
trainers; and a holistic approach to supporting students.

Education and training must be locally available, and locally relevant to economic
trends.

Focus is needed on developing core education skills of reading, writing and math to
the levels required for post-secondary institutes, not just for high school graduation.

Funding and investments into education across all areas and all levels is needed,
which will require enhancing existing funds, improving own source revenues, and
enhancing policies to maximize benefits in education recognizing that some existing
policies penalize investments.
The findings from this research project demonstrate St’át’imc communities share common
needs and interests. Therefore, building a St’át’imc solution to education and training
requires a coordinated systems approach across all communities. Implementation of the
SET Strategy is unity in action, and will contribute to healthier, happier St’át’imc for
generations to come.
SET Strategy Purpose:
According to Nxekmenlhkálha múta7 nt’áqmanlhkalha2, quality education and training is
ensured so that members, individually and collectively, are: prepared for opportunities to
meaningfully participate in their communities and in the economy; and are self-sufficient
and self-determined.
SET Strategy Goals:
The SET Strategy improves education and training outcomes by acting as non-political hub
to:




2
Strengthen the collective organization capacity of St’at’imc;
Collaborate with strategic partners to exercise greater control over
education and to ensure sustainability of the SET Strategy;
Collaborate with communities and their partners to ensure education and
training programs are culturally relevant and holistic; and
Establishing a knowledge-based foundation to inform St’at’imc decisionmaking.
St’at’imc: “our laws and our ways”, includes our culture and teachings.
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Summary of Recommendations
Recommendation #1: Ratification according to St’át’imc protocol
Ratification of the report recommendations must proceed through all relevant bodies,
including the Joint St’át’imc Hydro Steering Committee, St’át’imc Government Services
Board, St’át’imc Chiefs Council, and communities. The purpose of ratification is to ensure a
mandate is present to fully implement the SET Strategy.
Recommendation #2: SET Manager Recruitment & Orientation and Work Plan
A SET Manager is needed who has skills/knowledge in organizational development,
partnership development, project management, service leadership and indigenous
educational systems. The SET Manager will work with community Education Coordinators
to develop a work plan to implement the findings of this research project.
Recommendation #3: Formalizing and establishing the SET Advisory Committee
To acknowledge the critical role of Education Coordinators in the development,
implementation, management and delivery of education, skills, and training programs, an
Advisory Committee will be established to guide the SET Strategy.
Recommendation #4: Formalizing and establishing the SET Structure and Policies
The legal structure, governing structure, organizational agreements and governance
policies need to be developed for the SET Strategy to define strategic and operational roles
and responsibilities. Policy enforcement methods are also required to ensure Strategy
fairness and equality.
Recommendation #5: Strategic Partner Development
Partnerships must be strategically developed to align with the SET Strategy’s short, medium
and long-term goals. Examples of partnerships include:
a. School districts and schools: development of Local Education Agreements and
parental engagement.
b. Post-secondary institutes: agreements that include measures to mitigate systemic
racism, transition programs delivered in partnership with emerging industry
partners, intellectual property protection, higher learner support networks
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developed via information technology systems, and professional development for
teachers and staff on how to teach Aboriginal learners.
c. Employment and training partners: development of a St’át’imc Employment and
Training Centre.
d. Economic Development Advisory: support and enhance the delivery of small
business training and development across all sectors, and support self-employment
in emerging industries.
e. Communities and members: engagement to continually collect feedback on
community needs and interests.
Recommendation #6: SET Research
An action research approach and strengths based methodologies should be utilized to
inform on-going planning, and Advisory Committee and community organizational
development. Research is needed in the following areas:
a. Parental engagement: preferences for engagement, and priorities for education
workshops and tools.
b. Funding options for higher learning: investigation of funding streams including a
corporate giving strategy, and long-term reinvestment of funds from nation level
taxation and business development.
c. Learning assessments: viable, efficient (culturally relevant), and cost effective
regular assessments to assist with early interventions and with the development of
effective learning plans.
d. Families in need: understand the extent of needs associated with poverty that
negatively affect student learning.
e. Information technology: identify funding for IT capacity development that allows for
last mile connectivity to all St’át’imc communities.
f. Pre-school needs assessment: options and costing for early childhood education and
training; and early testing of sight, hearing, and language development to assist with
early interventions.
g. Employment and training: options for chronically unemployable members who may
be suffering from multiple social impacts.
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h. School bus transportation needs: training needs, best practices and options for
retaining qualified bus drivers to reduce or eliminate transportation barriers for K12 students.
i.
Professional development policies: template policy to support individual and
organizational capacity development.
j.
Development of a St’át’imc Indigenous Adult Higher Learning Association (IAHLA)
accredited institute: assess long-term interest of developing an IAHLA postsecondary institute in the territory.
k. Pre-natal health partnership: researching early parenting education needs,
traditional parenting methods, curriculum development, and options for expanding
the Head Start program.
Recommendation #7: Program Monitoring
A monitoring program is needed that evaluates progress towards set targets for identified
measures of success, compared to current baseline information. Monitoring will ensure
Strategy accountability and continual improvement.
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3.0
Background
St’át’imc are the original inhabitants of the territory,
which extends north to Churn Creek and to South
French Bar; northwest to the headwaters of Bridge
River; north and east toward Hat Creek Valley; east to
the Big Slide; south to the island on Harrison Lake and
west of the Fraser River to the headwaters of Lillooet
River, Ryan River and Black Tusk.
The St’át’imc way of life is inseparably connected to the
land. St’át’imc people use the rivers, mountains and
lakes, in their territory to gather, hunt and fish, harvest
food and gather medicine throughout the year. The
lessons of living on the land, living the right way, and
respecting St’át’imc traditional and contemporary knowledge and the relationship to the
land is a large part of the St’át’imc inheritance passed on from St'át'imc Elders to the
younger generations.
The St'át'imc communities are: Xwisten (Bridge River), Ts'kw'aylaxw (Pavilion),
Sekw'el'was (Cayoose Creek), Lil'wat (Mt. Currie), Tsal’alh (Seton Lake), T'it'q'et (Lillooet),
Xaxli'p (Fountain), N'Quatqua (Anderson Lake), Xa'xtsa (Douglas), Skatin, and Samahquam.
The St’át’imc “participating communities” who recently concluded the BC Hydro Settlement
Agreement are as listed above with the exception of Lil’wat who chose to accept an
independent lump sum payment. At the direction of the St’át’imc leaders, the BC Hydro
Settlement Agreement included a wide range of planning pillars and priorities intended to
benefit the St’át’imc for generations to come. The Education and Training Program, led by a
shared St’át’imc BC Hydro Committee, is one such priority. To date, the Committee: has
ensured the completion of the 2012 St’át’imc labour market research and the research
contained in this report; is preparing to hire a SET Manager; and is planning to assist with
the implementation, monitoring, and evaluation of the St’át’imc Education and Training
(SET) Program for the benefit of future generations.
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4.0
Methodology & Approach
The research for the St’át’imc Education & Training Program Framework utilized a
strengths-based, collaborative approach consistent with local indigenous methodologies.
This approach is also consistent with action research, which Stringer (2007) defined as “a
systematic approach to investigation that enables people to find effective solutions” (p. 1)
that includes directly involving subject and stakeholder in the research (p. 6). Such
involvement allows participants to “construct and use their own knowledge” (Coghlan &
Brannick, 2007, p. 15) in a way that “cannot undermine the integrity of indigenous persons
or communities because it is grounded in that integrity” (Wilson, 2008, p. 60).
Methods used included community engagement meetings, an on-line Education and
Training Survey, an on-line Professional Development Survey, Education Coordinator
interviews and meetings to analyze findings, and a literature review to identify
opportunities. This use of more than one source of information is called triangulation,
which, according to Glesne (2006), contributes to the trustworthiness of the data. In
addition, Glesne has stated that although multiple data-collection methods are the most
common form of triangulation in qualitative research, triangulation in order to increase
confidence in research findings may also involve the incorporation of multiple kinds of data
sources, multiple investigators, and multiple theoretical perspectives (p. 36), which was
accomplished through the Education Coordinators’ technical review of the research.
The research methods included meetings held with 173 member participants that were
conducted in the following communities:
i.
Xa'xtsa, Skatin, Samahquam
ii.
Xwisten
iii.
Tsal’alh
iv.
T’it’q’et
v.
Xaxli'p
vi.
Sekw’el’was
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Sessions in N’Quatqua were cancelled twice just prior to the planned meeting dates, and
Ts'kw'aylaxw was paying respects to a member who had passed away so all community
meetings during the time of the research were cancelled.
The on-line surveys were live for approximately four weeks and resulted in the following
participation:
i.
Education & Training Survey – 113 responses
ii.
Professional Development Survey – 50 responses
Education Coordinators who participated were representing the following communities:
i.
N'Quatqua
ii.
Sekw'el'was
iii.
T'it'q'et
iv.
Ts'kw'aylaxw
v.
Tsal'alh
vi.
Xaxli'p
vii.
Xwisten
viii.
Samahquam
ix.
Xa’xtsa
The Education Coordinators were interviewed separately throughout the month of March,
and met collectively through video conferencing to review and validate summary findings of
their group. The Coordinators also met on March 12, 2013 to review the draft report, and
again on May 14 – 15, 2013 to develop the SET Strategy 2013/14 Plan.
Positive feedback was received by leaders, staff, and members on the engagement approach
that was utilized for this research, with expressed interest to continue this kind of
engagement in the future.
Limitations
All efforts were made to ensure the research was comprehensive and inclusive of a wide
range of perspectives. However, the research was limited by project timelines, member
participation, communications, and data. These limitations are disclosed in order to fully
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document the research methodology and to identify research gaps that may need to be
addressed in the future.
a. Project timelines and timing:

The overall project timeline was short given the scope of the research.

Much of the primary research period overlapped with student spring break,
which may have limited youth participation.
b. Community and member participation:

Lil’wat has a population of approximately 2,000 St’át’imc members, however
they were not included in the research because they are not a “participating
community” to the PC (Participating Communities) Hydro Settlement
Agreement.

A joint session was held in Mission for Xa’xtsa, Skatin and Samahquam, however
Skatin and Samahquam were very poorly represented at this session, and
attempts to schedule a second session were unsuccessful.

Due to the passing of community member, the Ts'kw'aylaxw session was
cancelled and could not be rescheduled during the research period.
c. Communication with communities and members:

Despite the coordination of community meetings being undertaken by SGS, one
community was not aware of the session being booked.

Promotion of the community meetings and on-line surveys was undertaken by
SGS with planned communications through the SGS newspaper, which was not
distributed within the timeframes of this project, and may have reduced
participation at community meetings.
d. The SGS member database established for the BC Hydro (BCH) Settlement
Agreement ratification could not be used to advertise and promote the on-line
surveys as originally planned due to confidentiality constraints. This limited the
anticipated feedback from the surveys, and prevented the research authors from
being able to structure and undertake interviews with members living away from
home.
e. Communication with strategic partners:

Direct engagement with strategic partners was planned, but not undertaken due
to SGS not being able to provide a list of partners during the project timeframe.
f.
Data:
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
The final survey format was considerably larger than originally anticipated, and
may have been a deterrent for some participants. Due to the survey size, some
participants only provided responses for some parts of the survey. However,
during the analysis there was no way to determine whether a “zero” response
was due to an absence of interest in the topic area or due to participants being
limited in the amount of time they were able to dedicate to the survey.

The quantity of data generated from the surveys and community sessions was
similarly larger than originally anticipated. This extended the analysis time, and
had a slight affect on the end project deadline.

The language used to describe training and essential skills, and the
understanding of these areas, were not communicated well enough for members
through the research methods. Both the level of survey participation and the
resulting findings are limited due to this.
g. Project Scope:

Many participants expressed concerns about individual and community health,
and while a clear and direct connection is acknowledged between health and
educational success, research of social and health issues were beyond the scope
of this project.
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5.0
St’át’imc Data
Population
Education should be one of the most important priorities for all St’át’imc people today
recognizing that education not only contributes to better jobs and higher pay, but it is also
“associated with social benefits such as economic growth, knowledge spillovers, nonmarket external benefits such as reduced criminal activity, and improved health” (Sharpe
and Arsenault, 2010, p. iiv). Improved education outcomes for St’át’imc people also can
improve economic growth in the territory, mitigate the skills labour shortage, and reduce
St’át’imc social costs.
Chart 1: St’át’imc Population, 2012
As a conservative estimate, there are
6,492 St’át’imc members (Vero,
2012). St’át’imc members are
younger than other British
Columbians living in St’át’imc
territory. Consistent with the
regional projections, the St’át’imc
Source, Vero 2012
workforce population is estimated to grow in population by more than 40% by 2017, which
is almost double the rate of the overall
working age population (WorkBC,
2013).
Table 1: St’át’imc Population by Age Group, 2006
Although data for St’át’imc specific
growth is not available, research can be
drawn upon that outlines BC Aboriginal
population growth rates where the
population of Aboriginal peoples is
expected to grow 4.8%, from 196,075
to 230,000, by 20263.
3
Source: INAC-CMHC, 2007
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Table 2: Aboriginal Population Projected Growth in BC (2011–2026)
240,000
235,000
230,000
225,000
220,000
215,000
210,000
205,000
200,000
195,000
190,000
(Source: INAC-CMHC, 2007)
St’át’imc Traditional Education Systems
For generations, St’át’imc have lived as a self-governing and self-sufficient people in
harmony with an environment that has met all of their needs. One well-respected St’át’imc
member who has become a foremost expert in Aboriginal education is Dr. Lorna Williams.
Dr. Williams stated that since time immemorial,
the traditional First Nations education system was a sophisticated system of information
intergenerationally transmitted knowledge with both declarative and procedural
processes. The education processes were embedded in their social institutions, both formal
and informal, occurring over a person’s lifetime. The education always focused on all
aspects of the task including cognitive, emotional, physical and spiritual components.
(Bob, Marcuse, Nyce, & Williams, 1993, p. 40–41).
Education was a process of living according to values and beliefs, and formed the basis of
the skills and knowledge sought that ensured the development of healthy, balanced
individuals, families and communities.
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Current Education Outcomes and Systems
Within the St’át’imc territory members benefit from community pre-natal health services,
attend primarily community Aboriginal Head Start daycares and pre-schools, and
participate in public elementary schools, public high schools and public post secondary
institutes. The Canadian education system does not include a national education strategy.
Further, it is founded upon values that differ from those of Aboriginal peoples, and upon
industrialized education models and systems that are outmoded for the level of education
required today. Despite these crippling systems issues, deeply passionate leaders at all
levels are committed to making improvements to the system so it can work for St’át’imc
students, and are seeing slow but gradual signs of progress.
In the northern part of the territory, six St’át’imc communities benefit from the work of the
St’át’imc Education Authority (SEA). Established in 1996, the mission of the SEA is to ensure
the educational success of St’át’imc learners in SD 74, with goals including: strengthening
St’át’imc identity; creating a balanced curriculum for St’át’imc learners; and maintaining
high academic standards for St’át’imc learners.. These six communities have also appointed
representatives to the First Peoples’ Education Council (FPEC) of SD 74. The FPEC has input
into the educational programs and services provided in the District. The northern
communities are further served by the Upper St’át’imc Language, Culture and Education
Society, which develops and administers language and culture programs. Finally, the Upper
St’át’imc Language and Culture Authority certifies Northern St’át’imc language teachers.
The two school districts that serve St’át’imc for K-12 education are the Gold Trail School
District and Sea to Sky School District.
a. Gold Trail School District
In the Gold Trail School District 57% of students are Aboriginal, while in the Sea to Sky
School District 15% of students have self-identified as Aboriginal. In the Gold Trail
School District,
Consistently across all evidence collected by the province and the district there is a
disparity of generally 10% and sometimes greater between the achievement of our
Aboriginal and non-Aboriginal learners, with non-Aboriginal learners time and
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again out performing Aboriginal learners. The district knows that this disparity is
not an indication of the abilities of our Aboriginal learners rather the result of
systemic obstacles to their success. As a district we are working to define those
obstacles within the school system and remove them. (School District No. 74,
2012, p. 5)
The completion rate increased from 59% for 2010/11 to 67% for 2011/12, and all Gold
Trail K-12 schools benefit from good levels of staffing of Aboriginal Support Workers,
Language and Culture Staff, Elder and Community Participation, homework clubs, a
wide range of early childhood education strategies (e.g. daily learning drop ins for
children 0-6), strategies for children in care and special needs, and access to a district
Speech and Language Pathologist. The Gold Trail School District is committed for the
2012/13 year to improving the life chances of Aboriginal students through:

Learner Support Model

Universal Kindergarten Speech and Language Screening

Universal Kindergarten Hearing Screening

Offering First People’s English 10, First People’s English 12, First Nations
Studies

Universal Design with Leyton Schnellert at secondary schools

Family Youth Care Workers available in each school

Student Support Committee

Suspension Data collected through the BC Enterprise Student Information
System (BCeSIS)

Aboriginal Research Project with Dr. Lorna Williams

District professional development on Boy Smarts

Advancement Via Individual Determination (AVID) in all secondary schools

Renewal of Enhancement Agreement
Additional actions will include: offering Math 8 First Peoples; expanding place based,
project and inquiry learning opportunities for students; expanding restorative
practices; including roots of empathy in all schools; using inputs from the enhancement
agreement renewal process to inform teaching and learning opportunities;
implementing recommendations from Dr. Lorna Williams; reviewing school nutrition
programs; and reviewing district assessment tools and practices.
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A quick summary of K-7 outcomes and goals can be seen through district Foundational
Skills Assessment (FSA) testing results seen below where Aboriginal learners lag 2% 25% behind non-Aboriginal learners:
2011/12
Aboriginal
Non-Aboriginal
Gr. 4 FSA Results
62%
87%
Gr. 7 FSA Results
82%
84%
b. Sea to Sky School District
The Sea to Sky School District 48 (SD 48) serves the southern St’át’imc communities of
Lil’wat, N’Quatqua, Skatin, Xa’xtsa and Samahquam. According to the district
superintendent’s annual report, areas of concern for Aboriginal students include: much
lower results in reading, viewing, writing, representing, and oral language; 50 – 60% of
primary students are not meeting expectations for reading, viewing, and writing; 3055% are not meeting expectations for Language Arts; Grade 4 and 7 FSA reading and
writing year to year results are much lower than all student results; 50% are achieving
below a C+ for grades 10 to 12 English; 60-70% are below a C+ for grade 10 and 12
English on provincial exams (p.2); and only 30% are meeting or exceeding expectations
for FSA numeracy results (p. 3).
SD 48 also recorded the following performances for Aboriginal learners, as identified in
the Aboriginal Enhancement Agreement:

The 2011/12 six year completion rate of 61% is the highest six year completion rate
for SD48 Aboriginal students and is 5% higher than the provincial rate of
completion for Aboriginal students

During the 2011/12 school year the 59% first time graduation rate for Aboriginal
students was maintained

Report Card data for Social Studies and Science measured improvement from March
to June each year

In 2011, Report Card letter grades for grade 7 students in Social Studies and Science
and for grade 4 students in Science improved

FSA results for grade 4 (reading) have improved over the last four years
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
FSA results for grade 7 (reading) have decreased, with the lowest results in
2011/12

English 10 completion rates during the 2011/12 school year are at 90%, which is a
2% drop from the previous year

