FNESC Post-Secondary Education Coordinator Workshops 2014-15
22 Recognition of the Territory
Welcome & Introductions 3
Today s Plan 4 1. FNESC Post-Secondary 2. Federal PSE Programs and Funding 3. Administering PSE in your community 4. Aboriginal PSE & Training Policy Framework 5. Transitions 6. Funding - Other Questions and Feedback are welcome throughout
FNESC Post-Secondary 5
Post-Secondary Education 6 The First Nations Education Steering Committee (founded in 1992) is comprised of approximately 104 representatives from First Nations communities. Indigenous Adult and Higher Learning Association (est. 2002) represents Aboriginalcontrolled adult and post-secondary education institutes in BC. There are 40 member institutes. FNESC Post-Secondary Department Staff Naomi Adams, Director, Post-Secondary Education and Training naomia@fnesc.ca Cindy M. Charleyboy, Post-Secondary Program Analyst cindyc@fnesc.ca (new!) Sherrie Jacobs, Senior Administrative Assistant, Post-Secondary Education sherriej@fnesc.ca
FNESC Post-Secondary Subcommittee (PSSC) 7 For many years, FNESC has benefitted from an active Post-Secondary Subcommittee that works to address First Nations post-secondary issues and develop united responses to provincial and federal PSE policies and programs. The PSSC is elected from the FNESC Board and meets regularly to provide direction regarding matters of interest in post-secondary education to FNESC staff.
FNESC Post-Secondary Subcommittee Members 8 Darrell Jones, Chair, Splatsin First Nation Marlene Erickson, Vice-Chair, Carrier Sekani Tribal Council Debbie Moore, Kitselas Indian Band Diane Louis, Okanagan Indian Band Tyrone McNeil, FNESC President, Sto:lo Tribal Council Melissa Boles, Nazko First Nation (new!)
9 FNESC Services FNESC provides advocacy, program administration, research, communications, information dissemination and networking. FNESC shares information regarding programs, government policies and initiatives and local, provincial and federal education issues that affect First Nations learners.
10 FNESC Services FNESC conducts research and analysis to inform our advocacy. This includes collecting and analyzing PSE and K-12 student achievement data, analyzing program outcomes and identifying leading practices.
FNESC Partnerships 11 One of the key ways FNESC supports quality postsecondary education for First Nations students is through our partnerships. In post-secondary education, FNESC works most closely with : Aboriginal Post-Secondary Education and Training Partners Ministry of Advanced Education Indigenous Adult and Higher Learning Association Association of BC Deans of Education
Supports for Education Coordinators 12 FNESC s ongoing and accessible supports to Coordinators and First Nations communities include: Post-Secondary Resource Line; Post-Secondary Newsletter; Education Coordinator Resource Page; Education Coordinator Workshops; Tracking changes in the National Program Guidelines; and Local Operating Guidelines Toolkit.
13 Post-Secondary Resource Line The First Nations Post-Secondary Education Resource Line provides assistance to Education Coordinators. Toll-free: 1-877-280-4151 or cindyc@fnesc.ca The Resource Line assists with information such as: Program eligibility; Designated institutions; Living allowance guidelines; Eligible expenditures; Reporting; Understanding changes to the Post-Secondary Partnerships Program (PSPP); and Limits of Assistance.
Post-Secondary Education Newsletter The newsletter provides program updates, announces requests for proposals, events and application deadlines. 14 Any changes and emerging issues are outlined here.
Education Coordinator Resource Page 15
Federal PSE Programs and Funding 16
Federal PSE Programs and Funding 17 Post-Secondary Partnerships Program (PSPP) Post-Secondary Student Support Program (PSSSP) and University and College Entrance Preparation Program (UCEP)
Post-Secondary Partnerships Program/Indian Studies Support Program 18 The Indian Studies Support Program (ISSP) was a federal program that provided financial assistance for the design and delivery of college or university level courses for First Nations students. In BC, ISSP was successfully implemented jointly by Aboriginal Affairs and Northern Development Canada (AANDC) BC Region and a Committee representatives nominated by First Nations. ISSP eligibility in BC was limited to First Nations and Aboriginal-controlled institutes.
Post-Secondary Partnerships Program (PSPP) In March 2013, AANDC eliminated the BC ISSP Committee and announced that ISSP would be administered through AANDC Headquarters in Ottawa. 19 In April 2014, AANDC replaced ISSP with PSPP, making significant changes to the guidelines without consulting First Nations, FNESC, IAHLA or Aboriginal-controlled post-secondary institutes. BC First Nations were not consulted regarding any of these changes but provided consistent feedback, including from BC First Nations Leadership, calling for a return to the previous model.
First Nations concerns with PSPP 20 Overarching concerns with PSPP: Eligibility, previously limited to First Nations and Aboriginal-controlled institutes, was changed to Canadian post-secondary Institutions ; Contrary to the principle of First Nations control of First Nations education, the First Nations-led regional adjudication model was replaced by a national selection committee; BC is not receiving its historic allocation level of $ 2.2 million; and The program is focused on nationally-determined high labour market demand program areas rather than on needs identified by First Nations.
