About Us

Grand Council Treaty #3 Education Unit works with the Treaty #3 Education Committee comprised of Directors of Education from each First Nation, AKRC, Bimose, Seven Generations Education Institute and Shooniyaa Wa-Biitong.

These education stakeholders collaborate to identify and address the education priorities for the Treaty #3 Nation. They also provide recommendations to Treaty #3 Chiefs and leadership for decision making. These combined efforts help to improve education for Treaty #3 students, increased student supports and ensure that all Treaty #3 members have access to lifelong learning.

The knowledge collected and shared is crucial to working with the Treaty #3 Education Committee to develop strategies, solutions and proposals to meet future education needs.

The Education Unit works closely with organizations providing education programs and services to help incorporate Indigenous language, culture and knowledge into existing education systems. The Education Unit helps support communities to co-exist and balance Anishinaabe nation customary laws with mainstream education goals.

The following statements give examples of what the education unit aims to achieve:

  • To provide an education that enhances the abilities of our members to succeed in the Anishinaabe nation and society-at-large,
  • To preserve Anishinaabe identity, worldview and practices in Anishinaabe students,
  • To clarify relations between Grand Council Treaty #3, its communities and other governments in Canada,
  • To harmonize the administration of Anishinaabe law in education and administration of the crown government laws in education.

Historical Right to Education

Education is a treaty right under Treaty No. 3, signed on October 3, 1873:

“Her Majesty agrees to maintain schools for instruction in such reserves hereby made as to Her Government of Her Dominion of Canada may seem advisable whenever the Indians of the reserve shall desire it”

The Lac Seul Chief at the treaty negotiations in 1873 was recorded by lieutenant-governor and the treaty commissioner as saying:

“If you give what I ask, the time may come when I will ask you to lend me one of your daughters and one of your sons to live with us; and in return I will lend you one of my daughters and one of my sons for you to teach what is good, and after they have learned, to teach us” (Chief Paypom, 1873).

This describes traditional Anishinaabe way of teaching as a life-long journey in which grandparents had the responsibility of passing knowledge and teachings down to the children when parents were fishing, hunting, harvesting, taking care of their homes and communities.

The treaty fulfillment and advocacy for treaty obligations continues to this day.

Importance of Education

“We need to decolonize education for Indigenous children and provide educational spaces that reflect Indigenous ways of being”

Dr. Nicole Bell, Associate Professor, School of Education – Trent University

Education is a foundation that can be utilized for the best outcomes in the future for life purpose, financial security, positive social change and contributions to society. Education creates avenues and pathways of change for individuals, communities, nations and humanity. The critical skills of thinking, creativity, innovation and communication are nurtured in education. There is a necessity for Anishinaabe students to have their Anishinaabe culture, worldview and knowledge reflected in their places of learning. Anishinaabe education needs Anishinaabe knowledge and practices with modern day Western knowledge to best equip Anishinaabe students for the present and future.

Project Highlights

The Education Partnership Program is a partnership between Grand Council Treaty #3, 18 participating First Nation communities of Treaty #3, Anishinaabeg of Kabapikotawangag Resource Council(AKRC), Bimose Tribal Council, Seven Generations Education Institute, Indigenous Services Canada and the Ontario Ministry of Education. The partnership was formed to improve student achievement, increase supports to First Nation students and to address education issues at a systemic level. The areas that are covered through the Joint Action Plan address: early learning; culturally appropriate curriculum, resources and teaching strategies; professional development; relationship building; transitions; education service agreements; and education partnerships program support and implementation. This project is in it’s third year of implementation.

Programs

First Nation Youth Employment Strategy

Opportunities are provided to youth to expand knowledge and experiences about Career Pathways, Science and Technology through forums, camps and gatherings offered throughout the region annually. Prospects for employment experience are offered through summer student and mentored student placements on an annual basis.

Research and Innovation

Education research is conducted specific to areas of interest to gather collective data on education issues impacting Treaty #3. Research projects aim to improve education outcomes for First Nations communities, schools and students. Some past projects have included: information technology, Anishinaabe education models.

First Nations Lifelong Learning Table

Provides a forum for First Nation leadership and the Ontario government to identify, prioritize and work to address issues and opportunities related to First Nations Lifelong Learning in the provincial education and training sector. This is a joint initiative between First Nation Provincial-Territorial Organizations and the Ontario Ministry of Education. This forum addresses A table was established with the Ontario Ministry of Education and Chiefs of Ontario to address the areas of: school board/ministry/First Nation relationships; community and student well-being; information access and accountability; language and culture; curriculum and policies.

Regional Education Agreements

An REA is intended to support First Nations with Elementary/Secondary Education Programs, supports First Nations students, schools, communities, and education organizations in ensuring that First Nations students receive a high quality, linguistically and culturally appropriate education that will support improved student’s outcomes and strengthen First Nations control of First Nations education. Information sessions and exploration of these agreements are underway.

Education Law

Since 2008, a resolution has been passed for creation of an Education Law and System for Treaty #3. There have been many consultations with leadership, education stakeholders, community members, elders and youth of Treaty #3 on various topics about education, development of a law and education system components. Further community engagement, refinement of education models, education law and system development will continue to occur. Culture, language, land-based learning, traditional knowledge, involvement of Anishinaabe elders and knowledge keepers have been identified as components for a Treaty #3 education system. The desire is to provide Treaty #3 students with a holistic education experience that incorporates Anishinaabe cultural and traditional knowledge with mainstream education for students to achieve lifelong success in life and career pathways that they choose.

children

Resources

Community Involvement in Education

Monthly meetings are held with the Treaty #3 Education Committee which consists of Treaty #3 First Nation Community Education Directors/Principals/Coordinators and education stakeholders from tribal organizations. Education Gatherings are held 1-2 times per year for strategic planning, updates, information sharing and networking around education issues impacting First Nation students of Treaty #3. Support, information and advocacy provided to First Nation communities as needs arise throughout the year.