English 12 completion rates have ranged from 88-100% over the past 5 years

Communication 12 completion rates have increased over the last 5 years

English 10 participation rates have declined from 100% to 81% over the last two
years (p. 13).
SD 48 has worked with the local Aboriginal Bands (Lil’wat, N’Quatqua, Skatin, Xa’xtsa,
Samahquam) in the southern region to join a community partnership through Public
Safety Canada. The partnership exists with the National Aboriginal Crime Prevention
Unit (NACPF) and other local Pemberton community groups, such as Sea to Sky
Community Services and Communities that Care (C6 Local Branch). This is an
internationally recognized, comprehensive K-12 character development program
intended to enhance behaviour and academic achievement. Year one, 2010/2011 was
focused on implementation of counseling support. Year two and three, 2011 to 2013 are
intended to fully implement primary program curriculum. Planning is already underway
for intermediate level curriculum implementation in 2013/2014 (p. 6).
A quick summary of K-7 outcomes and goals can be seen through district Foundational
Skills Assessment (FSA) testing results seen below where Aboriginal learners lag 29% 31% percent behind non-Aboriginal learners:
2011/12
All Students
Aboriginal Students
Gr. 4 FSA Results
78%
49%
Gr. 7 FSA Results
78%
47%
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Opportunities
This section outlines the current and projected opportunities for St’át’imc members;
identified from labour market projections, trade projections, and industry trends.
a. Labour Market Outlook
St’át’imc are situated within the Cariboo Chilcotin Coast labour market region, which
according to the BC Labour Market Outlook 2010-2020 is the slowest growing labour
market region in the province: of 19,890 total openings, 5,960 are attributed to
expansion, and 13,930 are attributed to replacement jobs. The highest occupational
demands are forecasted to be in health, and include: Nurse Supervisor and Registered
Nurses (NOC315), 2.9% growth; Physicians, Dentists, and Veterinarians (NOC311),
2.7% growth; and Assisting Occupations in Health (NOC341), 2.6% growth
(Government of British Columbia, 2010a).
Based on the Labour Market Outlook, the following opportunities have been identified
in the Vero (2012) report.
i.
Health
As greater control of health is realized by communities (e.g. T’it’q’et’s new Health
Centre), and the First Nations Health Society, communities will have increased funding
and opportunities to provide services for their communities, and for the general
population. Specific opportunities that will be associated with First Nations peoples are
community health nurses and administrators, along with an increase in alternative
health care services (Vero, p.52). All of these opportunities require post-secondary
certificates and diplomas.
ii.
Municipal/Government Services
The Vero report (2012) identified St’át’imc government offices and Band
Administration offices as being a major employer in the region. The data outlined in the
Vero report states that employment opportunities from SGS, the two tribal councils, and
5 Band Administrations include replacement4 staff in the areas of: Management and
Administration; Finance; Social Development; Health; Education; Lands and Resources;
4
Staff whom are expected to retire in the next decade.
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Public Works; Housing; Economic Development; Registry; Fisheries; Technology;
Human Resources; and Recreation. Data was inconsistent across communities but
indicates a total of 90 full-time positions currently held, and 48 part-time currently held.
All of these jobs require some post-secondary at a minimum and a certificate or diploma
in areas of specialization or a general degree such as the NVIT (Nicola Valley Institute of
Technology) First Nations Administrators Public Administrators Diploma.
b. Trade Outlook
According to the BC Trades Occupations Outlook 2009-2019, trades employment in the
Cariboo Chilcotin region will grow by 1.8%, while total regional employment will
increase by 1.9%. Overall the region will experience relatively constant trades
employment that will by 2019 account for 14.1% (12,840) of all jobs (91,175).
The largest trades occupation in the region is expected to be in machinery and
transportation equipment mechanics, which will represent one in every six trades in
demand (Government of British Columbia, 2010c, p. 13). Recognizing that due to
economic factors many replacement positions are not being realized, expansion of new
job opportunities have been focused upon in the following table.
Table 2: Cariboo Region Occupation Demand Outlook 2009 - 2019
Replacement Expansion Total
Regional Occupation Demand Outlook 2009 2019
Carpenters and Cabinetmakers
Electrical Trades and Telecommunication
Heavy Equipment Operators
Other Construction Trades
Metal Forming, Shaping and Erecting Trades
Plumbers, Pipefitters and Gas Fitters
Machinery and Transportation Equipment
Mechanics (Except Motor Vehicle)
Masonry and Plastering Trades
Chefs and Cooks
Butchers and Bakers
Crane Operators, Drillers and Blasters
Automotive Service Technicians
Other Mechanics
Technical Occupations in Personal Service
Machinists and Related Occupations
Total
Expansion
Replacement
Total
520
370
260
220
160
150
100
190
260
30
240
80
620
560
520
250
400
230
140
760
900
120
110
40
40
30
10
- 40
2,130
410
80
20
390
70
160
60
2,850
120
520
120
60
420
80
120
60
4,980
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Trades training requires accredited, transferrable and ladderable training and an
apprenticeship within the trades system.
c. Industry Outlook
The St’át’imc economy was primarily dependent upon the forestry industry for the last
generation of St’át’imc. With the collapse of forest products in BC, the region is
projected to experience almost zero growth until 2020. There is a need to both diversify
the economy and establish organizational capacity to train and transfer skills in new
high-knowledge industries including clean tech, health, agriculture, and unique
opportunities in what remains of the forest product and mining industries.
Those industries that involve land resource development (e.g. agriculture, forestry,
mining) may require lower levels of training to enter the industry. However for
community driven projects or partnerships with the goal of supporting St’át’imc
interests for stewardship, land management, and meaningful employment, and for
community development projects associated with the development of these resources,
higher levels of education (technical, project management, financial analysis, etc.) will
be required.
i.
Clean Energy
In 2002 the BC government stipulated, “that new clean/renewable energy
generation in this province will be developed by ‘independent power producers’
(IPP’s), not BC Hydro (save for large hydro-electric facilities) (Westcoast
Environmental Law, 2011)”. In 2007 legislation established greenhouse gas
emission reduction targets of 33% by 2020, and 80% by 2050. IPP projects in BC
create electricity from clean, renewable energy sources such as small hydro, wind,
solar, ocean and geothermal. The two most common in BC are run-of-the-river
hydro (70%), and wind projects. Currently, IPP’s sell almost exclusively to BC Hydro
through electricity purchase agreements.
According to the Cleantech BC Report Card (2011), this industry has become one of
the most vibrant industries in North America, with 202 cleantech organizations with
revenues of $1.6 billion in 2008, and expectations of a 57% growth to $2.5 billion in
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2011 (p. 5). Currently, there are at least 4 operating IPP’s in the territory, including:
Walden North – Lillooet; Miller Creek – Pemberton; Rutherford Creek - Pemberton
(with Lil’wat); and Brandywine Creek – Whistler (with Lil’wat). Several other IPP’s
in the development stage are: Upper Lillooet River – Pemberton; North Creek
Hydroelectric – Pemberton; Boulder (Pebble) Creek – Pemberton; Bremner–Trio –
Douglas IR; Jamie Creek – Gold Bridge; and Mkw’alts Creek – Mount Currie.
“Many IPP projects are located in remote locations of BC that are at present
economically disadvantaged. Since many of the skills required in the forestry
industry are transferrable to the IPP industry, IPP projects may provide an
employment stimulus to economically depressed regions of BC.” (PWC, 2009, p.23).
Cross over jobs include: road construction; construction (e.g. foundations); cable
stringing for transmission line construction; hard rock mining; environmental
consultants; and engineering consultants.
While many of the existing and emerging green jobs in BC are well-paid, they
require specific skills, experience and relatively high-levels of education. As
identified in the Vero (2012) report key occupations with Innergex projects in the
region for construction include: security; public and environmental health
inspectors; occupational health and safety; truck drivers; heavy equipment
operators; construction millwrights and industrial mechanics; carpenters;
ironworkers; steamfitters, pipefitters, and sprinkler system installers; welders and
related machine operators; power system electricians; logging and forestry
labourers; construction trades helpers and labourers; and technical occupations in
geomatics and meterology. Key occupations with Innergex projects in the region for
operations include: power engineers and power systems operators.
“Approximately 62% of BC’s green labour force has some level of post-secondary
education or trades training.” “Of those with a post-secondary education, 40% have
obtained a level of Bachelor’s degree or higher.” (Globe Advisors, 2013). Science
degrees are noted as being of particular importance, and the industry is concerned
with the low number of graduates in this area.
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ii.
Agriculture
According to the BC Agri-Food Industry, Year in Review 2010, BC has the greatest
range of climatic zones than any other area in Canada. Over 200 different
commodities are produced on nearly 20,000 farms, which generated farm sales of
$2.4 billion in 2010. The top 10 sectors in farm sales included: dairy, poultry,
greenhouse vegetables, floriculture, beef, field vegetables and mushrooms, nursery,
berries (primarily blueberries), grapes, eggs, and tree fruits. Grape growers have
steadily increased production over the past four years as demand for high-quality
grapes from B.C.’s wine industry continues to grow. In 2010, B.C. produced 17.5
tonnes of wine and table grapes, an increase of 7.5% over 2009 (Government of
British Columbia, 2010b). Within St’át’imc territory, there are numerous
agricultural producers, with a more recent emergence of several wineries and a
hops grower.
The top sectors in farm sales included: cattle, poultry, and dairy producers with
growth occurring in niche products such as bison and venison. The entire agri-food
supply chain generated $4.02 billion in gross revenues and employed 298,700
people. BC enjoys a relatively strong local market, with the highest western
provinces population, higher than average food expenditures per household, and a
growing consumer environmental awareness to “purchase local”.
Figure. 2. BC Agri-Food Industry Trends
Source: Government of BC, Ministry of Agriculture
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Although there is little that distinguishes Aboriginal agricultural food products, or
“First Foods”, from the mainstream industry, Aboriginal farmers, who are
predominantly micro or small producers: have made higher investments in cattle,
bison, berry crops, vegetables and hemp production; often use organic farming
methods, sustainable practices, distinctive packaging; and usually target local
markets. The biggest challenges for Aboriginal producers that have limited their
ability to pursue large markets and capitalize on food distribution channels has
been economies of scale, financing, and business acumen (legal, food and safety
standards, and distributors, packaging/marketing) (O’Neil, 2010). Best practices,
such as those used by Nk'Mip Cellars, include developing joint ventures to assist in
overcoming these obstacles.
Employment in agriculture is increasingly requiring higher education, particularly
for community agricultural project interests or partnerships.
iii.
Small Business
In BC, small business continues to be a key instrument of job creation and economic
growth. In fact, according to the 2010 BC Small Business Profile (395,900) small
businesses in BC account “for 98% of all businesses in the province”, and about 82%
are micro-businesses, with fewer than five employees (Government of BC, 2011, p.
3). In 2009, 443,800 people in BC were self-employed, and overall, small business
accounted for 46% of all employment within BC.
Within Canada 98% of businesses are considered small and employ 48% of the
labour force, and contributes slightly more than 30 percent to Canada’s GDP
(Government of Canada, 2012). Despite the evidence that small business is a key
economic driver in BC and in Canada, in 2001 there were only 6,485 (Government of
BC, 2010a, p. 4) self-employed Aboriginal small business owners in BC, representing
only 0.03% of the Aboriginal population.
Despite being underrepresented in small business, Aboriginal small business
ownership is quickly increasing (33% from 1996 to 2001), and is represented in all
industry sectors. Aboriginal small businesses and are operating primarily as micro-
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entrepreneurs, or self-employed sole proprietorships5. Recognizing the major
contributions that small business has for the local, regional, and national economy,
fostering its development in St’át’imc territory and amongst St’át’imc people is
critical to supporting the self-sufficiency, self-determination, and economy of the
region.
5
Source: BC Aboriginal Small Business Profile (2003).
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iv.
Forest Products
The mountain pine beetle epidemic,
Figure 3: Forest Products Exports 1990 - 2008
the 2008/09 economic recession and
the downturn in the US housing
market, along with lower prices for
forest products and the long dispute
with the US over softwood lumber has
resulted in declining exports, and
fewer jobs, during the past decade.
According to the Occupational
Projection System Forecast (Statistics
Canada, 2008) the industry’s share of
the GDP is expected to continue to
Source: BC Stats
decline until 2017.
According to the BC Auditor General, John Doyle (2012), future availability of timber
supply will be smaller and less diverse. One of the few notable industry trends in
growth is the increase in the volume of unprocessed logs exported from BC, which
jumped by over 50% in 2010 with similar trends expected for 2011. Major growth
countries include: Japan, Mainland China, and South Korea; while sales to the United
States continue to decrease (BC Statistics, 2011).
Two Timber Supply Areas (TSAs) overlap St’át’imc territory. In the Lillooet TSA,
there are 6 replaceable and 8 non-replaceable forest harvesting tenure holders in
addition to BC Timber Sales (BCTS) (MOF, 2013, p.1). In the Soo TSA, there are 8
replaceable and 3 non-replaceable tenure holders in addition to BC Timber Sales
(MOF, 2013a, p.1). Based on the calculation of 1 job per 1,189 m3 harvested (Tyee,
2013), this accounts for approximately 479 jobs in the Lillooet TSA and 404 jobs in
the Soo TSA.
In processing, there are two larger mills in the Lillooet TSA: Aspen Planers who
employs 35-40 people with no immediate plans to expand; and Lytton Lumber who
employs 60 people. There are several smaller mills in the area as well. In the Soo
TSA, several mills have closed in recent years, with that processing volume being
shifted to the Lillooet TSA and other areas.
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St’át’imc have unique opportunities that exist and are being explored in forestry.
The unique forest opportunities include: developing a pellet mill, which could
represent 70 jobs, with potentially 50% of these jobs to be filled by First Nations
people (Thur, J. 2011); Xaxli’p harvesting; T’it’q’et and Ts’kw’aylaxw replacement
licenses; LTC fallen timber for the proposed pellet plant and up to 50% of higher
quality wood; In-SHUCK-ch non-replaceable and replaceable forest licenses; and
Lil’wat existing licenses (Vero, 2012, p. 53).
Within all sectors of the forestry industry, there are jobs requiring lower levels of
formal education and training (e.g. process operators, harvesting, machine
operators, basic silviculture), as well as jobs requiring post-secondary or
apprenticeships (e.g. professional foresters, engineers, millwrights, electricians,
technologists, supervisors and managers). Skilled tradespeople are generally in
demand due to the migration of workers to other sectors (e.g. oil and gas) 6. Strong
partners for consideration are: FP Innovations who work with First Nations to
create First Nation driven economic opportunities in forestry, as well as with the BC
Government’s First Nations Forestry Technician Training Program7 ($250k
committed); and the Ministry of Advanced Education and Labour Market
Development through the Aboriginal Training for Employment Program8.
v.
Mining
Mining is included only due to the large number of existing mines in the St’át’imc
territory where benefits can be realized and where some members may be
employed in land management services. The mining industry in the region is largely
represented through aggregates, placer mining and mineral exploration/mining. In
terms of employment opportunities, mineral exploration/mining is the largest
opportunity. Communities have seen an increasing volume of mineral related land
use referrals. There are countless claims in the area, essentially covering the
territory, with new claims being applied for regularly and existing claims being
regularly bought and sold.
6 http://www.fpsc-cspf.ca/userfiles/files/4197_FPSC_SumReport_E_lowres.pdf
7 http://www.newsroom.gov.bc.ca/2012/09/new-training-program-supports-first-nations-in-forestry.html
8 http://www.fnforestrycouncil.ca/downloads/atep-final-report.pdf
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Large mining operations (many centred in the Goldbridge and Yalakom River area)
currently include: Bralorne Gold Mines, Elizabeth Gold Property, Blackdome, and
Bridge River Copper.
According to the BC Economic Outlook (2011), BC’s mining, oil, and gas extraction
industries dropped in 2009 by 7.5%, and employment dropped by 2,000 jobs in the
same year, while Price Waterhouse Coopers reported that “gross mining revenues
increased by $0.9 billion to $7.9 billion in 2010, returning to 2008 historic levels.
The entire industry rebounded from the effects of the global slow-down in recent
years, with coal and metal prices continuing to increase in 2010” (PWC, 2011), and
employment increasing by 500 jobs in 2010 with average earnings decreasing
marginally. Much of the employment associated with the mining industry or related
land management services for communities requires a post-secondary education.
Key occupations associated with mining include: mining engineers; supervisors,
mining and quarry, underground production and development miners;
underground mine service and support workers; and mine labourers (Vero, 2012, p.
56). Potential partners where benefits may be realized include:

BC Aboriginal Mine Training Association (BCAMTA). Certificate programs
offered: ITA, Underground Miner, Entry-level Skills, Exploration Field
Assistance, Aboriginal Environmental Monitor, Construction Craft, Intro to
Trades, Women in Trades, HR Management, Pathways to Success.

Aboriginal Minerals Training and Employment Program, offered by BCIT,
Association for Mineral Exploration BC, Mining Association of BC, and BC
Ministry of Exploration Mines and Petroleum Resources.

Building Environmental Aboriginal Human Resources (BEAHR) Aboriginal
Learning Institute. BEAHR provides traditional and scientific knowledge
instruction in environmental monitoring.

Northwest Community College Environmental Monitor Assistant Program.
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vi.
Tourism
According to the 2009 BC Financial
and Economic Review, the tourism
Figure 3: Visitor Entries to BC 2004-2009
sector
“faced challenges in 2009, mainly due
to the economic recession. The total
number of visitors entering BC in 2009
fell 6.4 per cent to a 15-year low of 5.6
million. The recession interrupted the
steady growth experienced by the
accommodation industry since the
earlier part of the decade, with overall
room revenues sliding 11.9 per cent in
2009 compared to 2008” (p. 10).
Figure 4: U.S. Entries
In 2011 visitor entries fell an
additional 4.3%, representing a
decrease of roughly one-third (–
33.2%) of visitors since 2001
(Stroomer, 2012, p. 1).
Visitors from the U.S. still
represented the largest share (75%)
of the market for BC in 2011,
however there was a substantial
decline in U.S. visitors overall.
Cultural tourism represents approximately half of the industry revenues and
includes visiting historic sites, attending plays/concerts, museums, sports, golfing,
canoeing/kayaking, cycling, festivals, skiing and snowboarding. Aboriginal tourism
is classified within the cultural tourism sector. According to Aboriginal Tourism BC,
this industry sector is comprised of: adventure tourism (31%); tourism services
(22%), and accommodation (21%). These tourism services make up the majority
(74%) of Aboriginal tourism businesses in BC (Aboriginal Tourism BC).
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vii.
Other:
Other opportunities not already identified above, but included in the Vero (2012)
report are:

Education services;

Graymont lime plant on Ts’kw’aylaxw reserves (employing approximately
30 members); and

Fisheries.
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6.0
FINDINGS
The findings for this research came from four sources: community meetings; on-line
Education & Training Surveys; Professional Development Surveys; and Education
Coordinator Interviews and Meetings. The intent of the project team was originally to
develop a short survey tool with open-ended survey questions, however there was an
interest to create two comprehensive surveys that drew upon known research on barriers
and challenges, and that would allow members to prioritize their interests. The resulting
data for the most part indicated participants consistently “strongly agreed” with the needs
and barriers presented. This allowed for the prioritizing of interests, but not for
comparative findings within an individual area. As a result, charts identifying the findings
were not informative; rather the top priorities for each area were analyzed in combination
with the feedback from Education Coordinators. Interviews with Education Coordinators
remained open ended and allowed for a deeper level of research.
The feedback from participants represents a good sampling of membership, but is not
comprehensive and does not attempt to portray a comprehensive and final understanding
of the St’át’imc membership. Rather, the feedback provides an insight into concerns,
interests, and how the SET Strategy may be established to best serve members.
Observations
a. Community Meetings
The community meetings were
well attended, and generally all
age groups were represented. In
particular, it was observed that
community meeting participants
tended to be older and their focus
was on longer-term outcomes for
pre-school, K-12 and postsecondary planning. Consistent
with many Aboriginal
Chart 4: Community Meeting Participant Age
Ranges
25%
21%
20%
17%
15%
10%
10%
5%
20%
17%
11%
3%
0%
12 to 17 18 to 24 25 to 34 35 to 44 45 to 54 55 to 64 65 or
older
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communities the grandparents play a close and sometimes primary role in caregiving
for children. This resulted in less feedback from younger participants, who are in
western society considered the primary caregivers, which may have limited direct
feedback.
At community meetings, the majority (60%) of participants were women, who are
traditionally the caregiving leaders in a community. Women may be more likely to
attend to educational matters than men due to family roles or due to single parenting.
Consistent with the Indigenous Adult and Higher Learning Association (IAHLA) findings,
63% of higher learners are women (Tindall & Juniper, 2011,p.3). This majority may
represent the combination of interest and caregiving roles that Aboriginal women have.
Data from the community meetings, Education and Training Survey and Professional
Development Survey shows that occupations in business, finance and administration,
and social science, education and government were significantly higher represented
than other occupational categories. This likely represents participants who are
employed by the band administration offices providing community and social services.
The distribution of the community meeting notices and the surveys were promoted to,
by, and within community administration offices, which may account for this higher
representation of occupation.
Men were well represented at community meetings (40% of the participants), but were
not as well represented through the on-line survey research method. As a result of this
higher male representation at community meetings, trades occupations and the
associated interests were well represented
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Chart 5: Community Mtg
20%
Participant Occupations
17%
18%
16%
15%
14%
12%
10%
10%
8%
7%
6%
8%
8%
7%
7%
5%
4%
3%
3%
4%
2%
0%
.
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Chart 6: Community Mtg Participant Education Level
30%
25%
20%
15%
10%
5%
0%
Less than high
school
Highschool
High school
Trades
with some certificate or
post
diploma
secondary
College
certificate or
diploma
University
certificate,
diploma or
degree
Finally, the levels of education represented at community meetings were, on average,
lower compared to the on-line survey participants. This may be associated with the
older populations who often reported having been in residential schools where
schooling was limited to six or seven years.
b. Surveys
Based on the participants in this research, the overall levels of education within the
St’át’imc membership is higher than anticipated. The Vero (2012) report findings
indicated that the overall levels of education were much lower than what is identified in
this research. Given the on-line participant feedback, it would appear that St’át’imc
education levels closely correlate with BC Aboriginal averages (Chart 7 below). Some of
the lower education levels (less than high school) reported in this research are
accounted for the fact that 4% of the participants were members aged 12 – 18, most of
who are still in high school. In contrast, the data source of the Vero (2012) was derived
from interviews with members of Chief and Council and Administrators, but not directly
with members. This second hand data source in the Vero report may have contributed
to the perception of lower education levels.
As mentioned above, the overall age range for survey participants was lower than that
of community meeting participants, with the age range of 25-34 was well represented in
the on-line surveys. The on-line survey method, and the email and social media based
marketing of the surveys may have contributed to the higher rates (75%) of women
responding. These participants generally have greater computer access, and higher
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levels of education. The rates of women participating in the Professional Development
survey were even higher (82%). These participants also had higher levels of education,
which again correlates with the potential bias from advertising within administrative
offices where women are primarily employed.
Chart 7: Survey Participant Education Levels
compared to BC Aboriginal averages (2006)
37%
40%
35%
31%
31% 29%
30%
25%
18%
20%
15%
10%
15%
27%
20%
17%
10%
5%
0%
Less than high
school
High school with Trades certificate College certificate
some postor diploma
or diploma
secondary
ET Survey
PD Survey
University
certificate,
diploma, or
degree
BC Aboriginal
St’át’imc Education Policies
Education policies are a critical tool in communities for establishing the rules of how
education will be provided, improving operational effectiveness, and ensuring fairness and
equality. Research participants generally understood that there were some policies in place
in their community, but many were unsure of or had questions about: the extent of the
policies, which policies were required, and how the policies were being implemented. The
scope of recommended education policies correlates with the function of current education
and education projected for the near future in communities. This would generally include:
early childhood education policies, usually Head Start or Daycare policies; K-12 policies,
consistent with the current funding supports available and the existing system; postsecondary policies, again consistent with current funding support and the existing system;
and training policies for training outside of current higher education funding and as
required by adult learners.
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Communities who have Head Start Daycares (5) have daycare policies that incorporate
some early childhood education as provided within the Head Start program. There is an
interest to supplement and enhance early childhood education with the parent centered
training and early childhood education curriculum offered by Aboriginal HIPPY (Home
Instruction for Parents of Preschool Youth). Those communities who do not have a daycare
frequently use neighbouring daycares. These communities have made recommendations for
a daycare ‘needs assessment’ to be undertaken, but have not yet established policies for this
area.
The majority (66%) of Education Coordinators either has, or is in the process of developing
K-12 policies, while the remaining would like to develop K-12 policies. Recent First Nations
Education Steering Committee policy decisions regarding funding have increased funding
for many St’át’imc communities, but also have reduced funding for some.
Recommendations for the organizational development of this area is outlined in section 13
of this report, and are intended to assist with enhancement agreements and local education
agreements, where greater control of education can be realized by St’át’imc communities.
At this time all Education Coordinators have post-secondary education policies, as required
by AANDC (Aboriginal Affairs and Northern Development Canada). However, some
difficulty is reported in ensuring the policies are consistently adhered to. Policy
enforcement is needed to ensure equity and fairness to all members.
The Education Coordinators are also the individuals responsible in the communities to
support Employment and Skills Training and professional development, with what limited
funding they are provided by AANDC and what funds they can individually and collectively
leverage from specific training projects. Recognizing the significant gaps in funding for
these education categories, policies that can help support these categories are a priority but
remain incomplete due to lack of funding to deliver these programs.
In addition, all Education Coordinators reported that they have Enhancement Agreements
in place and many of the Agreements are being updated. All Education Coordinators
reported wanting to better understand, and initiate the processes required to establish
Local Education Agreements through a collective capacity and organizational development
process.
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A Local Education Agreement (LEA) is an agreement between one or more First Nations and
a provincial school board, or independent or private school, for the purchase of educational
services by the First Nation(s) for its status Indian students ordinarily resident on reserve
but attending schools off reserve. An LEA defines the relationship between the two
administrations, areas of mutual responsibility and agreed upon schedule for payment for
the purchase of education programs and services by the First Nation(s). Enabled by S. 86 (3)
of the B.C. School Act, LEAs are intended to give First Nations a stronger voice in the
education of their children and improve educational outcomes for First Nations learners.
To effectively support the negotiation of LEA’s, there is an opportunity to clearly define the
roles of responsibilities of leadership and those with operational level knowledge and
expertise. There has been an ongoing call over the years for leaders to keep education on
the political agenda. As such, leaders have been involved in the negotiation of the LEA’s.
However, Education Coordinators expressed the need for leaders to collaboratively involve
the Coordinators in these negotiations. By ensuring that information from the Coordinators
is accessed, leaders will be positioned to negotiate with due diligence. The opportunity for
clarifying the roles and responsibilities of political leaders in education is outlined in section
13 of this report, as are recommendations for medium to long-term organizational
development.
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7.0
Early Education
Pre-natal
Parents are a child’s first and best teacher and education for a child starts with parents and
caregivers providing on-going education preparedness and support. Traditionally, this
support was provided by St’át’imc teachers (extended family and elders) in the community,
and the parents were supported by an intergenerational education system as part of a lifelong learning system. The majority of research participants wished to see pre-natal
education support and tools for parents. However, within the current social systems prenatal health falls under the Health system and is focused upon infant health. This work is
proceeding with some focus on education, and is reported by Education Coordinators as
working well. Within this current system, Education Coordinators support the development
of a partnership with Health departments and workers to enhance education training for
parents. However in consideration of the overall priorities in education, this a long-term
goal as detailed in section 13 of this report.
Pre-School (ages 3-5)
Most (55%) of St’át’imc Education Coordinators interviewed reported having an Aboriginal
Head Start program. However, not all communities have pre-schools, and therefore some
communities are utilizing the pre-schools of neighbouring communities. This has resulted in
a high demand for pre-schools in the Lillooet area, with a chronic waitlist situation and
children who are not being served. Of note, there is a pre-school locate in the Lillooet
Recreation Centre that is run by the Friendship Centre. However, none of the Education
Coordinators made reference to the existence of this pre-school. Education Coordinators
have suggested that a comprehensive pre-school needs assessment be conducted that
includes: needs identification; options for early childhood education tools for children; tools
for parents; assessments; and training.
Priorities identified by research participants are consistent with the Education Coordinator
suggestions and include:

Parent and caregiver partnerships with schools;
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
Educating parents on their parental roles and responsibilities and the importance of
early childhood education starting at home (vs. being dependent on a school system
to be the sole educators of children);

Academic preparation;

Physical and emotional health; and

Special education requirements for early education, and potential/real learning
challenges (e.g. early assessments and supports for parents and children; doing ECE
training for parents and community members9 to recognize early interventions and
multiple learning styles/own child learning styles).
To undertake this work, research has been outlined in section 13 of this report.
8.0
K-7
Data from both the community meetings and on-line surveys show that the provision of
core education skill support for advancement in education in reading, writing and math is a
priority. These changes must occur through a meaningful partnership that focuses on
improving the education quality for students, and developing more effective partnerships
with parents that provide them with the tools to support their children. Tools include:

Learning Styles, Tutoring and Coaching your child

Parent workshops on learning styles, communicating with teachers, issue
resolution, and how to advocate for your child

Student Study Skills

Student Test Taking

Student Time Management and Organization

Student Self-Care, Nutrition, and Goal Setting

Education Planning (that supports students taking ownership of their
education), and

Enhanced supports for students with special needs.
Consistent with the interest from research participants, Education Coordinators have
suggested that more leaders and qualified Aboriginal teachers and staff within the school
9 Early learning is a community responsibility. Traditionally, the main responsibility is the parent’s, but training
also needs to consider the role of siblings, immediate family members such as grandparents, and the broader
community.
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district are needed to support the incorporation of local, culturally relevant curriculum and
teaching methods (experiential, observation, kinesthetic, multiple intelligences, traditional
practices, indigenous science, etc.). Education Coordinators have also suggested that
professional development needs to be established and delivered to instruct non-Aboriginal
teachers and staff on how to teach Aboriginal students. For example, the Teaching
Aboriginal Higher Learners Professional Development Workshop has been delivered across
Canada and has been recommended frequently for the K-12 system. A key challenge to
realizing more Aboriginal qualified teachers and staff in the school districts however is the
reluctance of unions to support the hiring of Aboriginal teachers and staff, or for existing
Aboriginal Support Workers to participate in education activities. Aboriginal Support
Workers have recently reported to Education Coordinators instances of bullying by School
District teachers when they volunteer or try to support the students when additional
assistance is needed for educational activities. Amendments to BC’s Workers Compensation
Act that came into affect in July 2012 now define workplace bullying and harassment as a
work-related stressor, and district workplace harassment policies need to address this
issue.10
Consistent with pre-school interests, priorities for K-7 include assessments that can assist
with early interventions and learning. This includes education assessments to identify
learning challenges and disabilities (hearing, vision, ADD, FAS, etc.), and are part of the
research and year two implementation plans outlined in section 13 of this report.
A high priority for research participants is the enhancement of culture and language in
communities, and in education. Feedback also consistently defined that to ensure cultural
capital is retained, the primary responsibility for culture and language education rests with
families and communities.
Also, poverty plays is a significant challenge for some families who continue to suffer from
intergenerational residential school syndrome. The interest in addressing this challenge
was reflected in the need to ensure student safety and to assist with providing for their
basic needs. Education Coordinators identify these challenges as focused primarily upon
food security, transportation and communications access (e.g. computer/Internet).
10 http://www.leg.bc.ca/39th4th/1st_read/m212-1.htm
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Education Coordinators reported that food security is a major impediment to learning for
many students. For these families, nutrition programs and their methods of approved
delivery (e.g. provision of foods on the bus where needed) must be established and
enhanced to ensure children who are required to travel for long periods and are away from
home for up to eleven hours a day have the nutritious foods to sustain them during this
period.
Transportation is also a significant challenge where communities cannot hire and retain bus
drivers due to funding associated policy decisions (e.g. reallocation of funds that have
reduced funds for some remote communities, and AANDC funding for only the closest
school not the best school), and lack of funding to build the necessary infrastructure (e.g.
bridges) to improve safety and shorten travel times for students. Another transportation
challenge is the cost of training and maintaining bus drivers when the work is part-time and
insufficient to retain staff. Nation level investments into training, efficiencies that support
the retention of drivers, job descriptions, and subsidized wages (where necessary) are
required.
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9.0
High School
St’át’imc students at the high school level primarily attend public schools, with one
community having recently established a “SUMMIT” outreach program for 18 students at
the Tzeil Learning Centre in the southern territory.
Research participant feedback prioritized the same interests for high school as for
elementary school, including assisting students with core education skills in reading,
writing and math. This is particularly important given the radically changing industries in
the region that now require higher levels of education, rather than trades levels associated
with the forest industry that previously dominated the region.
Additional correlation of interests included providing parent and student education
workshops and tools; enhancing community driven culture and language workshops; and
ensuring the physical, emotional and social development of children especially given some
of the social and economic issues experienced by families affected by poverty. Components
of a holistic education system are recommended in section 13 of this report.
The most significant challenge that Education Coordinators have reported is that Aboriginal
students are pushed through the system and not adequately prepared for higher learning.
One Education Coordinator reported that many students are not informed that a leaving
certificate is not recognized as graduation. Students are then forced to take upgrading, and
often the schools do not inform these students that they can take these courses for no
charge at the high-school, rather than paying a post-secondary institute for basic education
upgrading.
A consistent issue identified by Education Coordinators is that poverty continues to be a
significant challenge for some communities and students in high school. Similarly,
Education Coordinators also wished to see more qualified Aboriginal teachers, staff and
Elders within high schools to incorporate local, culturally relevant curriculum and teaching
methods. The key challenge to this has been the lack of union receptivity to support the
hiring of Aboriginal teachers and staff, and to provide adequate reporting on the use of
targeted funding. In one reported incident an Aboriginal cultural support worker was
dismissed due to lack of funding of targeted dollars, where this shouldn’t have occurred
given the understood funding levels. An additional concern in high schools is insufficient
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financial reporting where funding increases have been provided to the schools for
Aboriginal students with special needs.
One Education Coordinator reported that the community recently hired a Youth Support
Worker to support youth in school and after school, and to work with students and their
parents/caregivers to advocate in the school system.
Finally, early and effective interventions are recommended by Education Coordinators to
identify when a student is not engaged (usually after the start of the year). This is usually
demonstrated by increases in lates and absences.
10.0
Post-Secondary
St’át’imc have one southern community who has established an Aboriginal Institute of
Higher Learning. The Ts’zil Learning Centre provides accreditation through Capilano
University and the Nicola Valley Institute of Technology (NVIT). Outside of this one
Indigenous Adult and Higher Learning Institute that is affiliated with IAHLA, the majority of
St’át’imc higher learners move away from home to attend post-secondary institutes, attend
more locally situated public post-secondary institutes such as Thompson Rivers University
(TRU), or attend community-based delivery courses delivered through NVIT.
All post-secondary students that receive funding for education or receive educational
services do so through AANDC Post-Secondary funding from the University College
Entrance Preparation Program (UCEPP) or Indian Studies Support Program (ISSP). These
programs have challenging limitations, the most significant of which is the funding cap that
has been set for more than almost two decades. This cap does not factor in the growing
Aboriginal population, increased costs of education, and increased cost of living with
current realities. Other challenges include: requirements for pre-requisites, term of
programs, and flexibility on use of funds. This is also the primary source of funding used to
cover Professional Development.
Community meeting and survey participants identified the main barriers to higher learning
as: shortage of funding, the distance of post-secondary institutes, associated transportation
challenges and entry requirements.
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For existing higher learners, or higher learners who have completed their programs of
study, priority items to address within the post-secondary system include: more funding;
measures to mitigate systemic racism (instructors knowing how to teach Aboriginal
learners and providing teachers with cultural sensitivity training); supporting student
literacy; and providing course and program delivery closer to home. Education
Coordinators concurred with the need to have more Aboriginal leaders, teachers and staff
within post-secondary institutes to mitigate systemic racism.
The most significant challenge that Education Coordinators have reported is that Aboriginal
students are not adequately prepared for higher learning. This is as a result of the quality of
education received at the high school level, and what Education Coordinators describe as
students ‘being pushed through the system’. Often this includes students who believe that
they can proceed into higher learning with a leaving certificate and are forced to do
upgrading to gain the necessary requirements. Some Educations Coordinators reported
that students are not being served by the existing system. An example is some students
being registered into TRU courses that they have no interest in taking, but TRU staff are
working to fill seats rather than serve students needs. Measures to mitigate this concern
have been included in a recommendation in section 13 for annual assessments that form
part of high-school enhancement and education agreements.
Another significant factor that Education Coordinators reported is the need to provide
education on the post-secondary system. When the parents are not aware of the system,
they cannot assist or advocate for their children.
Education Coordinators also recognize that a great deal of St’át’imc higher learners are
challenged with issues associated with poverty. Moving away from the comprehensive set
of supports to take higher learning is very challenging, and exacerbates poverty and
isolation. Poverty barriers include food security, housing, and social challenges associated
with poverty and intergenerational residential school syndrome.
Recommendations for all of the above concerns and interests have been included in section
13 of this report.
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11.0
Skills and Employment Training
Education Coordinators are responsible for employment and training within the St’át’imc
communities and only a few are provided some small AANDC OCST (occupational and skills
training) funds from AANDC’s Social Development Training and Employment Support
Initiative (TESI) funding. Currently, the Coordinators frequently collaborate amongst 2-3
communities to develop proposals and training that leverage opportunities, however these
programs are limited in scope and duration. Program examples include heavy equipment,
driving courses, first aid, traffic control, and inter-community exchanges to support
apprenticeship completions. This system of funding supports and delivery includes
Essential Skills11 and components of Professional Development.
The primary system used to support Aboriginal Skills and Employment Training includes
partners and programs from AANDC (Social Development Active Measures, OCST, etc.),
Human Resource & Skills Development Canada (HRSDC), Province of BC Agencies (e.g.
WorkBC), and the Industry Training Authority (ITA). The backbone of these partners is the
Aboriginal Skills and Employment Training (ASET) Program, which allows motivated
organizations to leverage an extensive range of partners who can enhance skills and
employment training. Unfortunately, St’át’imc falls between the boundaries of the Shuswap
Nation Tribal Council (who have successfully established ASETS and have leveraged
extensive partnership), and the First Nations Employment and Training Society in the
south. This gap in services has significantly limited training opportunities for St’át’imc.
ASET’s represent an extensive national network of agreement holders responsible for
Aboriginal Skills and Employment Training. The ASET strategy is an integrated approach to
Aboriginal labour market programming that links training to labour market demand and
ensures that Canada’s Aboriginal people can fully participate in economic opportunities.
Under this strategy, Aboriginal agreement holders design and deliver employment
programs and services best suited to the unique needs of their clients. ASET’s focus on:
supporting demand-driven skills development; fostering partnerships with the private
11
Essential Skills are the core skills that are required to work effectively within National Occupation
Code (NOC) defined careers. These have been derived from extensive research and are formalized
and accredited training programs that include: reading, writing, document use, numeracy, computer
use, thinking, oral communication, and working with others specific to the needs for each NOC
position. http://www.hrsdc.gc.ca/eng/jobs/les/definitions/index.shtml
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sector and the provinces and territories; and placing emphasis on accountability and
results.
ASET’s are designed to help Aboriginal people prepare for and find high-demand jobs
quickly, as well as keep them in the long term. All Aboriginal people, regardless of status or
location, may access its programs and services, which include: skills development; training
for high-demand jobs; job finding; programs for youth; programs for urban and aboriginal
people with disabilities; and access to childcare.
Community member and survey participants’ barriers to employment and skills training
were consistent with the findings in post-secondary education and consistent with the lack
of local ASET support. The barriers include: limits of Band funding and other funding
sources; training programs located too far from community; cost of education; family
responsibilities and expectations; current work schedule and responsibilities; and the need
for education/career planning.
The following table identifies the Skills and Employment, and Essential Skills priorities
identified by research participants.
Skills & Employment
12.0
Essential Skills
o
Taught in the local area
o
Computer Use
o
Accredited and transferrable
o
Reading
o
Part-time, evening, and/or weekend
courses
o
Writing
o
Programs with Aboriginal specific topics
o
Document Use
o
Aboriginal Instructors and Teaching
Methods/Aboriginal course content
o
Numeracy
Professional Development
The majority of funding and support for professional development of St’át’imc members
rests with Education Coordinators and is funded by AANDC OSTC funding. Professional
development is generally considered an employer responsibility and some communities
do have established funds for this purpose. The most effective examples cited by
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Education Coordinators included professional development reviews that are based
upon job descriptions, individual aspirations and goals.
Research participants who responded to, or provided input, to this category had higher
levels of education, were slightly older, and were primarily (82%) women. Only 27% of
participants reported having taken professional development training in the past two
years, while 39% reported requiring on-going professional development. Barriers
identified for professional development included: funding, time constraints, industry
standards, and access.
Both the community meeting participants’ and on-line survey participants’ top ten
priorities were focused on primarily on workplace training, with on-line participants
prioritizing language significantly higher than meeting participants.
Community Meeting PD Priorities
On-line Survey PD Priorities
o Conflict resolution
o St’at’imc language
o Business administration
o Planning and organizing
o Financial management /
analysis
o Business writing / written
communication
o Strategic visioning and planning
o Business writing/written
communication
o Planning and organizing
o Problem solving
o Stress management
o Stress management
o Systems thinking
(understanding organizations
and effecting change within
systems)
o Team work
o St'at'imc language
o Ethics
o Leadership
o Financial management/analysis
o Teamwork
o Computer literacy (basic)
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Training duration priorities were primarily (31%) for short 2-5 day training sessions.
Preferred methods for training included: experiential learning that includes mentorship,
coaching and job shadowing; flexible delivery; classroom and online learning.
Goals identified by research participants included: certification or professional
designation; designation or credential maintenance; maintain or be better at existing
position; and achieve position advancement/increased employability.
Recommendations for the medium to long-term development of a St’át’imc Employment
and Training Centre are included in section 13 of this report.
13.0
RECOMMENDATIONS
The goal of these recommendations is to recognize and improve upon the existing and
established systems that support St’át’imc education and training, and build upon them to
create a comprehensive SET Strategy that is integrated, effective, and efficient.
Recommendation #1: Ratification according to St’át’imc protocol
Once the Joint St’át’imc Hydro Steering Committee and the St’át’imc Government Services
Board has reviewed the report, the research recommendations should be presented to the
St’át’imc Chiefs Council (SCC) with a request for their acceptance. The SCC in turn would
require the recommendations to be accepted by the communities through a communitydriven engagement process. This may or may not require the research findings and
recommendations to be translated into a community presentation that is developed using
layman’s terms to ensure that all aspects are understood and supported.
Upon approval from the Chiefs, the SCC would then provide a mandate to the chosen
organization to steward and implement the recommendations. This mandate is important
given that the scope of the SET Strategy has expanded beyond that outlined in the BCH
Agreement. This expansion of scope is essential though, and is needed to properly serve the
needs of St’át’imc people for future generations. Therefore, protocol must be followed to
ensure approval of the mandate and commitment to this critical priority.
Recommendation #2: SET Manager Recruitment & Orientation and Work Plan
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The SET Manager will play a critical role in the success of the SET Strategy. To serve the
St’át’imc members most effectively the SET Manager will require:

Organization development skills

Engagement and partnership development skills

Project Management and organizational skills

Knowledge of St’át’imc communities

Knowledge of educational systems and prevailing indigenous academic research

A service leadership understanding and demonstrated practice

Self motivation and a strong ability to work independently and in teams
To coordinate and align Education Coordinator goals in a way that improves efficiencies and
reduces costs, core functions of the SET Manager will include:

Developing comprehensive governance policies

Reviewing existing enhancement agreements and making recommendations for
alignment of goals, objectives, tasks, measures and costs

Coordinating and facilitating processes to develop local education agreements

Coordinating annual planning that supports improved efficiencies for existing
education services, workshops and tools, utilizing best practices. For example, the
development and delivery of workshops, and the coordination of post-secondary
site visits for higher learners and their families.