2007/08-2014/15 PSPP Allocations in BC 21 Year 2007/08 $2,221,900 2008/09 $2,182,702 2009/10 $2,182,700 2010/11 $2,177,328 BC Allocation Number of Projects Funded 19 24 25 17 2011/12 $1,861,813 (one-time 15% reduction) 2012/13 $2,282,167 2013/14 $2,282,418 2014/15 $1,394,632 15 20 22 8
22 2014-15 PSPP Allocations BC s proportion of the total allocation went from 16% to 9.3%; No First Nations or Aboriginal-controlled institutes received PSPP funding; All recipients in BC were public postsecondary institutions; and Only one BC language project was funded, suggesting that local First Nations priorities are not being advanced.
Recommendations in regards to PSPP 23 FNESC and IAHLA are calling for the following changes to the PSPP: A return to a regional adjudication model; An equitable allocation for the BC Region, or at a minimum, a return to the historical funding level of $2.2M; and Once again limiting eligibility to First Nations and Aboriginal-controlled institutes.
Next Steps in regards to PSPP 24 Letters of Support to AANDC from IAHLA institutes and students, First Nations and individuals. Engage post-secondary education partners to express support for BC First Nations position on PSPP.
AANDC Post Secondary Funding for First Nations Students PSSSP & UCEP 25 The Post Secondary Student Support Program (PSSSP) is intended to improve the employability of First Nation students by providing them funding to access post-secondary education. The University and College Entrance Preparation (UCEP) program provides financial support to First Nation students enrolled in programs that will provide them with the academic level required for entrance into degree and diploma credit programs.
26 PSSSP and UCEP Funding PSSSP and UCEP are administered by First Nation communities. Funding is fairly stable but could be impacted if a community does not fully expend their funding in a given year. Available funding is inadequate to meet growing demand.
PSSSP and UCEP- Demand has outpaced Supply 27 Federal funding for First Nations students under PSSSP and UCEP has only increased at a rate of 2% or less since 1996, due to the 2% funding cap, however since 1996: Tuition in BC has nearly doubled Number of eligible students has increased due to higher secondary school graduation rates, federal law and judicial decisions and population growth FNESC and many of our partners view these funding gaps as a priority and FNESC continues to advocate for an increase in PSSSP Funding.
PSSSP and UCEP Funding Gap
PSSSP and UCEP Funding
First Nations Students Receiving PSSSP/UCEP Support Nationally
Administering PSSSP and UCEP in your Community 31
Administering PSSSP and UCEP in your Community 32 Changes to the National Program Guidelines In depth review of the National Guidelines and Local Operating Guidelines Applying for PSSSP and UCEP Reporting on PSSSP and UCEP Funding
Changes to the National Program Guidelines 33 It s important to be familiar with the policy overall to ensure you can answer questions from students, community and leadership and that your First Nation is in compliance. Local Operating Guidelines are required and must comply with the National Program Guidelines, including any changes.
Changes to the National Program Guidelines 2015/2016 34 The maximum of $2,000 for Books and Supplies has been removed, effective immediately. Support for books and supplies will normally cover textbooks and supplies including special equipment, officially listed as required by the post-secondary institution for a student s program of studies.
Changes to the National Program Guidelines 2015/2016 35 We expect there will be changes to the guidelines to emphasize the need for the following: 1) Selection priority criteria; 2) A process for deferring applications due to lack of funding; and 3) An appeal process. As before, these must be publicly available.
36 Administration Tips: Have a BCR from your Chief and Council stating that changes to the National Program Guidelines will be incorporated into the Local Operating Guidelines by the Post-Secondary Education Coordinator in order to ensure compliance. Network with other Coordinators and FNESC to ensure you understand how to incorporate changes into administration of the PSSSP and UCEP funding. Have the National Program Guidelines and your Local Operating Guidelines publicly available.
PSSSP and UCEP Guideline Review 37 PSSSP and UCEP National Program Guidelines; Local Operating Guidelines; Selection priority criteria; Deferral Process; and Appeal Process.
Eligibility as a Guide to Administration 38 Within the National Program Guidelines there are three key areas of eligibility that guide the administration of PSSSP and UCEP funding: 1. Students 2. Programs 3. Institutions All three must meet eligibility requirements for funding to be provided.
PSSSP & UCEP Eligible Students 39 In order to be eligible, students must: Be fully registered members on your Band list; Be resident in Canada for 12 months prior to application; Be accepted into a program; and Maintain satisfactory standing, as defined by the college or university they are attending.
PSSSP & UCEP Eligible Students 40 For UCEP, students must provide documentation showing that their UCEP program will provide them with the entry level requirements to the program of their choice within the y.ear
PSSSP & UCEP Eligible Students 41 Students on the BC General List and non-band members must access PSSSP/UCEP through the BC Association of Aboriginal Friendship Centres. Contact: Jamin Zuroski jzuroski@bcaafc.com 250-388-5522 Toll free: 1-800-990-3432
42 PSSSP & UCEP Eligible Programs An eligible post-secondary program is one that: Requires grade 12 graduation or the equivalent; and Is at least one year in length (as defined by the institution); and Is delivered by an eligible institution. For UCEP, the program must provide the student with the necessary courses to attain the academic level required for university or college entrance.
