In 1999, a Memorandum of Understanding (MOU) was signed between the Ministry of Education and school districts in British Columbia. The aim of the MOU was to increase Aboriginal graduate rates across the province. The framework of this memorandum led to the creation of Aboriginal Education Enhancement Agreements (AEEA)
Known as EAs, the Aboriginal Education Enhancement Agreements are five-year formal agreements between school districts, local Aboriginal communities, Aboriginal organizations, and the Ministry of Education. The EAs address and support specific performance goals and outcomes for Aboriginal Learners.
UBC researchers, along with researchers from the University of Northern British Columbia and Simon Fraser University conducted a five-month study of BC schools. The study included a survey of 22 school districts, in-depth interviews and focus groups from Northern BC, Okanagan, Lower Mainland, and Vancouver Island.
We sat down with Dr. Karen Ragoonaden in the Faculty of Education at UBC Okanagan and one of the primary researchers involved in the study. We wanted to know: how have the EA’s helped to improve education for Aboriginal Students in BC?
Q: What was the main purpose of the project?
A: This research project was funded by the BC Ministry of Education. The aim was to provide a critical overview of policies and practices that support the implementation of EAs.
Q: What did your findings indicate? How have the EA’s helped improve Aboriginal Education in BC?
A: Findings indicate that in the majority of School Districts in British Columbia, EAs were working in a collaborative and constructive manner to support Aboriginal Education (increase graduation rates, acknowledge Aboriginal epistemology, pedagogy and practice).
Q: What were you most excited to learn from the research you and your team conducted?
A: Reading the AEs Annual Reports which each School District submits was very beneficial and allowed us to objectively view the seminal work being done. These documents attest to the success of these important agreements between the Ministry of Education and School Districts across BC.
Q: What improvements to the EA documents should be made moving forward?
A: Despite its successes in School Districts across BC, very few teachers and administrators seem to know about these agreements. This speaks to recommendation # 4 – communicate, communicate, communicate. This type of transparency will go a long way in addressing Aboriginal students’ learning needs. In other words, educators need to remember that “all educators, not just those in First Nations territories, must be alert to the presence of First Nations children in their classrooms” (Bainbridge & Haydon, 2013, p. 101) when reflecting on their practice.
Several recommendations arose from the research:
- Senior Administration at the Board and school levels need to be accountable and transparent in the development, implementation, and review of the AEs
- The Ministry of Education and School Boards need to enhance professional development and learning opportunities for all in the school district (from custodial staff, support staff, teachers, and advocates to Senior Administrators) by informing and making all aware of the aims of the AEs and how they relate to their work within the school and the district
- The Ministry of Education and school districts should continue to foster and build upon existing relationships between and among the school district, Aboriginal communities, including community partnerships with organizations (e.g., post-secondary institutions) and groups (e.g., non-profit organizations or service organizations)
- Communication of goals and results is critical for AEs to have an impact in multiple locations from district and school websites to Parent Advisory Committee (PACs) to school newsletters, and social media.
- In support of collective responsibility and engagement, the Ministry of Education and school districts should include parents and students as signatories and active members of the Aboriginal Education Enhancement Agreements.
- The Ministry of Education and school districts should advocate for and embrace culturally-relevant pedagogy, resources, and practices across all grade levels.