Reviewing, planning, advocating, and developing research options when
policy/policy changes create barriers and limits for St’át’imc members, for example:
flexibility on what the funding can be spent on (AANDC limits) for training that leads
into jobs.
Recommendation #3: Formalizing and establishing the SET Advisory Committee
(SETAC)
St’át’imc Education Coordinators are a critical component in the effective development,
implementation, management and delivery of education, skills, and training programs that
lead to improved education outcomes, meaningful employment, and improved quality of
life. In the St’át’imc territory, the formalizing of an Advisory comprised of St’át’imc
Education Coordinators and other resource people as identified by communities is critical.
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To this end, a Terms of Reference for the Advisory is attached to the appendix of this report,
and has been approved in principle by the Education Coordinators.
Recommendation #4: Formalizing and establishing the SET Structure and Policies
The SET legal structure, governing structure, and organizational agreements need to be
developed. Frequently, St’át’imc political leaders (Chiefs, Councillors, and Administrators)
have played a leading role in education discussions and planning, at times without
Education Coordinators, creating inefficiencies and entropy. The appropriate and most
effective role for St’át’imc political leaders is the support that they can provide to advocate
for positive change and focus upon strategic level issues, policies, and by-laws - not
operational issues. Therefore, the governing structure should outline the role of political
leaders. Governance policies must also be established that lay down the rules of how the
SET Strategy will most effectively legally and organizationally operate and manage the
inter-relations, and how the Advisory will interact with the SET Manager.
Early policy decisions must be established on the budgeting of allocated funds to ensure
that long-term objectives and sustainability is at the core of decisions. This should include a
financial policy that outlines the allocation of the annual budget to ensure that it aligns with
the strategic direction of SET, and that funds are used to leverage additional funding within
established limits. For example, up to 15% may be used for any one project to leverage
funding for short and medium term strategic opportunities, while a different range of up to
25% per year may be allocated for long-term strategic investments (e.g. the establishment
of a St’át’imc Employment and Training Centre).
Methods of enforcing policy implementation are also required to ensure fairness and
equality. Enforcement starts with engagement and buy-in at the leadership level, and is
therefore related to Recommendation #1.
Recommendation #5: Strategic Partner Development
Strategic partners for the SET Strategy include school districts, schools, training partners,
post-secondary institutes and funding partners. Partners may align with short, medium, and
long-term goals, and are focused on improved education outcomes, meaningful employment
and improved quality of life.
a. School Districts and Schools
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Research participants and Education Coordinators have prioritized working more
effectively with school districts and schools. This is proven to be more effective
through collaborative efforts that focus upon enhancement agreements and local
education agreements (LEA). The St’át’imc Education Authority is an excellent
example, however the scope of this group’s work is limited to six communities.
To meet the needs of research participants the SET manager should conduct
research and coordinate workshops that allow communities to collectively develop
and update LEA’s, based upon research findings. Findings indicate that these
priorities focus on the provision of quality education in core skills such as reading,
writing, and math. This is particularly important given the changing industries that
will require higher levels of education than those associated with employment in
the forest industry that previously dominated the region. Recognizing the changing
economy in the region, it is recommended that advanced programs in math and
sciences that align with emerging industry requirements be developed for
Aboriginal students.
Additional priorities would include enlisting district and school leaders to support a
shared vision that is institutionalized through measures at all levels to eliminate
systemic racism for Aboriginal students, parents, and staff. Additional LEA priorities
should include an affirmative action hiring policy that supports the practicum
experience, hiring, development and advancement of qualified Aboriginal teachers,
staff, Elders, and leaders within the school districts, with the support of the local
teachers union. Within the scope of education agreements, priorities identified by
participants for elementary school and high school include physical, emotional, and
social development that are part of a holistic education pedagogy that includes:
respect of First Nation cultural integrity; relevance to First Nations perspectives and
experience; reciprocal relationships; and responsibility through participation
(Kirkness, 2001).
Annual assessments are part of the research and implementation plans for SET.
Within enhancement agreements and in LEA’s, regular assessments are
recommended to ensure accountability of the agreement and to deliver quality
education that prepares learners for higher learning. This includes the need to
establish strategies and practices that institutionalize early interventions for
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students who are: challenged with learning difficulties; not engaged in education
(demonstrated by increases in absences and lates); or performing below grade level.
Parental engagement is an area of research recommended that should be included
in agreements where communities and SET develops, implements, monitors and
adjusts strategies and practices to meaningfully engage parents into student
learning.
Recognizing the social issues for students that are related to poverty, the LEA should
include goals to: improve the delivery of programs that provide food security to
students who are suffering from poverty: collaborate on transportation planning for
students; and collaborate on strategies to equip students with the necessary
technology (e.g. computers) to support learning.
b. Post-Secondary Institute Agreements
Planning and agreements with post-secondary institutes are recommended to
develop and deliver community-based, flexible training that upgrades baseline skills
and education levels, and aligns with known opportunities. NVIT is suggested as a
starting place to model agreement development, since it is the only Aboriginal
public post-secondary institute in Canada, and is dedicated to delivering
community-based Aboriginal higher learning that is based upon Aboriginal
pedagogy and teaching methods.
Post-Secondary Agreements would allow SET to determine goals, improve local
delivery of training and education, and create a position of strength for SET to
negotiate an agreement and realize improved outcomes with other post-secondary
institutes. Priorities within the agreements should include:

Measures to mitigate systemic racism:
o
Instructor and staff professional development for Teaching
Aboriginal Higher Learners
o
Hiring policies that include a human rights exemption clause that
supports the development, hiring, and advancement of Aboriginal
instructors, staff, and Elders within the institution to established
targets that represent the community they serve.
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
The development and delivery of transition programs that lead into
programs that are delivered in partnership with emerging industry partners
and result in meaningful employment.

Intellectual property protocol agreements for traditional and cultural
knowledge that aligns with community, St’át’imc Government Services
(SGS), Lillooet Tribal Council (LTC), and Lower St’át’imc Tribal Council
(LSTC) interests, and supports research to compile and catalogue the data
for access, with appropriate protections.

Establishing information technology (IT) systems that can interface with a
SET system for establishing a higher learner support network that includes
interface capabilities with Education Coordinators, Post-Secondary
Aboriginal Advisors, and parents where possible.
A Post-Secondary toolkit12 is available through IAHLA that can support the
implementation of these recommendations.
All research participants also prioritized the need to regularly provide teacher and
staff professional development courses on how to teach Aboriginal learners. This
should be included in any post-secondary agreement.
c. St’át’imc Employment and Training Strategic Partners
The need to develop a St’át’imc Employment and Training Centre is clear given the
gap that has been identified in this report. The progress of such a Centre should
occur in partnership with the SET Advisory Committee, LTC, LSTC, and Shuswap
Nation Tribal Council (SNTC) who have a successfully established a well respected
ASET that includes all known partners in Employment and Skills training. Specific
SNTC leaders include:

Harvey McLeod, ISETS Executive Director
E-mail: [email protected]
Work
number (250) 378-4235 Local 107
Cell (250) 378-7219, and

Helen McLeod, Finance Manager
Call: (250) 378-0469
Email: [email protected]
Cell (250) 378-7217
Fax. (250) 378-9445.
Early planning and research should include:
12
http://www.iahla.ca/sites/default/files/IAHLA%20Toolkit%20Dec%202011.pdf
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 Identification of BC Hydro Opportunities and the development of a training
program specific to applicable opportunities using the Fortis BC model for
Aboriginal communities13.
 BC Hydro and SET including essential skills targets in their respective annual
work plans and training plans that link back to the findings and targets identified
within this report.
 A skills inventory to identify existing skills and training, industry partners, and
required training and apprenticeships to transition to meaningful employment. A
good model is the comprehensive inventory used by Lil’wat, where youth were
trained to conduct the member surveys.
d. Economic Development Advisory
St’át’imc Economic Development Officers (EDO) have recently worked towards
formalizing as a group. A key role of their work is to support small business
development throughout the region. As such, there is a network and expressed
interest to develop small business and entrepreneurship in the territory. The SET
Manager is recommended to engage the EDO network and their partners (e.g. All
Nations Trust Company, Community Futures Development Corporations, other
Development Corporations, etc.) to support and enhance the delivery of small
business training and development across all sectors, and to support selfemployment in emerging industries.
e. Community and Member Engagement
Working with the SET Advisory Committee, the SET Manager should develop a
comprehensive presentation that includes quarterly community progress reporting
to inform members of challenges, goals, and progress, and to collect additional
feedback on community needs and interests. Where possible individuals from
communities should be identified from the Education Advisory to serve as role
models on posters and communications. Additional quarterly communication
methods should be developed that include:

Direct emails of a SET newsletter for Education Coordinators to share;
13
http://www.youtube.com/watch?v=aUZVDxSPUwI&list=UUaXdGmMtxsofciskjCX3JPw&index=2&fea
ture=plcp
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
Social media updates;

SET web page/website updates with feedback options; and

Raw text that can be inserted into existing community newsletters.
The requirements for this should be included in SET planning and reporting policies.
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Recommendation #6: SET Research
An action research approach and strengths based methodologies should be utilized to
inform on-going planning, SET Advisory Committee and community organizational
development, and to sustainably improve member education and employment outcomes.
a. Parental Engagement
Consistent with the needs and interests of research participants, research should be
undertaken with education partners to understand (a) parental preferences in
engagement, and (b) the student/parent priorities for education workshops and tools
(for students and parent) in the following areas:

Elementary School

Learning Styles, Tutoring and Coaching your child

Parent workshops on learning styles, communicating with teachers, issue
resolution, and how to advocate for your child

Student Study Skills

Student Test Taking

Student Time Management and Organization

Student Self-Care, Nutrition, and Goal Setting

Education Planning (that supports students taking ownership of their
education)


Enhanced supports for students with special needs.
High School (using blended delivery methods, e.g. on-line and classroom)

Student Study Skills

Student Test Taking

Student learning styles, how to work with your teacher, issue resolution,
how to ask for help and how to advocate for yourself

Critical and Reflective Thinking and Analysis

Student Time Management and Organization

Student Goal Setting and Education Planning (that supports students taking
ownership of their education), and Your Education Portfolio

Physical Health and Nutrition

Personal Financial Management
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
Career Planning

How to write a resume/ communications

Public Speaking and Leadership

Post-Secondary and Higher Learning – Learning the System: How to apply,
requirements, etc.

Post-Secondary (utilizing components of the IAHLA Post-Secondary Toolkit, where
applicable)

Post-Secondary and Higher Learning – Learning the System: Requirements,
How to Apply, Registration Deadlines, Time Tables)

Personal planning to manage family responsibilities and expectations

Financial Management,

Time Management And Attendance,

Test Taking,

Study Skills,

Asking For Help, Advocating For Self,

Communication Skills With Teachers, Issue Resolution,

Leadership Skills (Public Speaking, Debate, Analysis).
b. Funding Options for Higher Learning
Research should be undertaken to identify additional funding that can be effectively
established, within known policy and access limitations. Access limitations are a major
barrier for Aboriginal learners who cannot and do not access the millions of dollars of
scholarship funding outside of the National Aboriginal Achievement Foundation (NAAF)
due to systemic barriers that include: unachievable GPA barriers, permitted use of
funds, lengthy and bureaucratic application processes, and permitted use of funds that
do not help most Aboriginal learners with essential needs such as food and housing.
The two major streams of funding that should be focused upon include establishing a
corporate giving strategy, and developing policies that support the long-term
reinvestment of funds from nation level taxation and business development.
Charitable Corporate Giving
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SET may establish long-term goals to establish a charitable foundation to supplement
funding for higher learning, however interim measures can be established within the
existing corporate giving system and with existing St’át’imc partners.
Interim measures for a corporate giving strategy include confirming SET qualifications,
consistent with individual Band qualifications, according to the Canada Revenue Agency
(CRA). Once this is done, SET may apply to Tides Canada to establish a ‘charitable giving
fund’. Tides Canada would be responsible to handle the paperwork and administration,
and provide the due diligence on a fee for use basis. This means that Tides Canada
collects and receipts a range of charitable donations, provides quarterly reporting,
provides access to an online client portal to access statements; and provide grants. In
summary, Tides Canada provides all necessary administration associated with accepting
and granting of funds. Donations can be received through an Annual Giving Fund
opened with a minimum contribution of $5,000.14 Tides Canada could also establish a
Collective Giving Fund15 for donations of more than $25,000, or establish an
Endowment Fund for amounts of $500,000 or more where granting is provided from
interest earned. Tides Canada has experience working with First Nations such as the
Taku River Tlingit, and has also worked with the Province of British Columbia16.
SET would then be responsible to develop a fundraising strategy, and undertake a
fundraising campaign with St’át’imc partners. SET would be solely responsible for
granting and community reporting of funds on an annual basis.
14 http://tidescanada.org/create-a-donor-advised-fund/types-of-funds/annual-funds/
15
This fund is intended for donations of $25,000 or more. One time set up fee of $2,500 (which is eligible for a
charitable tax receipt). Fees: 6% of all gifts coming into the fund (exceeding the initial $25,000), plus any charges
(credit card, bank or wire charges) levied by 3rd party providers. No cost to maintain the fund. A small
administrative charge of applies for grants out of the fund of less than $1,000. Designed for groups with a
fundraising goal of $25,000 or more a year. Monies held in an annual fund are available for granting at any time.
Grants recommended using an online client portal are fulfilled in two weeks. Designed to accept a small number
of gifts annually (typically less than 10). Range of donation methods including secure online giving, cheques by
mail, credit card, and more complex gifts of publicly traded securities and bequests. Online donation page that
can be customized.
16
http://tidescanada.org/news/tides-canada-launches-fund-to-support-the-implementation-of-the-historic-
atlin-taku-land-use-agreement/
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First Nations Tax
First Nations taxation of existing resource development, gas and tobacco purchases are
a major source of funds that are currently not being utilized. SET should participate
with Nation partners to lead planning that establishes a St’át’imc tax with identified
goals for redistribution of wealth according to articulated values and priorities for the
benefit of all St’át’imc members for future generations.
Business and Economic Development
A shareholder agreement for SER is being considered and SET should prioritize the
inclusion of revenue sharing that includes Education and Training as one of the
priorities for long-term reinvestment.
c. Learning Assessments
Research should be undertaken to identify viable, efficient (culturally relevant), and cost
effective education assessments for St’át’imc members from pre-school to postsecondary. Education Coordinators frequently report students at all levels that require
regular assessments to assist with early interventions and assist with the development
of effective learning plans. This service is not sufficiently resourced within the school
district funding and is creating a significant learning barrier for all St’át’imc students.
Learning assessments are recommended to be included in the LEA and the delivery of
this service should be reviewed annually with the goal of improving cost efficiencies.
d. Families in Need
Research should be undertaken to identify the extent of needs associated with poverty
that negatively affect student learning, including food security, transportation (school
and extracurricular activities that support sense of place), and computer/internet
access. Research should include costing for viable options. One option that should be
included is the purchasing of computers from Computers for Schools, and software from
Tech Soup through a St’át’imc not for profit society. This can reduce costs and provide
students and communities with the systems required to support improved education
outcomes.
e. IT and Pathways to Technology
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Research should be undertaken to identify funding for community IT capacity
development that allows for last mile connectivity to all St’át’imc communities through
Pathways to Technology.
Pathways to Technology is a First Nations-led initiative to provide all 203 First Nations
in BC with high-speed Internet services. The project is being implemented and
managed by All Nations Trust Company (ANTCO), and the Lil’wat Nation has recently
received funding to establish 30MB connection for their community.
f.
Pre-School Needs Assessment
At the Nation level, Education Coordinators in communities without pre-schools should
be assisted with research including: a needs analysis for pre-schools; pre-school options
and costing (e.g. Aboriginal Home Instruction for Parents of Preschool Youngsters,
sliding scale adjustments for families suffering from poverty) for additional culturally
relevant language and culture early childhood education; and tools that are
available/need to be developed to support parental training/education for those with
children age 0-6.
Options and costing research is also recommended for the early testing of sight, hearing,
and language development to assist with early interventions.
In addition, Education Coordinators have identified the need for early childhood
training options and costing research to identify culturally relevant, accredited,
ladderable, and transferrable programs. One option discussed by Education
Coordinators was Aboriginal HIPPY to improve employment, training, and networks of
support. The Aboriginal Head Start Committee however does not currently fund this
program.
Education Coordinators should be involved in the research, planning and prioritization
of recommendations for options and costing.
g. Employment and Training
Research is needed into options for chronically unemployable members who may be
suffering from multiple social impacts. There may be an opportunity to develop a pilot
project with New Canada Job Grant funds for short duration workplace literacy and
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essential skills training at a partner institution. Funds of up to $5,000 can be matched
with provincial funding and employers for implementation in the 2014/15 fiscal year.
Options should also include assessments of educational literacy and numeracy levels to
determine the exact nature of barriers faced.
h. School Bus Transportation Needs
Research and recommendations should be undertaken on the scope of training needed,
best practices, and options for retaining qualified bus drivers in St’át’imc communities
to reduce or eliminate transportation barriers for students in K-12.
i.
Professional Development Policies
Professional development policies should be researched and a template policy should
be developed for consideration by St’át’imc communities and organizations to support
individual and organizational capacity development.
Professional development should be a component of both the St’át’imc Employment and
Skills Training Centre, and funding strategies.
j.
Development of a St’át’imc IAHLA
Research should be scheduled to determine the long-term interests of developing a
St’át’imc IAHLA post-secondary institute that can deliver higher learning in the
territory.
k. Pre-Natal Health Partnership
As a long-term priority some of the key research objectives identified for this goal
include:

Research into early parenting education training needs, interests, and training
methods preferred to support infant and early childhood academic and cultural
learning;

Research into traditional parent training, methods and systems;

Research into partnership opportunities for the development of a pre-natal
program and curriculum that can empower parents, revitalize culture, and
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strengthen identity as an accredited, transferrable and ladderable program that
can be supported by current funding; and/or

Expansion of the Head Start program into pre-natal parenting programs.
Recommendation #7: SET Strategy Monitoring
To ensure the desired outcomes of SET are being reached, an ongoing annual/bi-annual
monitoring program needs to be established that includes financial management. Measures
of Success that are recommended from the community member and survey respondents’
feedback include:

Increasing the number of qualified Aboriginal Instructors and Aboriginal leaders
in educational systems.

Increasing long term full time employment in the labour market.

Development of more St’át’imc language and culture courses within the
education systems (inferred in this interest is the assumption that St’át’imc may
move more meaningfully to jurisdictional control of future school systems).

Increased attendance and completion rates in pre K, K-12, Post-secondary and
training

Increased adult literacy and numeracy.

Balanced budget with targets for leveraging of seed funds for research and
education and training projects.
For each of these measures, and any others that are developed, baseline data indicating the
current status must be gathered, and then targets must be set for the desired future
condition.
The BCH Steering Committee must also ensure regular reporting is provided to St’át’imc
members on Strategy progress, and ensure that the Strategy is accountable to the spirit and
intent of the BCH agreement.
Measures for sustainability that were determined as priorities have been incorporated into
the recommendations.
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14.0
Framework
Pre-Natal
Objective: Parents, who are a child’s first and best teacher, are supported
through an intergenerational. life-long learning, education system.
Component
Parents
Parental Engagement
Component Summary
Preferences for engagement and priorities
for education workshops and tools
Families in Need
Understanding of the extent of needs
Families and
associated with poverty, which negatively
Communities
affects pre-natal development and the role
of parents as teachers.
Structures
and Systems
Partnerships with
Researching early parenting education
Health Departments
needs, traditional parenting methods,
and Workers
curriculum development, and options for
expanding the Head Start program (Long
Term Goal)
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Pre-School (Ages 3-5)
Objective: Early learners are academically prepared to enter kindergarten,
supported in their emotional and physical health, and parents are engaged in
their children’s learning.
Component
Parental Engagement
Component Summary
Preferences for engagement and priorities
for education workshops and tools
Parental Education
Roles and responsibilities, and importance
of education starting at home
Parents
Parent centred training and early childhood
education curriculum such as offered by
Aboriginal HIPPY (Home Instruction for
Parents of Preschool Youth)
Assessments
Assessments to assist with early
interventions and with the development of
effective learning plans. Includes
identification of learning challenges and
disabilities (hearing, vision, ADD, FAS,
language development, emotional health)
Children
Special Education
ECE training for parents and community
members to recognize early intervention
and multiple learning styles, and
potential/real learning challenges
Academic
Focus on core skills of reading, writing and
Preparation
math
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Families in Need
Understand extent of needs associated with
Families and
poverty that negatively affect student
Communities
learning, and ensure student safety and
provision of basic needs
Pre-school Needs
Identification of needs; followed by options
Assessments
and costing for early childhood education
(including tools for children and parents),
training, and assessments
Structures
and Systems
Partnership
Partnerships between parents and
Development
caregivers with schools
Leaders and Qualified Increasing their presence in the school
Aboriginal Teachers
district to support the incorporation of
and Staff
locally, cultural relevant curriculum and
teaching methods. Requires Union support.
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K-7
Objective: Parity or better in education outcomes between St’át’imc and other
British Columbians, that translates later into learning success in high-school
and beyond.
Component
Parents
Parental Engagement
Component Summary
Preferences for engagement and priorities
for education workshops and tools
Assessments
Assessments to assist with early
interventions and with the development of
effective learning plans. Includes
identification of learning challenges and
Students
disabilities (hearing, vision, ADD, FAS)
Academics
Focus on core skills of reading, writing and
math
Families in Need
Understand extent of needs associated with
poverty that negatively affect student
learning, and ensure student safety and
provision of basic needs (e.g. food security,
transportation and communications access)
Families and
Nutrition program to sustain children away
Communities
from home for long periods of time (class
and travel time)
Culture and
Enhancing culture and language in
Language
education, with primary responsibility
resting with families and communities to
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ensure cultural capital is retained
Local Education
Collective capacity development of
Agreement
Education Coordinators, and involvement of
them in the negotiation/development of
LEAs
Focus on: core skill education; shared vision
to eliminate systemic racism; affirmative
action hiring policies; physical, emotional
and social development; respect of First
Nation cultural integrity; relevance to First
Nations perspectives and experience;
reciprocal relationships; responsibility
through participation; and measures to
address effects of poverty.
Structures
Regular assessments to ensure
and Systems
accountability of agreements
School Bus
Training needs, best practices and options
Transportation
for retaining qualified bus drivers (e.g.
efficiencies, job descriptions, subsidized
wages) to reduce or eliminate
transportation barriers
Partnership
Partnerships between parents and
Development
caregivers with schools, to provide parents
with tools to support their children
Leaders and qualified
Increasing their presence in the school
Aboriginal Teachers
district to support the incorporation of
and staff
locally, cultural relevant curriculum and
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teaching methods. Requires Union support.
Professional
Teaching how to teach Aboriginal learners
Development for
Teachers and Staff
Workplace
Reflect amendments to the BC Workers
Harassment Policies
Compensation act related to workplace
bullying and harassment to address
concerns expressed by Aboriginal Support
Workers
High School
Objective: Parity or better in education outcomes between St’át’imc and other
British Columbians that translates later into increased meaningful
participation in higher learning and the new economy.
Component
Parents
Component Summary
Parental
Preferences for engagement and priorities for
Engagement
education workshops and tools
Assessments
Assessments to assist with early
interventions and with the development of
effective learning plans. Includes
identification of learning challenges and
Students
disabilities (hearing, vision, ADD, FAS)
Academics
Focus on core skills of reading, writing and
math
Families
Families in Need
Understand extent of needs associated with
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and
poverty that negatively affect student
Communiti
es
learning
Culture and
Enhancing culture and language in education,
Language
with primary responsibility resting with
families and communities to ensure cultural
capital is retained
Local Education
Collective capacity development of Education
Agreement
Coordinators, and involvement of them in the
negotiation/development of LEAs
Focus on: core skill education; shared vision
to eliminate systemic racism; affirmative
action hiring policies; physical, emotional and
social development; respect of First Nation
cultural integrity; relevance to First Nations
perspectives and experience; reciprocal
relationships; responsibility through
Structures
participation; and measures to address
and
effects of poverty..
Systems
Regular assessments to ensure accountability
of agreements
School Bus
Training needs, best practices and options for
Transportation
retaining qualified bus drivers (e.g.
efficiencies, job descriptions, subsidized
wages) to reduce or eliminate transportation
barriers
Partnership
Partnerships between parents and caregivers
Development
with schools, to provide parents with tools to
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support their children
Leaders and
Increasing their presence in the school
qualified Aboriginal
district to support the incorporation of
Teachers and staff
locally, cultural relevant curriculum and
teaching methods. Requires Union support.
Professional
Teaching how to teach Aboriginal learners
Development for
Teachers and Staff
Workplace
Reflect amendments to the BC Workers
Harassment Policies
Compensation act related to workplace
bullying and harassment to address concerns
expressed by Aboriginal Support Workers
Financial Reporting
Enhanced reporting where funding increases
have been provided to schools for Aboriginal
students with special needs
Student Participation Identification and when students are not
Monitoring
engaging (e.g. lates, absences), and early and
effective intervention
Post-Secondary
Objective: Parity or better in education outcomes between St’át’imc and other
British Columbians that translates later into increased meaningful
participation in the new economy.
Component
Component Summary
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Parents
Parental
Preferences for engagement and priorities
Engagement
for education workshops and tools
Parental Education
Awareness of the post-secondary system to
assist parents in supporting/advocating for
their children
Students
Learning
Assessment to assist with early
Assessments
interventions and with the development of
effective learning plans
Families and
Academics
Supporting student literacy
Families in Need
Understand extent of needs associated with
poverty that negatively affect student
Communities
learning
Institute Agreements Development and delivery of communitybased, flexible training that upgrades
baseline skills and education levels.
Priorities in agreements include: measures
to mitigate racism, transition programs
delivered in partnership with emerging
industry partners; intellectual property
Structures
protocol agreements; and information
and Systems
technology systems for establishing higher
level support networks.
Leaders and
Increasing their presence in the school
qualified Aboriginal
district to support the incorporation of
Teachers and staff
locally, cultural relevant curriculum and
teaching methods. Requires Union support.
Professional
Teaching how to teach Aboriginal learners,
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Development for
cultural sensitivity training
Teachers and Staff
St’át’imc IAHLA
Post-secondary institute in St’át’imc
territory (Long Term Goal)
Funding Options
Funding streams including a corporate
giving strategy, and long-term reinvestment
of funds from nation level taxation and
business development.
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Skills and Employment Training
Objective: Training that is aligned from high school into training that results in
meaningful employment within the new economy.
Component
Component Summary
St’át’imc Education
Centre development in partnership with the
and Training Centre
Education Advisory, LTC, LSTC and Shuswap
Nation Tribal Council (who has successfully
established a well respected ASET).
Planning and research including:
identification of BC Hydro Opportunities and
development of training specific to the
opportunities; essential skills targets in BC
Hydro and SET work plans; and a skills
inventory.
Structures
and
Systems
Learning
Assessment to assist with early interventions
Assessments
and with the development of effective
learning plans
Professional
Policy template to support individual and
Development Policies
organizational capacity development
Program Delivery
Funding available to provide local delivery of:
accredited and transferable programs; with
Aboriginal specific topics; by Aboriginal
instructors using culturally appropriate
teaching methods; that are offered part-time
(e.g. evenings/weekends)
Essential Skills, with focus on computer use,
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reading, writing, document use and numeracy
Options for chronically unemployable
members who may be suffering from multiple
social impacts
Organizational Development and Systems Development
Objective:
Effective organizational systems leading to St’at’imc having greater control of
Education and Training, improved education outcomes, and members
participating in the economy.
Component
SET Strategic Level
Organizational
Development
Component Summary
Legal Structure
Governing Structure
Organizational Agreements
Governance Policies, including enforcement mechanisms
SET Education Advisory
Strategic Partner Development