PSSSP & UCEP Eligible Institutions 43 An eligible institution is one that is: recognized by a province or territory (in Canada or abroad); or recognized to deliver post-secondary programs by arrangement with an eligible post-secondary institution. If the program is in a foreign country, the student must provide evidence that it is recognized in Canada as an acceptable post-secondary program of studies. Go to http://www.canlearn.ca and click on Designated Educational Institutes
Eligible Institutions 44
Administration Tips: 45 It is the Band s responsibility as the recipient to demonstrate that PSSSP and UCEP funding has been administered according to the National Program Guidelines, therefore, it is important to keep accurate records. Accurate records can also help with the application for funding and in completing reporting.
46 Administration Tips: To demonstrate eligibility and assist with administration, a student s file should contain: Their full and accurate name, status number, address and contact information; Official transcripts of all institutions attended, including the most current official transcripts; The name of their current institution and program, and copies of any post-secondary certificates, diplomas or degrees earned; and Waiver forms that allow you to communicate with their institution and letters or forms showing approval or denial of funding.
47 Administration Tips: The following documents from the postsecondary institution are also required: Written confirmation that the student has been accepted into a certificate, diploma, degree, or UCEP program; and For UCEP, a statement from the institution attesting that successful completion of the program will give the student the academic preparation required to enter a postsecondary program.
48 PSSSP Levels of Funding There are four program levels for which students can be funded: Level 1: Community College and CEGEP diploma or certificate Programs; Level 2: Undergraduate university degree programs (certificate, diploma, degree); Level 3: Graduate Programs (Advanced or Professional Degree Programs, or Masters Programs); and Level 4: Doctoral Programs.
PSSSP Limits of Assistance 49 Although students can receive PSSSP funding at each level, there are specific limits to that funding. These include: Students who complete one level are ineligible for programs at lower level; and Students who complete a program at one level cannot complete another program at the same level, except in the case that this is required for the program they have applied for for example with a Bachelor of Education or a Law Degree.
PSSSP Limits of Assistance 50 The duration of assistance must match the official length of the program. An additional year of assistance may be provided if an extension is granted by the institution s dean or the appropriate department head. Where students change programs within one of the levels or put their studies on hold, the academic years or semesters already used within a level count.
51 UCEP Limits of Assistance One year maximum. No extensions. Second term financial support dependent on receipt of positive progress report (transcript etc.). Maximum amounts equivalent to those under the PSSSP.
52 Eligible Expenses We are going to review three types of expenses: 1) Common Expenses Tuition and compulsory student fees; Books and supplies; Living allowance and travel; and Administration costs. 2) New to this Fiscal: Transcript fees; Registration for other program activities; Initial professional certification and examination fees; and Maximums for graduate students. 3) Scholarships and Incentives
Common Expenses 53 Tuition and compulsory student fees; Books and supplies; Living allowance and travel; and Administration costs. Local Operating Guidelines can set limits for tuition and fees, books and supplies, living allowance and travel as long as they do not exceed the maximums as defined by Canada Student Loans. Administration costs are capped at 10% of all expenditures.
54 Tuition and Fees Tuition and fees should be capped at the rate available at the nearest public institution for the same program. If there is no similar program, ensure that the three key areas of eligibility have been met before approving a program. When no program is comparable, actual foreign tuition and fees are eligible but AANDC Region pre-approval required.
55 Tuition and Fees UCEP programs must be delivered by Canadian institutions. Under the Jay Treaty, students should apply to their schools as eligible non-citizens and are eligible to pay domestic tuition and fees when attending an American institution.
56 Books and Supplies Books and supplies are eligible expenditures as long as they are officially identified as required. Examples: A nursing program may require a uniform which can be purchased at Mark s Work Warehouse; A distance learning course may require ebooks and a certain program to be able to read those; and A webcam, editing software and a laptop may be required.
57 Living Allowance Living Allowance amounts cannot exceed Canada Student Loan amounts, also called Moderate Standard of Living Costs. These can be found in the StudentAid BC Policy Manual: https://studentaidbc.ca/policy-andprocedures/tables
58
59 Travel Return travel by the most economical means for the student and each dependent, is allowable a maximum of twice per school year. More specifically, this cost is to be calculated based on a return trip to the student s permanent place of residence from the nearest Canadian PSE institution that offers the program of studies selected by the student, every 16 weeks.
60 Travel Expenses Students taking classes through distance education or e-learning that are required to travel to another location to complete their required exams can be eligible for travel support. Other options not requiring travel, such as taking the exam in the local school under the supervision of a teacher, should be explored to minimize travel costs.
Administration Costs 61 Administration costs must not exceed 10% of the sub-total amount requested before administration costs. The program s Data Collection Instrument (DCI) will automatically calculate the amount. Administration is meant to align with the actual time and costs associated with administering PSSSP and UCEP. Travel expenses (by the most economical means) incurred in the administration of PSSSP and UCEP are allowable but are included in the 10% for administration costs.
62 Administration Tips: To demonstrate that the administration of PSSSP and UCEP complies with the National Program Guidelines, it is necessary to keep accurate financial records, including: Receipts for tuition, fees, books, supplies and expenses charged to administration and Documentation of how travel costs and living allowance rates have been determined, particularly if they vary or are close to maximums.
Expenses New to this Fiscal Under the 2014-2015 guidelines, the following became eligible expenses: Transcript fees for enrollment purposes Registration for other program activities (practicums, tutorials) Initial professional certification and examination fees 63 Starting in 2014-2015, funding a graduate student at over $35,000 must be approved by the AANDC regional office.
64 Administration Tips: Before approving the eligible expenses new to this fiscal, ensure that they are actually required and that sufficient funding is available. Look at the amount required to support each student individually and as part of the larger budget. If certain costs will be too much of a burden on the overall budget, define limits for all types of expenses within your Local Operating Guidelines.
65 Scholarships and Incentives Scholarships and incentives may be provided as they are eligible expenses under PSSSP, but there are restrictions on how PSSSP funding can be used for scholarships and incentives. There are three different types of awards: 1. Academic Achievement Scholarship 2. Strategic Studies Scholarship 3. Level 3 & 4 Incentive Scholarships and incentives are only available to 5% of your PSSSP student population.
66 Academic Achievement Scholarship Applicable to full-time students in Diploma or Certificate Programs, and Undergraduate Programs (Levels 1 & 2); Up to a maximum of $1000; and Only available to students with an average of B or higher.
67 Strategic Studies Scholarship Applicable in Level 2 only (Undergraduate Programs); Up to $3500; and Only available to a student in an area of studies that directly contributes to First Nations achieving self-government and economic selfreliance.
Incentives for Students enrolled in Level 3 or 4 Programs 68 Applicable to full time students in Graduate and Doctoral Programs entering the second year of their program; Can be provided instead upon successful completion of the degree program; Up to $1500; and Students can receive an incentive one time only.
69 Limits to Scholarships and Incentives Awards are optional and are limited to 5% of the total number of funded students. Maximum number of awards, based on number of students funded: One award for under 40 students sponsored. Two awards for 40-59 students sponsored. Three awards for 60-79 students sponsored.
70 Limits to Scholarships and Incentives There are other limits that must be followed for each award. It is important to familiarize yourself with these details before providing scholarships and incentives.
71 Administration Tips: Have a local process for determining who will receive scholarships and incentives. Be able to clearly explain who is eligible if scholarships are available. Keep an accurate record within the finance office of what the award was for and how that decision was made. Consider alternative approaches if you are not satisfied with the limitations in the National Program Guidelines.
72 Other Incentives 1. Has your community partnered with outside organizations or a public post-secondary institute to offer scholarships and other opportunities for students? How did you do this? Is it working? 2. Do you offer incentives funded outside of PSSSP/UCEP? Describe.
73 Alternatives Do you have a surplus? Yes Are you paying the maximum living allowance (as determined by Canada Student Loan)? No Then you can give the student an incentive and call it topping up living allowance.
Topping up Living Allowances 74
75 Administration Tips: Provide students with the links to other funding sources early on in the conversation about their goals. Ask questions and present information about budgeting and planning. This may or may not be a part of an Education Coordinator s job.
Budget and Planning Resources 76 Student Aid BC: https://studentaidbc.ca/
Local Operating Guidelines 77 Detailed Local Operating Guidelines can improve understanding, communication, and relationships with community and students. Remember that the Local Operating Guidelines must include: 1) selection priority criteria; 2) a process for deferring students; and 3) an appeal process.
78 Selection Priority Criteria Selection priority criteria refers to the order in which students will be selected for funding if more students apply than there is funding available. The first step is to ensure that all applications are eligible based on the three main areas (student, program, and institution) and have not exceeded the limits of assistance according to the four levels of funding.
79 Selection Priority Criteria Once you ensure applications are eligible, you will want to consider categories such as: Continuing sponsored students; Recent high school graduates; Deferred students; Graduate students; Returning students; Part time students; and Students who have begun their studies on their own, without PSE funding from the Band.
80 Selection Priority Criteria There may be other criteria that help determine priority. For example: Does your community want to support students in a certain field? If a continuing sponsored student changed programs mid-way, should this affect their priority order? Are students history and readiness factors? Would a student s uncertainty around program suitability be a factor?
81 Administration Tips Be as descriptive as possible as you develop your selection priority criteria. Try to foresee trends in the population, for example, a large grade 12 population that will be graduating. Leave room for more than one factor to be taken into consideration.
Deferred Students (Waitlisted) 82 Eligible applicants may be deferred due to lack of funding. A process for deferrals should be publicly available and should be described in your Local Operating Guidelines. As with students that are approved, you may want to keep the information of deferred students readily available in the event that funding becomes available. If an application is not eligible, it cannot be deferred.
Administration Tips: 83 Having an application form can help with the selection priority process and with deferring students. It is also a good way to ensure all required documentation is on file. Pick application deadlines that work with the community s needs and are compatible with reporting requirements and institution deadlines. Information within the application can be used to complete the PSE Funding Application (initial allocation, protected pool, and general pool).