School districts and schools
Post-secondary institutes
Economic development advisory
Communities and members
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SET STRATEGY FRAMEWORK
SET Operational Level
Organizational
Development
SET Manager Recruitment and Orientation
Operational Work Plan with projects, responsibility
centres, timelines and budgets to address short through
long term goals
Information
IT capacity development that allows for last mile
Technology
connectivity to all St’át’imc communities
SET Program
Evaluation of progress towards set targets for identified
Monitoring
measures of success compared to baseline information
Community Education
Policy development correlated with the function of
Policies
community education, but generally including policies
for: Head Start or Daycare, K-12, Post-secondary; and
training outside of higher education funding.
Policy enforcement mechanisms
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15.0
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Tindall and Juniper Consulting. (2011). Indigenous Adlut and Higher Learning Association
Data Collection Project 2010/11. Retrieved from:
http://www.iahla.ca/sites/default/files/Data%20Collection%20Final%20Report%
202010-11_2.pdf.
Tyee. (2013). How to create green jobs in BC’s forests. Retrieved from:
http://thetyee.ca/Opinion/2011/08/15/Green-Forestry-Jobs/.
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West Coast Environmental Law. (2011). Independent Power Producer (IPP) Projects in
British Columbia. Retrieved from:
http://www.citizensforpublicpower.ca/files/uploads/t_Coast_Environmental_Law_IPPQandA_May_2009.pdf.
Wilson, S. (2009). Research is ceremony. Black Point, NS: Fernwood.
Vero. (2012). St’át’imc Education & training education outcomes, labour market research,
and program recommendations 2012.
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16.0
Appendices
DRAFT Education and Training Advisory TOR
Advisory Name: St’át’imc Education and Training Advisory Committee (SETAC)
Advisory Purpose:
The purpose of the St’át’imc Advisory is to:

Conduct high level, performance based, strategic level meetings, focused on setting
SET Strategy goals and outcomes.

Lead the organizational and holistic development of the SET Strategy with the goal
of improving education outcomes (in particular academic achievement), meaningful
employment and improved quality of life of St’át’imc members;

Work collaboratively with strategic partners to support the organizational
development of community policies, agreements, partnerships, and programs that
meet the education needs of members;

Work collaboratively to enhance member education services (workshops and tools)
that support improved holistic education outcomes;

Work collaboratively to undertake research that improves education programs,
services and tools; and

Make recommendations to community leaders on education planning, policies, bylaws, and procedures that align and improve the effectiveness of community
education efforts.
Advisory Outcomes/Tasks:

Support the approval processes and organizational development of the SET
Strategy, and establishment of comprehensive education policy standards for all
St’át’imc communities;

Lead the SET Strategy in planning and developing strategic partnerships that
include improved Enhancement Agreements/Local Education Agreements and PostSecondary MOU’s;

Lead the SET Strategy in holistic planning, development and implementation of a
St’át’imc Employment and Training Agreement/Centre;
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
Lead the SET Strategy in the research and holistic development of education tools
and service enhancements.
Advisory Members:
Advisory Members are Education Coordinators, and others as determined by the
communities and advisory, from the St’át’imc communities. The St’át’imc communities are:

Xwisten (Bridge River)

Ts'kw'aylaxw (Pavilion)

Sekw'el'was (Cayoose Creek)

Lil'wat (Mt. Currie)

Tsal’alh (Seton Lake)

T'it'q'et (Lillooet)

Xaxli'p (Fountain)

N'Quatqua (Anderson Lake)

Xa'xtsa (Douglas)

Skatin

Samahquam
Ex-officio members include representatives from the Education and Training
Committee, LSTC, LTC, and others as determined by members.
Advisory Member Terms:
Advisory members will be part of the Advisory until such time as the Advisory collectively:

Is disbanded; or

Dismisses a member for not adhering to the Advisory Terms of Reference or Code of
Conduct.
Advisory Support and Resources:
Orientation
Within one (1) month of joining the Advisory, each Advisory member will be orientated
with:
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
The Advisory Terms of Reference; and

Past Advisory work and activities if applicable.
If the Advisory requires technical assistance, the Advisory will submit a request to the
SGS, LTC, or LSTC as a whole.
Financial Resources
If the Advisory requires financial resources to complete any part of its Terms of
Reference, the Advisory will submit a specific and detailed request to the SGS, LTC,
or LSTC, as a whole. The request will detail how the budget will be utilized.
Advisory Member Roles and Responsibilities:
Advisory Members
Advisory Members’ roles include:

Meeting biannually or quarterly as needed;

Reviewing prepared information on the work or activities undertaken by the
Advisory;

Discussing, debating and assessing the pros and cons of alternate approaches to
issues;

Developing options on issues; and

Preparing Advisory findings and recommendations for SCC, SGS, LTC, LSTC, and
other organizations (as appropriate) for consideration.
Each Advisory member is responsible for:

Adhering to all sections of the Terms of Reference;

Acting in the best interest of the Advisory;

Coming prepared to each meeting;

Bringing forward the best, unbiased information possible;

Being informed on current events relevant to the Advisory purpose; and

Providing information back to their communities.
Limitations:
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The Advisory will not utilize any LTC, LSTC, or SGS human or financial resources
that have not been duly authorized by each respective organization.
Members are accountable to their respective communities for work associated with
the Advisory, through quarterly reporting.
Chair
The Advisory Chair will be selected by Advisory members from amongst
themselves.
The role of the Chair is to foster an environment where people can speak freely and
share ideas.
The Chair’s responsibility is to:

Ensure all members have an equal opportunity to voice their input;

Uphold the Code of Conduct;

Approve Advisory meeting agendas;

Call meetings of the Advisory; and

Ensure there is a minute taker for each meeting (e.g. one of the Advisory
members or a technical support person).
To fulfill his/her responsibilities, the Chair has the authority to:

Rule if someone is out of order;

Adjourn the meeting if Advisory members refuse to stay on topic;

Ask a Advisory member to leave the meeting upon breaching the Terms of
Reference or Code of Conduct; and

Assign an alternate if the Chair is not able to attend a meeting, and advise the
remainder of the Advisory no less than one week prior to the scheduled
meeting.
If the Chair does not fulfill his/her responsibilities, it is the responsibility of the
remaining Advisory members to draw attention to this in the meeting.
Recording and Reporting:
The Advisory will maintain proper reporting of their activities by:
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a. Keeping meeting notes for each meeting that include:

Meeting date and time;

List of those present and absent, and the name of the minute recorder;

Adoption of the meeting notes from the previous meeting;

Summaries of discussions;

Summaries of Advisory activities including who is responsible, completion dates
and expected results;

Items requiring further action;

Items tabled to the next meeting; and

Date, time and place of next meeting.
b. Preparing reports to present Advisory findings and recommendations. The report
will include:

A list of the options considered by the Advisory;

A description of the research conducted, including a list of sources used;

A summary of the pros and cons of each option; and

Any additional Advisory opinions, including those that may be different from the
majority.
The Advisory Chair will ensure meeting notes and reports are maintained.
Meeting Schedule:
The Advisory will on a quarterly basis, and establish a meeting schedule that is reflective of
the nature of the Advisory, the amount of work it has been assigned, and the timeframes
within which the work needs to be completed.
The Advisory will set a meeting schedule, which will be maintained to the best of the
Advisory’s ability.
The Advisory will require a quorum of 50% +1 to conduct official Advisory business.
The Advisory will set a time limit for its meetings, which will be adhered to unless everyone
in the Advisory agrees otherwise.
Decision Making Process and Rules of Order:
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Advisory members will research, discuss and debate issues before putting forward their
comments to the SGS, LTC, or LSTC in the form of “findings” or “recommendations”, not
“motions”. These recommendations, including any dissenting views, and will be based on
the best, unbiased information available.
Advisory members will strive to provide consensus recommendations that outline the
“pros” and “cons” discussed by the Advisory team.
The Advisory can establish their own rules of order necessary to facilitate open and
respectful discussion and debate.
Conflict of Interest:
An Advisory member holds a position of trust. As such there is an obligation for members
to avoid conflicts of interest, real or apparent. Each member has the responsibility first and
foremost to the Advisory.
A conflict of interest arises when an Advisory member’s personal and/or business direct or
indirect interests compete with, or supersede his or her dedication to the interests of the
Advisory. Conflicts of interest may be apparent or real. These are equally undesirable.
Confidentiality:
All discussions, debate, and draft documents of the Advisory are confidential. No member
of the Advisory, or ex-officio member, present at an Advisory meeting shall make public
(outside of St’át’imc communities) any information or business from the Advisory meeting
unless that information or business is deemed to be public information by the Advisory as a
whole.
Discipline:
Failure of Advisory members to abide by the Terms of Reference shall be viewed as a breach
of appropriate ethics and as such, is subject to discipline. Such discipline will be determined
and administered by the remaining members of the Advisory.
Just cause for discipline shall include, but not be limited to the following:
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
General and personal conduct within the St’át’imc communities and territory while
involved in Advisory business (e.g. obscene language, violence, use of alcohol or
drugs);

Unbecoming participation at meetings;

Dishonesty (e.g. theft or the intentional disclosure of false information);

Failure to disclose a known conflict of interest;

Personal or sexual harassment of employees, St’át’imc members or any other
persons;

Disclosure of confidential information; or

Conviction of an indictable offense that will impact the member’s ability to serve on
the Advisory team.
The process of discipline shall, where the Advisory considers it to be appropriate, be
progressive in nature and always administered in a fair and reasonable manner. This
process will be determined and agreed upon in a timely manner (e.g. within 2 meetings).
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Education & Training Survey Tool
St’át’imc Education & Training Members Survey
St’át’imc Government Services (SGS) wants your ideas to develop the Education & Training
Program. The Education & Training Program Design will start in April 2013. Member input
is being collected through community meetings and this survey and will be used to develop
the Program.
This work is an evolution of the research undertaken in 2012 to realize 'a happier healthier
St’át’imc'.
Your voice is very important in this planning and your time to complete this survey is very
much appreciated. This survey is expected to take approximately 15 minutes. As a thank
you, members participating in this survey and at community meetings will be entered into a
random draw on April 19, 2013 for 5 great prizes!
Notes:
- Education in this survey refers to formalized education from pre-school to university.
- Training refers to skills training for trades, professional development, etc.
- Questions with an asterisk (*) are required to move onto the next page.
This survey is CONFIDENTIAL, however the names of winners from the draw will be
published in the SGS newspaper. Please enter a phone number or email at the end of the
survey if you wish to enter for the draw for prizes.
1. What is your name (optional for draw)?
2. What is your gender?
o
Male
o
Female
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3. What is your age?
o
12 to 17
o
18 to 24
o
25 to 34
o
35 to 44
o
45 to 54
o
55 to 64
o
65 or older
4. Which of the following best describes your current occupation? (check those that
apply to you)
o
Student K-12
o
Student Post-Secondary
o
Management occupations
o
Business, finance and administration occupations
o
Natural and applied sciences and related occupations
o
Health occupations
o
Social science, education, and government services
o
Art, culture, recreation and sport
o
Sales and service occupations
o
Trades, transport and equipment operators and related occupations
o
Occupations unique to primary industry (those that harvest or extract raw
materials, e.g. forestry or agriculture)
o
Occupations unique to processing, manufacturing and utilities
o
Other (please specify)
5. Which St’át’imc community are you from?
6. What community, town or city do you live in now?
7. What is the highest level of education you have completed? (check the ones that
apply to you)
o Less than high school
o
High school
o
High school with some post secondary
o
Trades certificate or diploma
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o
College certificate or diploma
o
University certificate, diploma or degree
o
Other (please specify)
Education Questions – This is a short summary of questions related to Education
development in the St’át’imc territory.
8. Does your community have education policies?
o
Yes
o
No
o
Yes, but not yet approved
o
Unknown
o
Other (please specify)
9. Would you participate in pre-natal and parenting workshops in the St’át’imc
Territory?
o Yes
o
No
o
Unknown
o
Other (please specify)
10. What is needed for St’át’imc children (age 3-5) to be more successful in pre-school?
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o Parent and caregiver partnership with schools to support student success
o
Ability to support students who are in special education
o
Empowering parents to teach children ages 3-5 (providing parents with the
tools to assist with teaching pre-school children at home)
o
Aboriginal parenting early childhood (ages 3-5) preparation programs
(Headstart, Aboriginal HIPPY, etc.)
o
More pre-school program locations
o
More Aboriginal pre-school programs
o
Academic preparation for school for literacy (reading and writing) and math
o
Emotional Development and Self-Help Skills (teaching children how to
understand and manage their emotions)
o
Social Development, Communication and Team Work (tools to help children to
communicate and work with others)
o
Physical Health (teaching children how eat healthy, exercise, coordination)
o
Transportation
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o
Other (please specify)
11. What is needed for St’át’imc children to be more successful in elementary school
programs in the St’át’imc territory? (check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Providing training and tools to parents to coach and help children
o
Ability to support students who are in special education
o
Ability to support student literacy
o
Parent and caregiver partnership with schools to support student success
o
Assist children with study skills, time management, test taking, etc.
o
Training Teachers & Staff how to teach Aboriginal students (cultural, visual,
experiential learning, etc.)
o
More St’át’imc language and culture being taught in school
o
More St’át’imc language and culture being taught in the community
o
Assist children with reading
o
Assist children with writing
o
More Aboriginal Teachers & Staff
o
More Aboriginal Leaders in School System
o
Assist children with math
o
Emotional Development and Self-Help Skills (teaching children how to
understand and manage their emotions)
o
Social Development, Communication and Team Work (tools to help children to
communicate and work with others)
o
Physical Health (teaching children how eat healthy, exercise, coordination)
o
Transportation
o
Other (please specify)
12. What is needed for St’át’imc youth to be more successful in high school programs in
the St’át’imc territory? (check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Preparation to help students succeed in the transition from grade to grade
o
Ability to support students who are in special education
o
Parent and caregiver partnership with schools to support student success
o
More St’át’imc language and culture in high school curriculum
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o
Training Teachers and Staff how to teach Aboriginal students (cultural, visual,
experiential learning, etc.)
o
Peer Mentors and Tutors
o
Ability to support student success in English
o
Ability to support student literacy
o
Ability to support student success in Math
o
Ability to support student success in Sciences
o
Education Skills (study skills, test taking skills)
o
Personal Planning Skills (social development, etc.)
o
More Aboriginal Teachers
o
More Aboriginal Leaders in the School
o
Education Planning to help students plan graduation requirements
o
Education Planning to help students to plan for college and university
o
Education Planning to help students to plan for Trades Training
o
Social Development, Communication and Team Work (tools to help students
communicate and work with others)
o
Physical Health (teaching students how eat healthy, exercise)
o
Transportation
o
Other (please specify)
13. Would you participate in community based education programs for the following
subject areas?
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Cultural workshops (e.g. camps)
o
St’át’imc language
o
Community roles and responsibilities
o
Leadership development
o
Other (please specify)
14. If you are considering post-secondary what are some of the challenges you face?
(Check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Accessing support for students who are in special education
o
Knowing how to apply
o
Need to get more credits or upgrading to meet requirements
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o
Limits of Band Funding
o
Band Application Process
o
Cost of Education (if you are paying yourself)
o
Family Responsibilities and Expectations
o
Current Work Schedule and Responsibilities
o
Long waits to register for a program
o
Trust of Educational Systems
o
Fear of Racism
o
Post-Secondary Institutes too far away
o
Not enough programs with Aboriginal specific content
o
Transportation
o
Other (please specify)
15. What is needed for St’át’imc learners to be more successful in post-secondary
programs?
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Support for students who are in special education
o
Ability to support student literacy
o
Increase funding levels that are currently too low
o
Help with personal planning to manage family responsibilities and expectations
o
Instructors and staff knowing how to teach Aboriginal learners (cultural, visual,
experiential, etc.)
o
Less discrimination within post-secondary institute
o
Post-secondary programs delivered closer to home
o
Learner support to help with alienation within post-secondary institute
o
Provide teachers and staff cultural sensitivity training
o
Other (please specify)
16. Are there Education and Training Programs outside of the St’át’imc territory that
are good and should be incorporated into the St’át’imc Education & Training
Program? What do you feel makes them a best practice?
Training Questions - The following is a summary of questions related to Training in the
St’át’imc territory.
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17. If you are considering Training (e.g. trades, non-academic courses less than a year,
etc.) what are some of the challenges?
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Instructors and staff knowing how to teach Aboriginal learners (cultural, visual,
experiential, etc.)
o
Knowing how to apply and understanding entrance requirements needed
o
Unable to access student loans
o
Need to get more credits or upgrading
o
Training is not accredited or transferrable to post-secondary institutions
o
Limits of Band Funding, or other funding sources
o
Cost (if you are paying yourself)
o
Long Wait List for Programs
o
Family Responsibilities and Expectations
o
Current Work Schedule and Responsibilities
o
Fear of Racism
o
Training Programs located too far from community
o
Need more Aboriginal Training Programs (culturally relevant teaching methods
& content)
o
Understanding apprenticeships for trades programs
o
Transportation
o
Other (please specify)
18. If you have taken some kind of Training please tell us what kind(s) of certificate(s)
you have received. (e.g. trades, non-academic courses less than a year, etc.)
19. What is needed for St’át’imc members to be more successful in Training being
delivered in the St’át’imc territory?
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Programs with Aboriginal specific topics
o
Part-time, evening courses, or weekend courses
o
Courses that are classroom and on-line
o
Full-time intensive courses
o
Custom courses delivered in the workplace
o
Aboriginal course content
o
Aboriginal Instructors and Teaching Methods
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o
Taught in the local area
o
Accredited and transferrable
o
Other (please specify)
20. Essential Skills are training programs for reading, writing, document use, numeracy,
computer use, thinking, oral communications, working with others, and continuous
learning. Have you taken any Essential Skills Training? (check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Reading
o
Writing
o
Document use
o
Numeracy
o
Computer use
o
Thinking
o
Oral communications
o
Working with others
o
Continuous learning
o
Other (please specify)
21. Would you participate in Essential Skills Training in the St’át’imc territory in the
following categories? (check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Reading
o
Writing
o
Document use
o
Numeracy
o
Computer use
o
Thinking
o
Oral communications
o
Working with others
o
Continuous learning
o
Other (please specify)
22. If you are interested in Essential Skills Training please tell us what the barriers
might be for you? (check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
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o
Not having local Essential Skills Training in the St’át’imc territory
o
Limits of Band Funding
o
Cost (if you are paying yourself)
o
Long Wait List for Programs
o
Family Responsibilities and Expectations (childcare)
o
Current Work Schedule and Responsibilities
o
Fear of Racism
o
Training Programs too far away
o
Need more programs with Aboriginal specific content
o
Transportation
o
Other (please specify)
23. Are there Aboriginal Training programs outside of the St’át’imc territory that are
good, and that should be researched for the St’át’imc Education & Training
Program? Please describe what makes you feel they are good programs.
Measures of Success
24. What should the measures of success be for the St’át’imc Education & Training
Program?
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Development and use of culturally relevant education and training materials in
schools and for training programs
o
Development and use of culturally relevant, and effective teaching methods and
practices
o
Development of more St’át’imc language and culture courses within pre-school,
K-12, and post-secondary
o
Increased number of Aboriginal instructors and Aboriginal leaders in
educational systems
o
Increased pre-school literacy
o
Increased adult literacy
o
Increased enrolment in each of pre-school, K-12, post-secondary and trades
programs
o
Increased attendance each of pre-school, K-12, post-secondary and trades
programs
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o
Increased completion in each of pre-school, K-12, post-secondary and trades
programs
o
Reduction in the cost of post-secondary education and training
o
Increased transition to the labour market
o
Increased long term full-time employment in the labour market
o
Increased employment in management positions
o
Other (please specify)
25. What does the St’át’imc Education & Training Program need to be sustainable for 20
years or more? (check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Mentorships and job shadowing
o
Community research (members needs, skills, programs offered, etc.)
o
Research on trends in Education, Employment, and Employer Needs that can
inform students and leaders for planning
o
Career Planning Tools, including Small Business (computers, library, etc.
o
Program Governance, Policy, standards that ensure fairness and equity
o
Partnership Building (funding, employment, etc.)
o
Career Programs & Services
o
Advocacy and sharing of best practices
o
Community engagement / marketing and information sharing
o
Other (please specify)
26. Is there anything else you would like to share with us about Education and/or
Training?
27. Please provide your phone number or email for the draw.
Thank you for your feedback and your time, which is very important for us in the
development of the most effective St’át’imc Education & Training Program possible for
you, your family, and our communities.
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Professional Development Survey Tool
St’át’imc Professional Development Survey
St’át’imc Government Services (SGS) wants your ideas to develop the Education & Training
Program. Full development of the Education & Training Program will start in April, 2013.
Member input is being collected through community meetings and this survey and will be
used to develop the Program..
This work is an evolution of the research undertaken in 2012 to realize 'a happier healthier
St’át’imc'.
One aspect of the Education & Training Program is Professional Development. In this
survey, Professional Development refers to both formal and informal training geared to the
needs of working professionals who wish to acquire new skills to improve their workplace
performance and increase their potential for advancement.
Note: Questions marked with an asterisk (*) are mandatory.
Your voice is very important in this planning and your time to complete this survey is very
much appreciated. This survey is expected to take approximately 15 minutes. As a thank
you, members participating in this survey and at community meetings will be entered into a
random draw on April 19, 2013 for great prizes!
This survey is CONFIDENTIAL, however the names of winners from the draw will be
published in the SGS newspaper. Please enter a phone number or email at the end of the
survey if you wish to enter for the draw for prizes.
1. What is your name (optional for draw)?
2. What is your gender?
o
Male
o
Female
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SET STRATEGY FRAMEWORK
3. What is your age?
o
12 to 17
o
18 to 24
o
25 to 34
o
35 to 44
o
45 to 54
o
55 to 64
o
65 or older
4. Which of the following best describes your current occupation? (check those that
apply to you)
o
Student K-12
o
Student Post-Secondary
o
Management occupations
o
Business, finance and administration occupations
o
Natural and applied sciences and related occupations
o
Health occupations
o
Social science, education, and government services
o
Art, culture, recreation and sport
o
Sales and service occupations
o
Trades, transport and equipment operators and related occupations
o
Occupations unique to primary industry (those that harvest or extract raw
materials, e.g. forestry or agriculture)
o
Occupations unique to processing, manufacturing and utilities
o
Other (please specify)
5. Which St’át’imc community are you from?
6. What community, town or city do you live in now?
7. What is the highest level of education you have completed? (check the ones that
apply to you)
o Less than high school
o
High school
o
High school with some post secondary
o
Trades certificate or diploma
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o
College certificate or diploma
o
University certificate, diploma or degree
o
Other (please specify)
Professional Development Questions
8. Within the last 2 years, have you taken any Professional Development training that
was delivered within the St’át’imc territory?
o
Yes
o
No
o
Do not recall
o
Other (please specify)
9. Within the last 2 years, have you taken any Professional Development delivered
outside of the St’át’imc Territory?
o
Yes
o
No
o
Do not recall
o
Other (please specify)
10. Are there Professional Development programs outside of the St’át’imc territory that
are good, and that should be researched for the St’át’imc Education & Training
Program? Please describe what makes you feel they are good programs.
11. Does your specific profession require you to take regular and ongoing Professional
Development for credential or license maintenance? (e.g. educators, trades)?
o
Yes
o
No
o
Do not recall
o
Other (please specify)
12. Would you be interested in taking the following Professional Development courses
if they were offered? (check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Facilitation
o
Negotiation
o
Oral communication / public speaking
o
Business writing / written communication
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o
Conflict resolution
o
Intercultural communication
o
Media relations
o
St’át’imc language
o
French
o
Other language
o
Critical thinking
o
Decision-making and judgment
o
Problem solving
o
Planning and organizing
o
Strategic visioning and planning
o
Operational planning
o
Policy development / analysis
o
Business administration
o
Office administration
o
Financial management / analysis
o
Change management
o
Risk management
o
Stress management
o
Succession planning
o
Teamwork
o
Relationship building
o
Sustainability
o
Total quality management (customer / client focus)
o
Leadership
o
Systems thinking (understanding organizations and effecting change within
systems)
o
Human resource management
o
Interviewing and recruitment
o
Mentorship and coaching
o
Workplace diversity
o
Train the Trainer
o
Time management
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o
Self-management
o
Project management
o
Computer literacy (basic)
o
Advanced or workplace specific computer software/applications
o
Social media and strategy
o
Trades certification (e.g. Red Seal)
o
Teachers’ certification
o
Safety certification
o
Drivers and machine operation licensing
o
Essential Skills (reading, writing, document use, numeracy, computer use,
thinking, oral communication, working with others, and continuous learning)
o
Other (please specify)
13. What duration of Professional Development training are you interested in? (check
all that apply)
o
1/2 day
o
1 day
o
2-5 days
o
Several weeks
o
Month
o
Semester (3-4 months)
o
Other (please specify)
14. What training delivery methods are you interested in? (check all that apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Online only
o
Classroom
o
Combination of classroom and online
o
In-house at workplace
o
Mentorship/coaching/job shadowing
o
Hands-on technical assistance
o
Peer review
o
Communities of Practice (shared discussion and learning with people who have
a common goal)
o
Other (please specify)
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15. What outcomes are you seeking from Professional Development? (Check all that
apply)
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Certificate or professional designation
o
Designation or credential maintenance
o
Maintain / be better at existing position
o
Achieve position advancement / increase employability
o
Gain expertise in a particular area
o
Contributing to my community
o
Personal / professional interest
o
Other (please specify)
16. What are some of the barriers you are having/had in obtaining Professional
Development?
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Instructors and staff knowing how to teach Aboriginal learners (cultural, visual,
experiential, etc.)
o
Knowing where to find training courses
o
Training is located too far from community/workplace
o
Training is not accredited or recognized
o
Do not have prerequisites for course
o
Limits of workplace policies (e.g. time off)
o
Need for training not recognized by employer
o
Limits of Band, employer or other sources of funding
o
Cost (if you are paying yourself)
o
Long Wait List for Programs
o
Family Responsibilities and Expectations (e.g. caregiving)
o
Current Work Schedule and Responsibilities
o
Limited opportunities for practical or applied experience
o
Fear of Racism
o
Need more Aboriginal Specific Training (culturally relevant content)
o
Transportation
o
Other (please specify)
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17. What should the measures of success be for the Professional Development
component of the St’át’imc Education & Training Program?
(options for survey choices: Strongly Agree, Agree, Don’t Agree, and Not Applicable)
o
Development and use of culturally relevant education and training materials
o
Development and use of culturally relevant, and effective teaching methods and
practices
o
Increased number of Aboriginal instructors
o
Increased availability of Professional Development training offered in St’át’imc
territory
o
Reduction in the cost of Professional Development training for
employees/employers
o
Increased long term stable employment in the labour market
o
Increased St’át’imc employment in management and professional positions
o
Increased attainment of personally desired position
o
Other (please specify)
18. What does the St’át’imc Education & Training Program need for Professional
Development to be sustainable for 20 years or more?
o
Mentorships and job shadowing
o
Community research (members needs, skills, programs offered, etc.)
o
Research on trends in Education, Employment, and Employer Needs that can
inform professionals and leaders for planning
o
Career Planning Tools, including Small Business (computers, library, etc.)
o
Program Governance, Policy, standards that ensure fairness and equity
o
Partnership Building (funding, employment, etc.)
o
Career Programs & Services
o
Advocacy and sharing of best practices
o
Community engagement / marketing and information sharing
o
Other (please specify)
19. Is there anything else you would like to share with us about Professional
Development?
20. What is your phone number or email address (optional for draw)?
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Thank you for your feedback and your time, which are very important for us to develop the
most effective St’át’imc Education & Training Program possible for you, your family, and our
communities.
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Recommended Programs and Courses
The following courses for BC Adult Graduation Diploma, Health, Municipal/Government
Services, Trades Outlook, Small Business, Tourism Management, and Forest Management
are from NVIT. These courses are listed as examples only, but serve as a demonstration of
courses that should be delivered to meet the education needs related to maximize
opportunities in relation to regional emerging industries.
BC Adult Graduation Program
The BC Adult Graduation Diploma is provincially recognized and is available to adults who
take courses to complete graduation through a secondary school, adult education centre or
a community college. Students must:
 Be 19 years or older (may be 18 if out of school for at least a year providing NVIT
accepts the student);
 Complete three courses through enrolment in a course, or through Prior Learning
Assessment, after enrolling in an Adult Program.
This Diploma requires completion of five courses, which must include the completion of
three courses in an Adult Program or through Prior Learning Assessment.
The courses needed to be completed for the Diploma include:
 ENGL 060 or ENGL 12/English 12 First Peoples; and
 MATH 050 or 051 or MATH 11; and
 Three additional qualifying courses at the provincial (grade 12) level or higher, OR
INST 050 and two provincial (grade 12) level or higher qualifying courses.
Qualifying Courses
 BIOL 060 Provincial Level Biology
 CHEM 060 Provincial Level Chemistry
 CRLS 060 (Provincial) - College Readiness Learning Skills
 ENGL 060 Literature and Composition
 INST 050 Indigenous Studies I
 INST 060 Indigenous Studies II
 MATH 050 Introduction to Algebra
 MATH 051 Advanced Algebra
 MATH 060 Provincial Level Math I
 MATH 061 Provincial Level Math II
Health
Health Care Assistant
HTCA 152 - Credits: 2.000
Cognitive and Mental Challenges
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This course builds on content from HTCA term one courses to assist students to explore
concepts and care-giving approaches that will allow them to work effectively with
individuals experiencing cognitive or mental challenges. Emphasis is on recognizing
behaviours and identifying person-centered intervention strategies. More Details on this
course
Prerequisites:HTCA104 / HTCA166 / HTCA126 / HTCA121 / HTCA116 / HTCA111
HTCA 153 - Credits: 4.000
Common Health Challenges
This course introduces students to effects of age-related changes and common challenges to
health and healing in relation to all body systems (i.e. skin system). Students will also be
encouraged to explore person-centred practice as it relates to the common challenges to
health. More Details on this course
Prerequisites:HTCA111 / HTCA166 / HTCA126 / HTCA121 / HTCA116 / HTCA104
HTCA 156 - Credits: 2.000
Personal Care Assistance II
This practical course offers students the opportunity to acquire personal care and
assistance skills within the parameters of the Health Care Assistant role. Within the context
of the class and surpervised laboratory experiences, the student will be assisted to integrate
theory from other HTCA courses to further develop care-giver skills that maintain and
promote the comfort, safety and independence of individuals in community and facility
contexts. More Details on this course
Prerequisites:HTCA104 / HTCA166 / HTCA126 / HTCA111 / HTCA121 / HTCA116
HTCA 159 - Credits: 2.000
Community Practicum
This practice course provides students with an opportunity to apply knowledge and skills
from all other HTCA courses with individuals and families in a community setting.
Opportunity will be provided for students to become more familiar with the role of the
Health Care Assistant within a home support agency and gain abilities that will prepare
graduates to assume the role of a Community Health Worker. More Details on this course
Prerequisites:HTCA104 / HTCA166 / HTCA126 / HTCA121 / HTCA116 / HTCA111
HTCA 176 - Credits: 2.000
Clinical II
This supervised practice experience provides students with an opportunity to apply
knowledge and skills from all other program courses and to work with individuals
experiencing cognitive challenges in a multi-level or complex care setting. More Details on
this course
Prerequisites:HTCA104 / HTCA166 / HTCA126 / HTCA121 / HTCA116 / HTCA111
HTCA 186 - Credits: 6.000
Clinical III
This supervised practice experience provides students with an opportunity to apply
knowledge and skills from all other courses in the program courses with individuals in a
multi-level or complex care setting. Opportunity will be provided for students to gain
expertise and confidence with the role of the Health Care Assistant within a complex care
facility. More Details on this course
Prerequisites:HTCA 152 / HTCA 176 / HTCA 159 / HTCA 156 / HTCA 153
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HTCA104 - Credits: 2.000
Interpersonal Communications
This course focuses on the development of self-awareness, increased understanding of
others and development of effective interpersonal communication skills that can be used in
a variety of care-giving contexts. Students will be encouraged to become more aware of the
impact of their own communication choices and patterns. They will have opportunity to
develop and use communication techniques that demonstrate personal awareness, respect
and active listening skills. More Details on this course
Prerequisites:Grade 10 or equivalent
HTCA111 - Credits: 1.000
Health: Lifestyle and Choices
This course introduces students to a holistic concept of health and the components of a
health-enhancing lifestyle. Students will be invited to reflect on their own experience of
health, recognizing challenges and resources that can impact lifestyle choices. Students will
be introduced to a model that can be applied in other courses to understand the multifaceted aspects of health and healing. More Details on this course
Prerequisites:Grade 10 or equivalent
HTCA116 - Credits: 1.000
Introduction to Practice
This course provides an introduction to the role of the Home Care Attendant within the
British Columbia health care system. Students will be introduced to the healthcare team and
the roles and functions of HCA within the team. Students will also have opportunities to
develop self-reflective skills required for competent practice and will be introduced to
effective job-seeking approaches. More Details on this course
Prerequisites:Grade 10 or equivalent
HTCA121 - Credits: 2.500
Health & Healing: Concepts for Practice
This course provides students with the opportunity to develop a theoretical framework for
practice. Students will be introduced to the philosophical values and theoretical
understandings that provide a foundation for competent practice as a Home Care Attendant.
The course focuses on concepts of caring and person centered care; basic human needs and
human development; and family, culture and diversity as they relate to health and healing.
Students will also be introduced to a problem-solving model that will be critical to their
practice. More Details on this course
Prerequisites:Grade 10 or equivalent
HTCA126 - Credits: 2.000
Personal Care Assistant I
This practical course offers students the opportunity to acquire personal care and
assistance skills within the parameters of the Health Care Assistant role. The course is
comprised of class and supervised laboratory experiences which assist the student to
integrate theory from other courses to develop introductory care-giver skills that maintain
and promote the comfort, safety and independence of individuals in community and facility
contexts. More Details on this course
Prerequisites:Grade 10 or equivalent.
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HTCA166 - Credits: 1.500
Clinical I
This supervised practice experience provides students with an opportunity to apply
knowledge and skills from all other courses in the program with individuals in a multi-level
or complex care setting. Opportunity will be provided for students to gain expertise and
confidence with the role of the Health Care Assistant within a continuing care facility. More
Details on this course
Prerequisites:HTCA104 / HTCA126 / HTCA121 / HTCA116 / HTCA111 / and program
admission.
For information on transferability, please see the BC Council on Admissions and
Transferability
Aboriginal Community & Health Development Certificate
ACHD 120 - Credits: 3.000
Developing Community Health Leadership
Students will investigate challenges faced by Aboriginal communities in the areas of social,
political, cultural, economics, educational and health. Community and group dynamics will