84 Appeal Process The appeal process is meant to ensure fairness and equitable treatment under the PSSSP and UCEP program. Refusal of assistance due to lack of funding cannot be appealed. Any outcome of an appeal must comply with the National Program Guidelines.
Administration Tips: 85 Have the Local Operating Guidelines refer back to National Program Guidelines and make them both available. When possible, have face-to-face meetings with applicants that are deferred or denied to ensure clear communication about the reasons.
86 PSE Allocation Process The initial allocation comes out to communities in a call package with the instructions for the PSE Application. The initial allocation is based on a formula that considers a Band s previous expenditures and their population. Some of this amount is set aside in a protected pool which must be applied for in order to be accessed.
PSE Allocation Formula 87
The PSE Application Process 88 First Nations must apply to access funds from their protected pool and from the general pool. Only eligible students can be listed on the first page of the application or DCI (Data Collection Instrument), along with eligible programs and institutions. Additional pages can be created as necessary.
The 2014-15 PSE Application 89
90 Administration Tips List all eligible students that have applied. Using the information in completed applications, estimate costs of tuition and fees, books and supplies, living allowance and travel. Meet with your Finance Department to ensure you are calculating the total costs and requests accurately.
The Annual Register of Post-Secondary Students 91 AANDC requires that communities report on all post-secondary students and graduates. They also request information on all eligible students within the fiscal year, even if they were not funded.
Recent History of PSE Reporting Prior to the reporting changes in 2013, there were two PSE reports: the Post-Secondary Student Register (PSSR), and the Register of Graduates. 92 These reports were very similar to the Nominal Roll and provided a list of funded post-secondary students. The required information included names, status numbers, institutions, programs, full or part-time status, level sought, year of study and the graduation date for any graduates.
Recent History of PSE Reporting 93 In 2013, AANDC introduced new reporting requirements which they claimed would streamline reporting, reducing the length of time and burden of work, and make the reporting template compatible with the AANDC Services Portal. There was one additional report required (2012-13 Register of Post-Secondary Graduates) due March 31, 2013 to bridge the gap in time due to the deadlines of the new report. The change in process resulted in numerous problems for Post-Secondary Education Coordinators.
Concerns voiced by PSE Coordinators regarding the new Reporting Completing reports is very time and labour intensive; The document was unstable and data was frequently lost during the attempt to complete reporting; Automatic calculations within the document were not correct and there was no way to see or correct formulas within the document; and The financial detail required may not be easily accessible to the Post-Secondary Education Coordinator. 94
Concerns voiced by PSE Coordinators regarding the new Reporting The report due date was problematic for some bands as they were completing year-end and audit at the same time; 95 The report does not easily allow for expenses approved in April of the fiscal year from previous year (or semester); and The report, or pre-populated DCI (Data Collection Instrument) was provided to communities very late;
Concerns voiced by PSE Coordinators regarding the new Reporting 96 In some cases, the pre-populated DCI included students that had not even applied for Post- Secondary funding for at least two years prior; Coordinators were asked to provide more detail than they may have been able to regarding students that were not funded; and There is a gap in the data being able to show need as Coordinators may not know of all eligible students.
Concerns voiced by PSE Coordinators regarding the new Reporting 97 Although an extension was granted, reports were still listed as late, which can adversely affect all Band funding, including a Band s ability to apply for Block Funding; The additional report requested in the first year was listed as overdue and unobtainable even if there were no graduates to report; and Funding Service Officers and AANDC Staff listed as contact persons were unavailable to answer questions or provide information.
Issue with Timelines (Fiscal vs Semester System): 98 The report asks you to select a semester for each student you are reporting on, Spring, Summer, Fall or Winter. How would you include financial expenditures made in April (finishing the Winter semester from the previous year)?
Suggestions voiced by PSE Coordinators regarding the Reporting 99 Would like to be able to enter the actual start and end dates of a program; Would prefer that the audit information be enough in terms of financial record for how the funding has been spent; Need a process that allows correction of any errors due to not understanding the process or not having enough information; Would like Funding Service Officers and other AANDC Staff available to answer questions or provide information.
Annual Register 2014-15 100 Due August 31, 2015 for 2014-15 Information is organized by Institution Student, including eligible students that were not funded. Semester, including Spring, Summer, Fall and Winter of the current fiscal. Until a student completes all requirements for the first year of the program, select zero. Once requirements for the first year are complete, select one (1). Expenditures, including administration (this is only for funded students).
101 Administration Tips The DCI is a Smart PDF that handles differently than electronic documents. As the DCI is filled out, the document pops out with more boxes to complete than were originally visible in the blank document. Sometimes the DCI can close suddenly (crash). Immediately save (and keep saving) the document onto your computer or memory stick with a new name to avoid losing halfcompleted forms. Have all documentation organized to make transferring information into the DCI reporting template simpler.
102 Administration Tips Save the DCI on your computer or a memory stick continually as you fill out the form. The DCI requires detailed information about each student and finances. Let your Administrator know the level of detail required and arrange for someone else to complete the report if the financial information is not available to you. Note all problems you couldn t resolve, or those that took great effort to resolve and let FNESC know. This can help inform our advocacy.