be examined through an analysis of issues in the current community systems. Students will
have the opportunity to undertake a community needs assessment with an emphasis on
health as an interactive assignment with an Aboriginal community. Students will gain an
understanding of Aboriginal community systems, their challenges and strengths, and what
is needed to develop communities from a holistic perspective that will contribute to the
health and wellness of families and to the community as a whole. This course will address
the legacy of physical and sexual abuse in residential schools, including the
intergenerational impacts by providing students with the opportunity to explore the
impacts of colonization and residential schools, including the many forms of abuse, on their
own family systems. More Details on this course
Prerequisites:Program admission or permission from the Deans's office.
ACHD 122 - Credits: 3.000
Basic Counselling in the Health Field
This course provides students with an introduction to basic counselling skills, and
processes and core conditions associated with effective counselling practice. Focus will be
on skills that promote an understanding of the counselling relationship as it relates to
health and wellness. Students will be prepared to deliver counselling services to people
inside and outside a health care setting. Emphasis will be placed on the importance of
communication in establishing and maintaining effective helping relationships that consists
of rapport building, effective listening skills, and appropriate feedback in the helping
process. This course will address the legacy of physical and sexual abuse in residential
schools, including the intergenerational impacts by providing students with the opportunity
to explore the impacts of colonization and residential schools, including the many forms of
abuse, on their own family systems. More Details on this course
Prerequisites:Program admission or permission from the Dean's office.
ACHD 123 - Credits: 3.000
Traditional Health & Wellness Practices
This course will provide students with a historical context of colonization and residential
schools. Students will examine the historical and current impacts of colonial policies on
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Aboriginal families and communities. This will lead into examining traditional practices of
Aboriginal people and identifying those that will continue to be incorporated into creating
health and wellness. This course will address the legacy of physical and sexual abuse in
residential schools, including the intergenerational impacts by providing students with the
opportunity to explore the impacts of colonization and residential schools, including the
many forms of abuse, on their own family systems. Students will also explore the impact on
their community systems and then examine how traditional methods of healing can be
incorporated into practice, not only personally, but also professionally, as health workers.
More Details on this course
Prerequisites:Program admission or permission of the Dean's office.
ACHD 125 - Credits: 3.000
Community Health and Development
This course is an introduction to the study of Aboriginal community and health
development. Students will examine the process of colonialism and systemic factors that
influence Aboriginal health and well-being. The interaction between the individual, family
and community as it influences health and development of Aboriginal communities will be
studied within a holistic framework. Students will learn positive ways of analyzing
historical experiences through the use of the wellness wheel and geneograms. Students will
study cultural and traditional ethics and practice for healthy communication. This course
will address the legacy of physical and sexual abuse in residential schools, including the
intergenerational impacts by providing students with the opportunity to explore the
impacts of colonization and residential schools, including the many forms of abuse, on their
own family systems. More Details on this course
Prerequisites:Program admission or permission of the Dean.
ACHD 126 - Credits: 3.000
Self, Health and Wellness
This course focuses on personal care and individual responsibility for the practice of basic
stress management as it relates to service delivery. Emphasis is placed on understanding
balancing of professional and personal lives. Students explore the concept of a collective
learning format, which recognizes the importance of traditional Aboriginal values in the
healing process. The theory and practice of the medicine wheel for health and healing and
exploring mind/body/spirit connection to illness and wellness is compared with
contemporary methods of self-care. Ethical issues associated with self-care and practice are
explored. This course will address the legacy of physical and sexual abuse in residential
schools, including the intergenerational impacts by providing students with the opportunity
to explore the impacts of colonization and residential schools, including the many forms of
abuse, on their own family systems. More Details on this course
Prerequisites:ACHD 123
ACHD 127 - Credits: 3.000
Health Care Policies
In this course, students will be introduced to health care policies with an emphasis on BC
and Canadian legislation and policies. As this field continues to change and develop rapidly,
ideological influences and the importance of gender, class and race issues will be examined.
Emphasis will be placed on an Aboriginal perspective and Aboriginal health policies and
programs in BC and Canada. Students will learn about the historical and legislative impacts
on Aboriginals and understand the current approaches being taken by Aboriginals to
control their own health programs. There will be opportunity to explore social issues that
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impact policy, and the impact of oppression on policy. The legacy of physical and sexual
abuse in residential schools will be addressed, including intergenerational impacts with the
opportunity to learn about legislation and policies affecting health care. More Details on this
course
Prerequisites:ACHD 122
ACHD 129 - Credits: 3.000
Introduction to Aboriginal Family & Counseling Systems
The purpose of this course is to introduce family and counseling systems theory and
practice from an Aboriginal perspective. Students will gain an understanding of the
perspectives, theory methods, and practice of western counseling with an emphasis on
Aboriginal worldviews, including traditional healing and ceremonies. This course will
address the legacy of physical and sexual abuse in residential schools, including the
intergenerational impacts by providing students with the opportunity to learn counseling
techniques both contemporary and traditional that are relevant and specific to survivors
and intergenerational family members of residential schools. More Details on this course
Prerequisites:Program admission or permission from the Dean's office.
BUSM 200 - Credits: 3.000
Finite Mathematics
This course is designed to build a mathematical base for persons planning to become
involved in administration and/or business management. In recent years, there has been a
dramatic increase in the need for business professionals to be able to use mathematics in
research, statistics, problem solving and decision-making. This course is designed to expose
students to the areas of mathematics that they are likely to require in their future jobs or
areas of study. Topics include linear equations, sets and counting, probability, matrices,
linear programming and solving financial problems. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Principles of Math 11 or permission of instructor.
ENGL 110 - Credits: 3.000
College Composition
English 110 prepares students to write successful college essays. This course focuses on the
writing process. Students will learn how to develop, organize, write, revise, document, and
edit essays. More Details on this course
Prerequisites:ENGL 060 / or English 12 and/or English 12 First Peoples or permission of
instructor.
PSYC 111 - Credits: 3.000
Introduction to Psychology I
Psychology 111 is a survey course which introduces students to the field of psychology in
general. Students will be encouraged to use a critical and inquiring approach to information
presented to them, to be open minded, creative and divergent thinkers. More Details on this
course
Prerequisites:ENGL 060 / or English 12.
For information on transferability, please see the BC Council on Admissions and
Transferability
Diploma courses
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ACHD 223 - Credits: 3.000
Current Issues in Health
In this course students will explore traditional and non-traditional trends of today’s health
care for Aboriginal people. The course provides the view that Aboriginal people’s health is
the product of a complex web of psychological, spiritual, historical, sociological, cultural,
economic, and environmental factors. Students will analyze the health care system and its
impact on Aboriginal family health and well-being. This course introduces students to
integration of traditional and non- traditional approach to the delivery of health care in
Aboriginal communities. Focus will be placed on health transfer as it relates to Aboriginal
communities. This course will address the legacy of physical and sexual abuse in Residential
Schools, including the intergenerational impacts by providing students with the opportunity
to explore the impacts of colonization and Residential Schools, including the many forms of
abuse, on their own family systems. More Details on this course
Prerequisites:ACHD 123 / or ACHD 126
ACHD 224 - Credits: 3.000
Addictions and Recovery
This course will examine the various forms of addictions including substance, solvents, and
process addictions. Students will have the opportunity to examine addictions from a
structural perspective and how colonialism, and residential schools have contributed to the
social challenges of Aboriginal communities. Processes of recovery will be explored,
including western models and traditional models. This course will address the legacy of
physical and sexual abuse in residential schools, including intergenerational impacts by
providing students with the opportunity to understand how residential schools have
contributed to high levels of addictions in our communities, and how recovery can be
effective by utilizing a blend of contemporary and traditional models. More Details on this
course
Prerequisites:ACHD 126
ACHD 225 - Credits: 3.000
Health Promotion: Gerontology
As future community health workers, students will need to have a strong foundation of
understanding the aging process and the elderly. This course will examine the similarities
and differences between western approaches and Aboriginal traditional approaches to
caring for our elders. This course will address the legacy of physical and sexual abuse in
residential schools, including the intergenerational impacts by providing students with the
opportunity to work with community members, especially elders. Many of our elders are
survivors of residential schools and the impact on the survivors physically, emotionally,
mentally and spiritually will be studied. More Details on this course
Prerequisites:ACHD 122
ACHD 226 - Credits: 3.000
Aboriginal Research
This course will introduce various research methods with an emphasis on how to conduct
culturally sensitive research as health care professionals. Students will examine mainstream
research methods as well as indigenous research methods with an emphasis on researching
Aboriginal communities. Students will gain critical thinking skills and conduct research in
an Aboriginal community as a participatory assignment. Students will explore the concept
of ‘Aboriginal ways of knowing’ and how research can be empowering and useful to
Aboriginal communities and organizations when it is approached with cultural-sensitivity
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and sound ethics. This course will address the legacy of physical and sexual abuse in
residential schools, including intergenerational impacts by providing students with the
opportunity to know how to conduct culturally sensitive research in communities,
particularly around the topic of residential school and the legacies around residential
school. More Details on this course
Prerequisites:ENGL 110
ACHD 227 - Credits: 3.000
Contemporary Health & Medical Practices
The purpose of this course is to provide students with information to enhance their
knowledge and skills about contemporary health practices including the medical system.
Students will learn medical terminology including the DSM-V and medical approaches used
by physicians, nurses, psychiatrists, psychologists, therapists and other medical
professionals. Students will gain an understanding of the key health problems plaguing
Aboriginal communities and treatments from medical perspectives and explore how
traditional, holistic practices can be blended with contemporary approaches. This course
will address the legacy of physical and sexual abuse in residential schools, including
intergenerational impacts by providing students with the opportunity to incorporate
contemporary health practices with residential school survivors and family members and to
ensure that the workers are sensitive to the legacy of physical and sexual abuse resulting
from residential schools. More Details on this course
Prerequisites:PSYC 111
ACHD 228 - Credits: 3.000
Case Management: Roles & Responsibilities of Community Health
This course will focus on casework practice and management for health care workers. This
course will address the legacy of physical and sexual abuse in residential schools, including
intergenerational impacts. It will also provide students with an understanding of the
specific roles and responsibilities of community health workers, particularly those working
in Aboriginal communities. Students will learn how to apply theory into practice; they will
also look at casework examples and conduct an assignment with a community health
worker. Students will learn about the administrative responsibilities of community health
workers including developing competencies in office management, scheduling, recording
and reporting, clinical and ethical decision-making as well as communicating with
colleagues and supervisors. Students will learn the importance of self-care and
implementing a personal wellness plan, to prepare them for their own professional careers.
More Details on this course
Prerequisites:ACHD 125 / or ADCT 104
ACHD 229 - Credits: 3.000
Advanced Aboriginal Family & Counseling Systems
In this course students will learn advanced counseling techniques from western and
traditional philosophies to incorporate into practice with individuals and families. Students
will learn how to conduct family assessments including the development of specific tools
such as family genograms. Students will continue to learn specific approaches of counseling
and examine the impact of cultural practices and beliefs on healing and therapeutic
practices, particularly when working in Aboriginal communities. Students will also
undertake a personal study and a reflection of one’s own value system and biases. This
course will address the legacy of physical and sexual abuse in residential schools, including
the intergenerational impact by providing students with the opportunity to continue to
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develop their counseling skills with an emphasis on providing counseling for residential
school survivors and intergenerational members. More Details on this course
Prerequisites:ACHD 129
ACHD 230 - Credits: 3.000
Mental Health Wellness and Challenges
Students will have the opportunity to apply concepts and principles of long-term care for
individuals and families with chronic, complex mental health problems and/or
developmental needs. They will also explore the difference between long-term care and
short-term care treatment approaches. Areas of focus will include contemporary
approaches (rehabilitative, habilitative and palliative care). Case studies will include but not
be limited to organic illness, genetic mental disability, post-traumatic stress disorder,
psychotic and neurotic conditions, personality disorders, impact of trauma and multigenerational trauma. This course will address the legacy of physical and sexual abuse in
residential schools, including the intergenerational impacts by providing students with the
opportunity to learn specifically about trauma and multi-generational impact of residential
schools. More Details on this course
Prerequisites:ACHD 224
ACHD 231 - Credits: 3.000
Health Administration and Program Development
This course will introduce students to all aspects of health administration. They will explore
what is involved in administering a health program, particularly in Aboriginal communities,
including funding, budgetary and reporting requirements, staffing, case work, policy
development and guidelines, ethics, and codes of conduct. Students will become familiar
with program development and the differences between how programs are developed in
Aboriginal communities and non-Aboriginal communities. This course will review
contemporary program development in Aboriginal communities with an emphasis on
health care programs, health transfer and holistic perspectives to program development
and administration. Students will have the opportunity to explore culturally sensitive
programs that can be designed for survivors of residential school and their families in
communities and how programs can network and enhance the support to families. More
Details on this course
Prerequisites:ACHD 125
ACHD 232 - Credits: 3.000
Practicum I
An Aboriginal Community & Health Development Diploma Practicum is required to
complete the program. Nicola Valley Institute of Technology utilizes an extensive number of
Aboriginal and non-Aboriginal service agencies and Bands for practicum. The development
of an appropriate practicum placement is a collaborative effort between NVIT, the student,
and the agency that will maximize the students’ learning potential. Practicum I is intended
to build upon practice and work experience to provide opportunities to strengthen skills,
knowledge, and understanding of current values and attitudes. The practicum, more than a
work experience, is a continuation of the educational learning process. The students will be
exposed to specific learning objectives, structured supervision, and the opportunity to apply
theory to practice. More Details on this course
Prerequisites:Must complete 45 credits to be eligible for practicum placement.
For information on transferability, please see the BC Council on Admissions and
Transferability
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Municipal/Government Services
FNPA Certificate and Diploma
ACED 115 - Credits: 3.000
Introduction To Accounting For Continuing Education
ACED 115 is an in-depth study of the concepts, principles and practice for external business
financial reporting. Consideration of issues related to the measurement and reporting of
cash, receivable, inventories, property, plant and equipment, intangibles, investments,
revenue and expense recognition and cash flows are discussed. In addition, current financial
statement presentation issues (balance sheet, income statement and cash flow statement)
are analyzed to gain an appreciation for the impact of generally accepted accounting
principles on the business environment as a whole. Recognition and measurement of
liabilities (short and long-term), the structure of stockholders’ equity, taxes, leases,
pensions, and accounting changes and error analysis are also covered in the course. Current
generally accepted standards for business reporting are also analyzed, as is their effect on
the presentation of financial results by corporations and other entities. More Details on this
course
Prerequisites:ENGL 060 / MATH 051 / English 12 and/or English 12 First Peoples and
Principles of Math 11 or permission of instructor.
ACED 161 - Credits: 3.000
Negotiations and Contract Management
This course focuses on how to successfully negotiate in a variety of organizational
situations. In addition, participants learn the basic features of entering into, and successfully
managing, a contract. Both negotiations and contract management are examined in this
course through experiential models and practices, focusing particularly on applications with
a First Nations setting.
The learning process is based on a combination of lecture inputs to introduce core concepts,
individual and class exercises organizational skills, and allows students to monitor their
own progress in the course.
This course is targeted for those who are employed and/or have administrative experience.
More Details on this course
Prerequisites:English 11, Algebra 11 and business writing experience or permission of
instructor.
ACED 180 - Credits: 3.000
Project Management
Examines project management from a First Nations perspective, using models based on
First Nations community projects. Experiential processes supplement theories for an
introductory approach to managing projects, including finances, planning, scheduling and
problem-solving. This course is targeted for those who are employed and/or have
administrative experience. More Details on this course
Prerequisites:English 11, Algebra 11 and business writing experience or permission of
instructor.
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ACED 182 - Credits: 3.000
Proposal Writing
The content of this workshop is timed for delivery over a period of 45 hours. Proposal
writing was designed to address training requests for participants who are primarily
employed by First Nations organizations, albeit others charged with proposal writing can
benefit from the content of the workshop. As First Nations communities are similar in so
much as they respond to similar needs and search for similar funding types; three types of
proposals are presented:
ideas)
This course is targeted for those who are employed and/or have administrative experience.
More Details on this course
Prerequisites:English 11, Algebra 11 and business writing experience, or permission of
instructor.
ACED 205 - Credits: 3.000
Aboriginal Governance Development
This course focuses on the twin topics of effective leadership and the role and mandate of
the Board of Governors or Tribal Council. This includes balancing the leadership and
management needs of an organization, and sharing these functions effectively with the
board. The governance functions of the mission statement, the role of the board, recruiting
and orienting new board members, and board-executive director relations will be critically
examined through experiential models and practices.
Students will keep a single notebook or binder to hold their written notes and class
handouts. This will develop the student’s organizational skills, and allow them to monitor
their own progress in the course.
This course is targeted for those who are employed and/or have administrative experience.
More Details on this course
Prerequisites:MATH 050 / ENGL 050 / and business writing experience.
ACED 240 - Credits: 3.000
Contemporary First Nation Issues
ACED 240 will provide the student with knowledge of contemporary First Nation issues.
Students will examine First Nation peoples, employment, health and cultures. Other issues
are: historical background, history of treaties, and Canada-First Nation relations, First
Nation land claims, Indian and Northern Affairs Canada, government policy, and Canadian
law. Contemporary issues such as treaty negotiations, Bill C-31, and self-government
initiatives will be analyzed. More Details on this course
Prerequisites:ACED Certificate or permission of instructor.
ADMN 121 - Credits: 3.000
Introduction to Management
ADMN 121 provides the student with an introduction to management. It is designed to
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introduce students to the world of organizations. Although this course will not necessarily
make the student a "manager," it will provide them with a better understanding of the
workings of organizations and those who manage them. The ideas and concepts associated
with management will be practiced in class through experiential learning in a team context.
The material will not only clarify the things managers do but also focus on developing a
conceptual awareness of the issues facing managers and organizations in the ever-changing
and increasingly competitive world economy. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
ADMN 130 - Credits: 3.000
Community Development I
ADMN 130 examines Community Economic Development (CED) within a global setting.
Additional CED strategies and the development of global theories on CED are explored. This
course will promote roles and jobs for CEDOs (Community Economic Development
officers)in their communities and globally. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
BUSM 200 - Credits: 3.000
Finite Mathematics
This course is designed to build a mathematical base for persons planning to become
involved in administration and/or business management. In recent years, there has been a
dramatic increase in the need for business professionals to be able to use mathematics in
research, statistics, problem solving and decision-making. This course is designed to expose
students to the areas of mathematics that they are likely to require in their future jobs or
areas of study. Topics include linear equations, sets and counting, probability, matrices,
linear programming and solving financial problems. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Principles of Math 11 or permission of instructor.
BUSM 207 - Credits: 3.000
Introduction To Statistics
This course is designed for students who require a course in statistical concepts, principles
and methods in preparation for working with statistical studies and analyzing data in their
chosen field of study. The focus of this course will be on the logic and interpretation of
statistical concepts and techniques in business settings. Much work will be required. This
course introduces the student to basic statistical methods for analyzing both a quantitative
and qualitative information, including graphic methods, sampling, descriptive statistics and
inferential statistics. The relationship of statistics to research methods is discussed,
applications to business decisions is stressed.
More Details on this course
Prerequisites:BUSM 200 / or permission of instructor.
BUSM 211 - Credits: 3.000
Introduction to Finance
The objective of this course is to develop a framework within which financial decisions can
be examined. This framework broadly covers the theoretical foundations of finance, the
Canadian institutional framework and the techniques used in financial management. More
Details on this course
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Prerequisites:BUSM 210 / BUSM 200
Corequisites:BUSM 207 / corequisite or prerequisite
BUSM 222 - Credits: 3.000
Organizational Behavior
Information extracted from various areas of psychology (social, industrial/organizational)
and management will be utilized to study the nature of work, people and organizations.
Topics include: leadership, motivation, group dynamics, communication, Japanese
management, job design, organizational design, culture and climate, organizational change,
power, stress and time management and human resource management/development
issues. Organizational behavior will be examined through lecture, discussion and practical
applications of learned materials. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
BUSM 223 - Credits: 3.000
Human Resources Management
An introduction to personnel management including organization of the personnel
functions; recruitment and selection, interviewing and counseling, job descriptions and
evaluation, compensation and salary administration, management development and
performance appraisal, training and staffing planning, safety and occupational health. The
course places particular emphasis on the practical applications of personnel policies and
procedures, on personnel’s relationship to management and management’s responsibilities
to employees. More Details on this course
Prerequisites:BUSM 222 / or permission of instructor
BUSM 251 - Credits: 3.000
Introduction To Economics
This course is designed to build a basic understanding of economic principles. Students who
undertake this course will be able to understand and discuss economic issues at the level
covered by the media. The course places a special emphasis on the economic indicators,
measuring economic performance, GDP, unemployment, inflation, business cycles, barter
and trade, the impact of taxation, and government policies. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
BUSM 294 - Credits: 3.000
Business Law
This course introduces students to fundamental legal concepts, principles, and issues that
are relevant to Canadian business. It promotes an understanding of how these legal
concepts and issues are applied to specific problems in business. Topics include an
introduction to the Canadian legal system, the law of torts, and the law of contracts. An indepth investigation is then made in specific areas of contract and business law, including:
sale of goods, contracts, employment contracts, the law of agency, corporations, secured
transactions, the law of real property and mortgages, and negotiable instruments. More
Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
ENGL 110 - Credits: 3.000
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College Composition
English 110 prepares students to write successful college essays. This course focuses on the
writing process. Students will learn how to develop, organize, write, revise, document, and
edit essays. More Details on this course
Prerequisites:ENGL 060 / or English 12 and/or English 12 First Peoples or permission of
instructor.
FNPA 200 - Credits: 3.000
Politics and Education
This course will enable students to gain an understanding of the influences of federal and
provincial political decisions and actions on shaping the historical and contemporary
context of First Nations education in Canada. The course will begin with principles and
processes of First Nations education and politics prior to European colonization. It
incorporates the values, philosophy, applicable knowledge and practices inherent in
traditional First Nations wisdom. Theory and practical application of First Nations
pedagogy and philosophy will be utilized. Self-government, self-determination, human
rights, treaty negotiations, decolonization, revitalization, collaboration, and future planning
will also be examined to provide a realistic framework for practical community-based
educational development. More Details on this course
Prerequisites:POLI 111
FNPA 210 - Credits: 3.000
Band School Organization
FNPA 210 will enable students to understand the philosophy and history of First Nations
band education and its relationship to the bands and to the public school system. It will
cover school organization, management, and community relations. This course will also
serve to show how mainstream educational goals can be met without losing Aboriginal
distinctiveness. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Priniciples of Math 11.
FNPA 220 - Credits: 3.000
Educational Leadership
This course will expose the student to the fundamentals of management, mobilization
resources, supervision of personnel, and examination of education budgets. The student will
learn the basics of organizational change and perspectives of education. The course will
examine effective leadership and the many factors that impact education, such as socioeconomic, community and political factors. To expand their view of education students will
share ideas and perspectives with administrators. More Details on this course
Prerequisites:ENGL 060 / or English 12 and/or English 12 First Peoples.
FNPA 225 - Credits: 3.000
Diplomacy and Leadership
This course will introduce students to the interconnected concepts of leadership and
diplomacy. It will look at these two concepts in terms of cultural relevance and context.
Looking at indigenous and non-indigenous approaches will enable students in the First
Nations Public Administration program to determine their own philosophy for leadership
and diplomacy.
More Details on this course
Prerequisites:ENGL 060 / or English 12 and/or English 12 First Peoples.
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FNPA 230 - Credits:
Ethics for Educational Administrators
This course provides a foundation for examining ethical behavior in administration, and