Aboriginal Post-Secondary Education and Training Policy Framework 2020 Vision for the Future 103 103
BC Aboriginal Policy Framework 104 Aboriginal Post-Secondary Education and Training Partners Framework Implementation Overview Aboriginal Service Plans Aboriginal Community-Based Delivery Partnerships Program
Aboriginal Post-Secondary Education and Training Partners (PSE Partners) 105 Established in 2005 with a Memorandum of Understanding: We, the undersigned, acknowledge, that although there has been some progress in recent years, there is a need for improved levels of participation and success for Aboriginal learners in post-secondary education and training in British Columbia. We state our intention to work collectively toward this goal within the mandates of our respective organizations and to bring in other partners as appropriate. This will be accomplished by building on our successes to date, collectively identifying needs, and implementing strategies to improve the success of Aboriginal post-secondary learners in British Columbia. Meet quarterly and have an Annual Call to Action Meeting each fall
106 Members, PSE Partners First Nations Summit BC Assembly of First Nations Métis Nation BC First Nations Education Steering Committee Indigenous Adult and Higher Learning Association First Nations Human Resource Labour Council British Columbia Colleges British Columbia Association of Institutes and Universities The Research Universities Council of BC Aboriginal Affairs and Northern Development Canada* Service Canada BC Ministry of Advanced Education BC Ministry of Education Ministry of Jobs, Tourism, and Skills Training
PSE Policy Timeline 1995 BC Aboriginal Post-Secondary Education & Training Policy Framework (Ministry of Advanced Education) 1996 AANDC 2% cap on Post-Secondary Education Funding 2005 2007 BC Aboriginal Post-Secondary Education & Training Partners (PSE Partners) formed BC Aboriginal Post-Secondary Education and Training Strategy (Ministry of Advanced Education) 2008 FNESC and IAHLA Policy Paper: A Place for Aboriginal Institutes 2011 2012 External Evaluation of BC Aboriginal Post-Secondary Education and Training Strategy BC Aboriginal Post-Secondary Education & Training Policy Framework & Action Plan (Ministry of Advanced Education)
108 Ministry of Advanced Education Aboriginal Post-Sec Policy Framework Vision: Aboriginal learners succeed in an integrated, relevant, and effective British Columbia post-secondary education system that enhances their participation in the social, cultural and economic life of their communities, the province, and global society.
Ministry of Advanced Education Aboriginal Post-Sec Policy Framework Goal 1: Systemic change to the public post-secondary education system. Aboriginal voice: Board appointments, faculty/staff Financial support for Aboriginal graduate students Systemic change initiatives: Aboriginal Service Plans, culturally welcoming places, student housing Goal 2: Community-based program delivery through partnerships (public institutions and Aboriginal institutes/communities). Community-based partnerships: Funding, distance/online, promoting the IAHLA toolkit Recognize the unique and critical role of Aboriginal institutes: PCTIA exemption, improving partnerships, work with Federal Government Adult education programs: Needs and gap analysis, assessments
Goal 3: Reduce financial barriers to accessing and completing post secondary education Aboriginal Emergency Assistance Fund, BC Aboriginal Student Award, raise awareness, advocate improvements to federal program Goal 4: Aboriginal learners transition seamlessly from K-12 to postsecondary education. PSE Policy Framework Teachers: Aboriginal Teacher Education Award, initiatives to better equip all teachers to meet needs of Aboriginal learners Languages: Work with First Nation and post-secondary partners to increase the number of First Nation language teachers. Better information for Aboriginal learners and families: Career and educational planning tools and resources, promoting existing best practices Goal 5: Continuous improvement is based on research, datatracking and sharing of leading practices. Sharing leading practices, e.g. through annual forum Evidence-based decisions: Data, reporting
Aboriginal Service Plans (ASPs) 111 The ASP Initiative was launched by the Ministry of Advanced Education (AVED) in the 2007 Aboriginal Post-Secondary Education and Training Strategy. The stated goals of the ASP initiative are: 1.To increase access, retention, completion, and transitions opportunities for Aboriginal learners; 2.To increase the receptivity and relevance of postsecondary institutions and programs for Aboriginal learners, including providing support for initiatives that address systemic barriers; 3.To strengthen partnerships and collaboration in Aboriginal post-secondary education.
ASP Initiative Funding Inst. 06/07 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 Total CAM CAP $175 K $400 K $400 K $400 K $100 K $200 K $376 K $356 K $372 K $2.8 M $175 K $540 K $540 K $540 K $135 K $354 K $407 K $440 K $267 K $3.4 M CNC $150 K $400 K $400 K $400 K $120K $419 K $542 K $693 K $538 K $3.7 M NVIT $150 K $400 K $400 K $400 K $184 K $313 K $200 K $200 K $250 K $2.5 M NIC $150 K $200 K $200 K $200 K $50 K $243 K $417 K $268 K $401 K $2.1 M NWCC $150 K $600 K $600 K $600 K $168 K $338 K $708 K $579 K $591 K $4.3 M TRU $150 K $300 K $300 K $300 K $59 K $200 K $250 K $278 K $260 K $2.1 M UNBC $150 K $200 K $200 K $200 K $0 $200 K $200 K $200 K $200 K $1.6 M UVic VCC VIU $175 K $400 K $400 K $400 K $350 K $250 K $241 K $340 K $343 K $2.9 M $175 K $540 K $540 K $540 K $185 K $354 K $407 K $440 K $267 K $3.4 M $150 K $420 K $420 K $420 K $272 K $287 K $488 K $553 K $485 K $3.5 M Total $1.75 M $4.4 M $$4.4 M $4.4 M $1.6 M $3.2 M $4.2 M $4.3 M $4.0 M $32.1 M
113 2013-14 ASP Review In 2013 AVED hired a consultant to review the Aboriginal Service Plan Guidelines. FNESC and IAHLA provided comprehensive feedback on the program, most of which was included in the final report. We continue to voice our concern that the scale and scope of the review was inadequate given the importance of the initiative and the amount of money that has been distributed to date. Based on feedback from FNESC and others, the program guidelines have been revised and are posted online at: http://www.aved.gov.bc.ca/aboriginal/docs/servic e-plans/asp-guidelines.pdf.
Aboriginal Community- Based Delivery Partnerships Program (ACBDPP) 114 ACBDPP funds Aboriginal communities to work in partnership with public post-secondary institutions to deliver post-secondary programs leading to a credential or employment. Programs include short-term training and an employment component intended to support transitions into sustainable employment.
Aboriginal Community- Based Delivery Partnerships Program (ACBDPP) 115 FNESC and IAHLA worked closely with the Ministry of Advanced Education in the design and delivery of the program, and to provide feedback from First Nation communities, organizations and Aboriginal institutes on program implementation ACBDPP was previously funded under the Canada/BC Labour Market Agreement (LMA), has now been replaced by the Canada/BC Job Fund. We are waiting to find out if the the program will continue beyond 2014/15
116 ACBDPP Discussion Are programs being offered in your community? To what extent does community-based delivery increase access and retention? Have students who were trained through ACBDPP programs gained employment? Are there any issues you see with this program?
BC s Skills for Jobs Blueprint (2014) 117 Goals: 1. A head start to hands-on learning in K-12 schools 2. A shift in education and training to better match with jobs in demand 3. Stronger partnership with industry and labour to deliver training and apprenticeships
Concerns about the Blueprint 118 While acknowledging the positive intent behind the Blueprint, we have some concerns regarding its development and implementation: Lack of consultation: FNESC is mentioned, but FNESC was unaware of the Blueprint until just before it was released, and did not see a copy of the Blueprint until it was publicly released. Lack of Alignment: Aboriginal Post-secondary Education and Training Policy Framework is mentioned but the Blueprint does not explain how it aligns with the Framework.
Next Steps around the Blueprint 119 FNESC and IAHLA requested a follow-up meeting with Minister of Education Peter Fassbender to further discuss the Blueprint. Ideally, the meeting will include all four Ministers involved in the development of the Blueprint (Ministry of Education, Advanced Education, Jobs, Skills, and Tourism, and Aboriginal Relations and Reconciliation).
120 120 Aboriginal Student Transitions
Aboriginal Student Transitions K-12 Completion Rates and Graduation Supporting Male Students Best Practices 121
K-12 Completion Rates and Graduation 122 The six-year K-12 completion rate for Aboriginal students is 60%. For non-aboriginal students it is 86%. 5% of Grade 12 Aboriginal students (294 out of 6,026 students) leave school with a school completion certificate (Evergreen Certificate) compared to 1% of the non-aboriginal grade 12 students. According to Ministry of Education policy, Evergreen Certificates are issued to special needs students with Individual Education Plans (IEPs). 30% of the total number of Evergreen Certificates are issued to Aboriginal students.
K-12 Completion Rates: Children in Care 123 4% of all Aboriginal students are under a continuing custody order. Of all children under a continuing custody order, 62% are Aboriginal. The six year completion rate for Aboriginal children under a continuing custody order: 34% Completion rate for male Aboriginal students in care: 30%; Completion rate for female Aboriginal students in care: 39%.
124 K-12 to PSE Transitions Aboriginal students graduate from K-12 with fewer of the skills and pre-requisites for PSE. Aboriginal students are less likely to make transitions to post-secondary institutes particularly research universities (UBC, SFU, UVIC, UNBC). Student transitions are impacted very early on, with course-selection in grades nine and ten impacting students options for further education Community-based Aboriginal post-secondary institutes play a key role in supporting transitions and require adequate funding
125 K-12 to PSE Transitions Working for Change The PSE Partners have identified seamless transitions as a key priority. Together with the K-12 Partners, they have formed a Transitions Working Group which has developed a work plan with specific actions for member organizations Transitions is one of the five goals of the BC Aboriginal Policy Framework. In October 2013, FNESC hosted a forum on Transitions with the Ministry of Advanced Education. FNESC has requested resources for education and career planning tools for learners, parents, counsellors, and teachers.