encompasses the concepts of individual responsibility, transparent practices, and
performance evaluation. Students will critically investigate concepts of ethical leadership,
administration and organizational culture. Aboriginal ways of evaluating ethical conduct
and practice are integrated throughout the course. More Details on this course
Prerequisites:ENGL 060 / or English 12 and/or English 12 First Peoples.
FNPA 245 - Credits: 3.000
Advanced Financial Management
FNPA 245 critically examines financial management issues within Aboriginal communities,
Aboriginal business entities and Aboriginal governments. Discussion and analysis will focus
on how future challenges in accountability, corporate governance, and fiscal responsibility
can be more effectively managed. This course provides a brief overview of past, present and
future financial management issues in First Nation’s communities, businesses and
governments. The topics for discussion include; the linkage between financial management
and strategy, financial management from a stakeholders’ perspective, the changing financial
management roles and responsibilities, financial analysis – tools and techniques for
interpretation, budgeting processes and responsibility accounting, contract management,
financial statement reporting – accountability and disclosure, funding acquisition processes,
and investment planning processes. More Details on this course
Prerequisites:BUSM 211
FNPA 250 - Credits: 3.000
Economics and Taxation
This course is designed to build on student’s introductory courses in economics and public
administration. Students who take this course will be able to understand and discuss the
principles of economics and taxation in Canada and relate it to a First Nations context. The
course places a special emphasis on the principles of economics; taxation policy in Canada;
redistribution of wealth as a traditional economic practice among First Nations. The course
will examine Aboriginal traditions, values and philosophies of wealth creation and
distribution, as well as the foundations of municipal forms of taxation, their valuation, and
their uses in a municipal or community context. Students will gain some exposure to
taxation authorities established under Canadian federal law. More Details on this course
Prerequisites:BUSM 251
POLI 111 - Credits: 3.000
Canadian Government and Politics
This is a general course in Canadian politics which will focus on the structures of power, the
functions of political institutions and the conflicts within the political system as a whole.
While the focus of the course is federal politics, some time will be devoted to understanding
the provincial and municipal levels of government. Attention will be given to some
contemporary political issues (Quebec separation and Aboriginal concerns) and Aboriginal
self-government. More Details on this course
Prerequisites:ENGL 060 / or English 12 equivalency or permission of instructor.
For information on transferability, please see the BC Council on Admissions and
Transferability
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Trades Outlook
Bridging to Trades Trailer
BTPT 060 - Bridging to Trades Piping Trades
The piping trades include the areas of pipe fitting and plumbing.
This course offers students a brief introduction to this trade.
Students will learn to fit pipe materials together as well as some
basic plumbing procedures. Students will be required to join pipes
using thread cutting machines. The piping material will be both
metal and plastic. Students will also be introduced to the basic
plumbing prodecures required to perfom tasks such as changing
fixtures and assembling plumbing apparatus. Employment skills
and workplace safety will be emphasized.
BTMW 060 - Bridging to Trades Millwright
This course provides students with the information required for
entry to the millwright trade. Basic theory and related information
along with hands-on shop practice will enable students to become
familiar with basic millwright duties. This course also introduces
students to metric and imperial measuring instructments.
Employment skills and workplace safety will be emphasized.
BTWD 060 - Bridging to Trades Welding
This course offers students the skills and theory required for
entrance to the welding trade. Students will be shown how welding
skills are useful in many trades. They will learn to cut metals and
join them by the use of welding process using general welding
equipment. Employment skills and workplace safety will be
emphasized.
BTEL 060 - Bridging to Trades Electrical
This course provides the skills and theory required for entrance to
the electrical trade. Students will learn the roles and
responsibilities faced by electricians on a daily basis.
BTER 060 - Bridging to Trades Employment Readiness
Trades orientation, workplace protocals, and employer
expectations will be covered. This course will provide opportunities
to develop skills in resume writing, interviewing, and other jobsearch related areas. Necessary interpersonal skills will be taught.
Small Business
ACED Program
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Course Listing for this program
ACED 100 - Credits: 3.000
Introduction To Community Economic Development
ACED 100 clarifies the importance of Community Economic Development as a strategy for
the development of economically marginalized and depressed communities. The course
introduces students to the theory and practice of Community Economic Development, and
provides them with an insight as to combining both theory and practice to help build
capacity and sustainability within a community. It promotes a future role and job for the
Community Economic Development Officer, and highlights how the successful completion of
the course could help increase the development of healthy Aboriginal communities. More
Details on this course
Prerequisites:English 11, Algebra 11 or permission of instructor.
ACED 115 - Credits: 3.000
Introduction To Accounting For Continuing Education
ACED 115 is an in-depth study of the concepts, principles and practice for external business
financial reporting. Consideration of issues related to the measurement and reporting of
cash, receivable, inventories, property, plant and equipment, intangibles, investments,
revenue and expense recognition and cash flows are discussed. In addition, current financial
statement presentation issues (balance sheet, income statement and cash flow statement)
are analyzed to gain an appreciation for the impact of generally accepted accounting
principles on the business environment as a whole. Recognition and measurement of
liabilities (short and long-term), the structure of stockholders’ equity, taxes, leases,
pensions, and accounting changes and error analysis are also covered in the course. Current
generally accepted standards for business reporting are also analyzed, as is their effect on
the presentation of financial results by corporations and other entities. More Details on this
course
Prerequisites:ENGL 060 / MATH 051 / English 12 and/or English 12 First Peoples and
Principles of Math 11 or permission of instructor.
ACED 140 - Credits: 3.000
Introduction To Marketing
In this course, students will be introduced to the concepts, activities, and decisions that
relate to the marketing function in business and non-business organizations in community,
regional, national and international settings. There will be a focus on development and
implementation of marketing strategies through the use of marketing mix, variables of
product, price place, and promotion. Ethical issues in marketing will be discussed, and the
creative use of Internet marketing entertained. More Details on this course
Prerequisites:ADMN 130 / ACED 100 / ADMN 190 / ACED 120 / or permission of
instructor.
ACED 160 - Credits: 3.000
Community Analysis
Community Analysis examines how communities work. Five community functions –
political, social, cultural, economic, and physical – will be identified and will be looked at
from research, investigative, assessment, and analytical perspectives. The course highlights
how data on the five functions may be collected, and how the analysis of the data can help
Community Economic Development officers clarify challenges and opportunities and use
the information to direct and inform action planning. More Details on this course
Prerequisites:English 11, Algebra 11 or permission of instructor.
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ACED 161 - Credits: 3.000
Negotiations and Contract Management
This course focuses on how to successfully negotiate in a variety of organizational
situations. In addition, participants learn the basic features of entering into, and successfully
managing, a contract. Both negotiations and contract management are examined in this
course through experiential models and practices, focusing particularly on applications with
a First Nations setting.
The learning process is based on a combination of lecture inputs to introduce core concepts,
individual and class exercises organizational skills, and allows students to monitor their
own progress in the course.
This course is targeted for those who are employed and/or have administrative experience.
More Details on this course
Prerequisites:English 11, Algebra 11 and business writing experience or permission of
instructor.
ACED 180 - Credits: 3.000
Project Management
Examines project management from a First Nations perspective, using models based on
First Nations community projects. Experiential processes supplement theories for an
introductory approach to managing projects, including finances, planning, scheduling and
problem-solving. This course is targeted for those who are employed and/or have
administrative experience. More Details on this course
Prerequisites:English 11, Algebra 11 and business writing experience or permission of
instructor.
ACED 200 - Credits: 3.000
Planning in Aboriginal Communities
ACED 200 is an interdisciplinary course. It examines economic, environment and social
factors that impact or enhance Community Economic Development (CED) project design.
Both successful and unsuccessful CED projects are examined to highlight CED strategies,
principles and concepts that have positive impact on sustainable development planning in
Aboriginal and small communities. More Details on this course
Prerequisites:ACED Certificate or permission of instructor.
ACED 220 - Credits: 3.000
First Nations Law and Community Economic Development
ACED 220 will provide the student with knowledge of contemporary First Nations Law and
Economic Development. The student will learn about constitutional law, case law, and
public policy. This course will discuss the concepts of self-government and also of
community development. Analysis will include studying the Indian Act and also studying
contemporary economic initiatives. In addition, this course will discuss the communities'
control over services, creation of corporations, and economic development. Systemic issues
such as historical background, history of treaties, and Canada-First Nation relations will be
studied. This course will provide a historical understanding of contemporary events as well
as current legal and political developments. More Details on this course
Prerequisites:ACED Certificate or permission of instructor.
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ACED 230 - Credits: 3.000
Venture Development II
ACED 230 introduces students to the field of “entrepreneurship”. Students examine the
concepts, activities and new ways to meet the needs and demands of entrepreneurs. The
course examines these themes: (1), the characteristics of the entrepreneur, (2), family
businesses, (3), home-based businesses, (4), new product design, (5), business plan, (6)
franchising and other alternatives. There will be a focus on opportunities for
entrepreneurial development in Aboriginal communities facing challenges such as:
downsizing, restructuring, information and communication technologies and globalization.
More Details on this course
Prerequisites:ACED Certificate or permission of instructor.
ACED 240 - Credits: 3.000
Contemporary First Nation Issues
ACED 240 will provide the student with knowledge of contemporary First Nation issues.
Students will examine First Nation peoples, employment, health and cultures. Other issues
are: historical background, history of treaties, and Canada-First Nation relations, First
Nation land claims, Indian and Northern Affairs Canada, government policy, and Canadian
law. Contemporary issues such as treaty negotiations, Bill C-31, and self-government
initiatives will be analyzed. More Details on this course
Prerequisites:ACED Certificate or permission of instructor.
ACED 260 - Credits: 3.000
Case Studies In Community Economic Development
This course examines some of the significant CED initiatives in Aboriginal communities. At
the heart of the course lies a simple point: “Aboriginal people are taking greater
responsibility for determining and managing their economies” but do they have the tools to
help them along? This course provides lessons from case studies in Aboriginal and nonAboriginal communities. As a survey course, it integrates CED theory and practice. It
empowers local communities through CED that balances economic, social, and ecological
objectives. More Details on this course
Prerequisites:ACED Certificate or or permission of instructor.
ACED 280 - Credits: 3.000
Community Development II
ACED 280 is an in-depth study of practical and theoretical applications of “community
organizing” case study from the U.S. The course introduces students to the concepts,
principles and practice of community organizing. The course explores the current
movement of community development which include: some of the sophisticated networks
of foundations, corporations, intermediaries, technical assistance providers, with local,
state, and federal agencies in the design and implementation of community economic
development and organizing strategies. More Details on this course
Prerequisites:ACED Certificate or permission of instructor.
ADMN 121 - Credits: 3.000
Introduction to Management
ADMN 121 provides the student with an introduction to management. It is designed to
introduce students to the world of organizations. Although this course will not necessarily
make the student a "manager," it will provide them with a better understanding of the
workings of organizations and those who manage them. The ideas and concepts associated
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with management will be practiced in class through experiential learning in a team context.
The material will not only clarify the things managers do but also focus on developing a
conceptual awareness of the issues facing managers and organizations in the ever-changing
and increasingly competitive world economy. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
ADMN 130 - Credits: 3.000
Community Development I
ADMN 130 examines Community Economic Development (CED) within a global setting.
Additional CED strategies and the development of global theories on CED are explored. This
course will promote roles and jobs for CEDOs (Community Economic Development
officers)in their communities and globally. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
ADMN 165 - Credits: 3.000
Introduction To Computing Systems
Introduction to Computing Systems explains how computer systems, comprised of
hardware and software, work. Computing systems are used as a tool, and are intended to
increase operation efficiencies in business. Having a clear understanding of computing
systems is important to those who often work with limited resources. In addition to
enabling the student in understanding how to implement and utilize computing systems,
this course will review examples of how computing systems and information technology
have been used in economic development. More Details on this course
Prerequisites:COMP 050 / or equivalent or permission of the instructor.
BUSM 200 - Credits: 3.000
Finite Mathematics
This course is designed to build a mathematical base for persons planning to become
involved in administration and/or business management. In recent years, there has been a
dramatic increase in the need for business professionals to be able to use mathematics in
research, statistics, problem solving and decision-making. This course is designed to expose
students to the areas of mathematics that they are likely to require in their future jobs or
areas of study. Topics include linear equations, sets and counting, probability, matrices,
linear programming and solving financial problems. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Principles of Math 11 or permission of instructor.
BUSM 207 - Credits: 3.000
Introduction To Statistics
This course is designed for students who require a course in statistical concepts, principles
and methods in preparation for working with statistical studies and analyzing data in their
chosen field of study. The focus of this course will be on the logic and interpretation of
statistical concepts and techniques in business settings. Much work will be required. This
course introduces the student to basic statistical methods for analyzing both a quantitative
and qualitative information, including graphic methods, sampling, descriptive statistics and
inferential statistics. The relationship of statistics to research methods is discussed,
applications to business decisions is stressed.
More Details on this course
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Prerequisites:BUSM 200 / or permission of instructor.
BUSM 211 - Credits: 3.000
Introduction to Finance
The objective of this course is to develop a framework within which financial decisions can
be examined. This framework broadly covers the theoretical foundations of finance, the
Canadian institutional framework and the techniques used in financial management. More
Details on this course
Prerequisites:BUSM 210 / BUSM 200
Corequisites:BUSM 207 / corequisite or prerequisite
BUSM 223 - Credits: 3.000
Human Resources Management
An introduction to personnel management including organization of the personnel
functions; recruitment and selection, interviewing and counseling, job descriptions and
evaluation, compensation and salary administration, management development and
performance appraisal, training and staffing planning, safety and occupational health. The
course places particular emphasis on the practical applications of personnel policies and
procedures, on personnel’s relationship to management and management’s responsibilities
to employees. More Details on this course
Prerequisites:BUSM 222 / or permission of instructor
ENGL 110 - Credits: 3.000
College Composition
English 110 prepares students to write successful college essays. This course focuses on the
writing process. Students will learn how to develop, organize, write, revise, document, and
edit essays. More Details on this course
Prerequisites:ENGL 060 / or English 12 and/or English 12 First Peoples or permission of
instructor.
For information on transferability, please see the BC Council on Admissions and
Transferability
Tourism Management
ADMN 115 - Credits: 3.000
Accounting I
ADMN 115 is an in-depth study of the concepts, principles and practice for external
business financial reporting. Consideration of issues related to the measurement and
reporting of cash, receivable, inventories, property, plant and equipment, intangibles,
investments, revenue and expense recognition and cash flows are discussed. In addition,
current financial statement presentation issues (balance sheet, income statement) and cash
flow statement) are analyzed to gain an appreciation for the impact of generally accepted
accounting principles on the business environment as a whole. Recognition and
measurement of liabilities (short and long-term), the structure of stockholders’ equity,
taxes, leases, pensions, and accounting changes and error analysis are also covered in the
course. Current generally accepted standards for business reporting are also analyzed, as is
their effect of the presentation of financial results by corporations and other entities. More
Details on this course
Prerequisites:ENGL 060 or English 12 and/or English 12 First Peoples and MATH 051 or
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Math 11 or permission of instructor.
BUSM 200 - Credits: 3.000
Finite Mathematics
This course is designed to build a mathematical base for persons planning to become
involved in administration and/or business management. In recent years, there has been a
dramatic increase in the need for business professionals to be able to use mathematics in
research, statistics, problem solving and decision-making. This course is designed to expose
students to the areas of mathematics that they are likely to require in their future jobs or
areas of study. Topics include linear equations, sets and counting, probability, matrices,
linear programming and solving financial problems. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Principles of Math 11 or permission of instructor.
BUSM 222 - Credits: 3.000
Organizational Behavior
Information extracted from various areas of psychology (social, industrial/organizational)
and management will be utilized to study the nature of work, people and organizations.
Topics include: leadership, motivation, group dynamics, communication, Japanese
management, job design, organizational design, culture and climate, organizational change,
power, stress and time management and human resource management/development
issues. Organizational behavior will be examined through lecture, discussion and practical
applications of learned materials. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
BUSM 223 - Credits: 3.000
Human Resources Management
An introduction to personnel management including organization of the personnel
functions; recruitment and selection, interviewing and counseling, job descriptions and
evaluation, compensation and salary administration, management development and
performance appraisal, training and staffing planning, safety and occupational health. The
course places particular emphasis on the practical applications of personnel policies and
procedures, on personnel’s relationship to management and management’s responsibilities
to employees. More Details on this course
Prerequisites:BUSM 222 / or permission of instructor
BUSM 250 - Credits: 3.000
Principles Of Marketing
This course is an introduction to marketing activities in modern business firms. The major
topics covered are strategic planning, target markets and segmentation, consumer behavior,
research and information systems, and the marketing mix. Throughout the course,
emphasis is on the application of concepts and perspectives to current business problems
and opportunities, through case studies and projects. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
BUSM 251 - Credits: 3.000
Introduction To Economics
This course is designed to build a basic understanding of economic principles. Students who
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undertake this course will be able to understand and discuss economic issues at the level
covered by the media. The course places a special emphasis on the economic indicators,
measuring economic performance, GDP, unemployment, inflation, business cycles, barter
and trade, the impact of taxation, and government policies. More Details on this course
Prerequisites:ENGL 060 / MATH 051 / or English 12 and/or English 12 First Peoples and
Math 11 or permission of instructor.
ENGL 110 - Credits: 3.000
College Composition
English 110 prepares students to write successful college essays. This course focuses on the
writing process. Students will learn how to develop, organize, write, revise, document, and
edit essays. More Details on this course
Prerequisites:ENGL 060 / or English 12 and/or English 12 First Peoples or permission of
instructor.
INST 270 - Credits: 3.000
Aboriginal Title and Modern Treaties
This course surveys the contemporary land claims in Canada. Current issues affecting
Aboriginal titles, sovereignty and First Nations governance will be examined. Modern treaty
process and historical process will be critiqued. More Details on this course
Prerequisites:INST 202 / or permission of instructor.
TRMG 101 - Credits: 3.000
The Tourism Industry
This course is an introduction to, and the study of, Aboriginal tourism, the tourism industry
and its role in the economy: its scale and influence, major sectors, various tourism products
in BC, development potential, language and terminology, industry structure and
organization, major world travel routes, and prime tourism attractions in Western Canada.
Tourism and the tourism industry will be explored through both a practical and theoretical
perspective. Through studying the subject of tourism, students are encouraged to identify
educational and professional career path opportunities offered in the various industry
sectors in the province. Students will complete a research project/essay related the tourism
industry. More Details on this course
Prerequisites:ENGL 060 / MATH 050 / or Math 11 & English 12.
TRMG 110 - Credits: 3.000
Cultural Tourism
This course provides insight into how local, regional, and national communities and the
cultures within these communities can be attracted to and successfully included in special
events. Consideration is given to cross-cultural issues and the challenges of creating an
‘authentic’ experience while respecting the local environment and the traditions of the
people who live in the location where a special event is hosted. Some approaches and
techniques for incorporating the traditions of communities and cultures into special events
will be demonstrated. More Details on this course
Prerequisites:or, English 12 & Math 11. / ENGL 060 / MATH 050
For information on transferability, please see the BC Council on Admissions and
Transferability
Forest Products
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Environmental Resources Technology
COMM 140 - Credits: 3.000
Technical Writing
This course will provide students with the skills necessary to write technical papers as
clearly, accurately, and succinctly as possible. Students will learn how to take accurate field
notes, the differentiate between primary and secondary source information, and learn how
to research and read technical papers. A major component of the course will focus on
writing a research and review paper. More Details on this course
Corequisites:ENRT 170
COMP 140 - Credits: 5.000
Geographic Information Systems
In this course students will develop an understanding of the terms and principles of
geographic information systems (GIS). Students will learn to create and enter database
structures and reports, as well as apply GIS techniques for such functions as creating views,
tables, charts and printing maps. Students will also incorporate the use of global positioning
systems data with GIS. More Details on this course
Prerequisites:Program admission/instructor permission
ENRT 140 - Credits: 3.000
Wildland Recreation
This course provides the participant with an understanding of the potential for Western
Canadian wilderness areas to meet the social and cultural needs of society. The course will
also develop concepts of the balance among social, cultural and economic needs of society
and how careful integration of activity on wilderness areas can work toward optimizing all
societal values. The course will focus on a broad range of wilderness recreation activity,
particularly in areas associated with First Nation communities. More Details on this course
Prerequisites:Program admission/instructor permission.
ENRT 141 - Credits: 5.000
Aboriginal People and the Land
Resource developments that occur throughout BC often encompass Aboriginal Traditional
Territory. With landmark cases such as Calder, Sparrow and Delgamuukw, Aboriginal
people are asserting their right to be included in decisions made about resource
development. Natural Resource Technologists who may find themselves working within
Aboriginal Traditional Territories need to understand that any decisions they may make
regarding resource development could infringe on Aboriginal rights and title. This course
will explore the history and perspectives of Aboriginal people toward resource
development in Canada, the laws governing resource development and their implications to
Aboriginal people and the future of resource development in Canada. More Details on this
course
Prerequisites:Program admission/instructor permission
ENRT 150 - Credits: 5.000
Silvics and Dendrology
This course is a study of the life history and general characteristics of forest trees and
stands, with particular reference to locality as a basis for silviculture. Identification and
systematic classification of trees and site indicator plants will be emphasized. Plants with
traditional values to First Nations will also form an important part of this course. More
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Details on this course
Prerequisites:Program admission/instructor permission.
ENRT 155 - Credits: 5.000
Soil Science
This course is designed to develop a basic understanding of soil productivity and the effect
management practices have on soil as it pertains to water, grassland, wildlife and timber
management. Topics covered are landform and soil formation, physical and chemical
properties of soil, description of profiles, Canadian System of Soil Classification, bedrock
classification and basic principles of hydrology. More Details on this course
Prerequisites:Program admission/instructor permission
ENRT 160 - Credits: 5.000
Field Surveys I
This course is designed to provide the student with a basic understanding of how to operate
field survey equipment such as a hand compass, clinometer and distance measuring devices.
Students will also learn how to record data to industry standard and be introduced to
various electronic data collectors such as global positioning systems receivers. Use of maps
and aerial photographs will also be included in this course and basic algebra, geometry and
trigonometry will be incorporated into various field and classroom exercises. More Details
on this course
Prerequisites:Program admission/instructor permission.
ENRT 165 - Credits: 5.000
Field Surveys II
This course is a continuation of Field Surveys I and will provide the student with a basic
understanding of sampling methods used in the management of natural resources.
Knowledge and use of such methods as fixed area, line transect and variable plot sampling
will be developed, with an emphasis on industry standard note taking procedure and
accuracy. This course will also incorporate basic algebra, geometry and trigonometry as it
applies to the use of maps, orthophotos, satellite imagery and aerial photographs. Statistical
analysis of data will also be included. More Details on this course
Prerequisites:ENRT 160 / MATH 140
ENRT 170 - Credits: 5.000
Principles of Ecology
This course will study the relationship between organisms and their environment. Topics
covered include perspectives in ecology, evolution and adaptation, the physical
environment, the flow of energy and materials within an ecosystem, population and
community ecology. Contemporary issues in ecology will also be explored. More Details on
this course
Prerequisites:ENRT 150 / MATH 140 / ENRT 155
Corequisites:COMP 140
MATH 140 - Credits: 3.000
Technical Mathematics
This course is designed to introduce students to the principles and practices of mathematics
with applications to technologies. Topics include: number systems, algebraic concepts,
analytic geometry, function and graphs, and trigonometry. This course will apply
mathematical principles, so that they can be used in practical problem solving exercises
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specific to natural resources management. More Details on this course
Prerequisites:Program admission/instructor permission.
SCIE 150 - Credits: 4.500
Aspects of Plateau Ethnoscience (Comparative Science)
This is a first year university science course designed to fulfill the science requirement for a
BA program. The course bridges modern and traditional plateau understandings of science
perspectives. The course includes aspects of earth science, taxonomy, animal and plant
science. The main focus relates landforms and plant and animal science to traditional
ecological knowledge. More Details on this course
Prerequisites:Eng 12 required, Science 11 equivalent or Science 050.
For information on transferability, please see the BC Council on Admissions and
Transferability
Access to Health Programs, is currently being researched by IAHLA and will be available in
May 2013.
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