Supporting Male Students 126 Evidence shows there is a large gender gap between Aboriginal male and female students which has fluctuated over time. People may mistake the statistics on gender as proof that the gap is narrowing, or is narrower than that of the gender gap for non-aboriginal students but this is not the case. As previously stated, the PSE Partners have identified this as a priority.
Discussion: Best Practices in Transitions and in Supporting Male Students What s working for those that are able to make the transition smoothly? 127 What are some things that make a big difference?
Other Sources of Funding for PSE 128
129 Adult Nominal Roll Adults seeking Grade 12 through a full-time program that meets the curriculum standards may be included on the Nominal Roll. These students must not have graduated or completed the requirements for graduation in another jurisdiction, and must be: Over 19 as of July 1 of the current school year; Registered in the Indian Registry System; Ordinarily resident on reserve/designated land in British Columbia; and Enrolled in and attending a school able to issue a Dogwood or Adult Dogwood Certificate (different from Adult Basic Education).
Adult Nominal Roll 130 Students must be supervised and evaluated by a member of the BC College of Teachers. Student attendance and progress must be documented. Student file must include annual application form, course enrollment form and attendance records, as well as documented progress on course assignments.
Adult Nominal Roll Issues Adults on the nominal roll are scrutinized for possible removal. TEFA (Band school funding) can only be used for the adult student in band school classes full time, and the Band must be able to issue a Dogwood or Adult Dogwood. It cannot be used to for UCEP courses provided by someone else. A student missing more than 10 school days in September and 15 school days in October may be removed from the Nominal Roll. There is an appeal process - for more information contact Jan Haugen at janh@fnesc.ca 131
Aboriginal Skills and Employment Training Strategy (ASETS) ASETS agreement holders deliver Aboriginal labour market programs under ASETS ASETS agreement holders may provide tuition, books and supplies, but usually would like the Band to provide living supports for students. This is allowable through PSSSP funding if all eligibility requirements are met and the Band has available funding. Another avenue might be to utilize own source revenue if the program doesn t meet eligibility requirements. Partnering can be very cost-effective when possible and ASETS programs are often successful in increasing a participant s employability. 132
133 ASETS Holders in BC 1. Aboriginal Community Careers Employment Services Society, West Vancouver 2. Cariboo-Chilcotin Aboriginal Training Employment Centre Society, Williams Lake 3. Coast Salish Aboriginal Employment & Training Society, Duncan 4. First Nations Employment Society, Vancouver 5. Ktunaxa Nation Council, Cranbrook 6. Métis Provincial Council of British Columbia, Mid Coast First Nations Training Society, Bella Bella 7. Nisga'a Employment Skills & Training, New Aiyansh 8. North East Native Advancing Society, Fort St. John 9. North Island Vancouver Island Aboriginal Training Society, Campbell River 10. Nuu-chah-nulth Tribal Council, Port Alberni 11. Okanagan Training & Development Council, Kelowna 12. Prince George Nechako Aboriginal Employment & Training Association, Prince George 13. Shuswap Nation Tribal Council, Kamloops 14. Sto:Lo Aboriginal Skills & Employment Training, Chilliwack 15. TRICORP, Prince Rupert
Common Experience Payments - Personal Education Credits In December 2014, the BC Supreme Court approved an extension to the deadlines for Personal Credits. New deadlines are as follows: Acknowledgment Forms must be postmarked or emailed by March 9, 2015; Redemption Forms (to be completed by educational entities and groups) must be postmarked or emailed by June 8, 2015; Deadline to for course or service delivery has been extended to August 31, 2015 http://www.classactionservices.ca/irs/personal_cr edits/pca-home.htm 134
Scholarships and Bursaries 135 AANDC Bursary Search Tool: http://www.aadncaandc.gc.ca/eng/1351185180120/1351685455328 New Relationship Trust: http://www.newrelationshiptrust.ca/funding/for-students Indspire: https://indspire.ca/programs/building-brighterfutures/ Aboriginal Student Awards (Irving K. Barber Society): http://www.bcscholarship.ca/web/aboriginal Jacob McKay Aboriginal Student Award: www.iahla.ca
136 Scholarships and Grants USA Pell Grants Student applies at institution s financial aid office. Status Card required as documentation.
Student Loans and Grants 137 Student Aid BC: https://studentaidbc.ca/ Canada Student Loans and Grants: http://www.canlearn.ca/
Workbook and Feedback
Questions 139
140 Post-Secondary Resource Line The First Nations Post-Secondary Education Resource Line provides assistance to Education Coordinators Toll-free: 1-877-280-4151 or cindyc@fnesc.ca The Resource Line assists with information such as: Program eligibility; Designated institutions; Living allowance guidelines; Eligible expenditures; Reporting; Understanding changes to the Post-Secondary Partnerships Program (PSPP); and Limits of Assistance.
141 Post-Secondary Education Coordinator Workshops, 2014-2015 First Nations Education Steering Committee Suite 113-100 Park Royal South West Vancouver, BC V7T 1A2 1-877-422-3672 info@fnesc.ca www.fnesc.ca Thank you for the opportunity to present and for your commitment to First Nations Education.