More specifically, the GRPSEO encourages education in strategic directions (areas) which address the identified needs of Onkwehon:we communities and the community at large.   

The GPSEO continues with a record number of unfunded applications.  Given the opportunity cost of continued full time study, creative strategies must be developed to continue to support the graduation of our professionals from graduate and doctoral levels of study.     

In “Number of Students In Each Level” please note that despite the increase in number of students funded in 2002 to 2003 (due in part to increased part time enrolment), a different count method was used which does not reflect academic year enrolment.

·         The Need for Health Professionals 
The GRPSEO works with other community agencies to identify Community Development needs. For the past three years, the GRPSEO has participated in the Six Nations Health Sciences Focus Group, made up of five organizations at Six Nations of the Grand River:  Grand River Employment & Training (GREAT), Grand River Post Secondary Education Office (GRPSEO), Six Nations Health Services, Six Nations Polytechnic and the Six Nations Council.   In this past year, the GRPSEO has been active in seeking partnerships to increase enrolment in health programs such as nursing and medicine. In follow up to the 2001, 2020 Vision – A Round Table:  “ADDRESSING THE NEED FOR HEALTH PROFESSIONALS IN FIRST NATIONS COMMUNITIES”, GRPSEO has made numerous presentations to raise awareness and seek partners for the 2020 Vision. More specifically, GRPSEO presented at the Association of Canadian Community Colleges in May of 2003. GRPSEO reps were also active in the MD admissions process at McMaster University for the 2003 intake. Enrolment has increased as a result. GRPSEO is also working with partners to mount a cohort of Registered Practical Nurses in 2004. A symposium of best practices is scheduled for 2004.     

 It is very important to acknowledge that with every student attending post secondary, Six Nations makes a contribution to the financial well being of post secondary institutions and employees. Six Nations post secondary students make significant economic investments to the economies of the cities and provinces where they attend.  Please see the maps showing enrolment and investment by student location. 

Significant Trends Affecting Post Secondary Education

For Six Nations Students

 The GRPSEO is guided by our collective responsibilities to make decisions that will not harm our future generations nor diminish their opportunities to thrive.   

This means that personal responsibility and accountability is expected of all who participate in the GRPSEO (board, staff and students).  

In terms of post secondary governance and management, it is our responsibility to make prudent and ethical decisions, in an accountable way, and to implement appropriate plans to address trends and factors that will affect future post secondary students.   

The following outlines several key trends impacting post secondary education for Six Nations students and the undertakings of the GRPSEO designed to reduce negative impacts and to optimize opportunities.   

Ø      Increased Demand + Limited Resources = Reduced Purchasing Power and  Unfunded Students

 Six Nations of the Grand River is the largest populated First Nation in Canada and has administered the post secondary education program locally since mid-1992.   

Six Nations consistently has a greater demand for post secondary assistance[1] than there are funds available.   This increasing demand is the result of two trends: (1) increased tuition/program costs and (2) increasing numbers of eligible applicants for education assistance.  

Increased Costs:   

§         Tuition will continue to increase with deregulation of tuition (especially in Ontario). Legislation has changed to allow for more private institutions and while these institutions often offer program flexibility and choice these also come with an increased price tag (sometimes twice the public institution rate).   

§         The overall cost of ‘living’ while going to school increases. The student allowance of $800 no longer covers the cost of residence and a meal plan at several post secondary institutions in Ontario.    

§         Mandatory program fees for equipment and supplies at the college level of study, has increased dramatically in Ontario. For example, some students are required to lease a computer before they can register. The cost of the lease (up to $1,500 per year) is in addition to tuition costs. The GRPSEO is also taking steps to address some of the mandatory program fees at the college level but once again available funding is soon out-stripped by the demand.  

Increased number of eligible applicants:

In “GRPSEO Application Intake”, please note the increasing number of applications each year. The number shown for 2003/2004 does not reflect a full year – but is the number received as of  October 1, 2003.  

The number of applicants is related to (1) our growing population[1]; and (2) to changing labour market requirements for employability.    

§         Many of our students must complete a college program (minimum 2 years) plus a university program (three to four years) to get the credentials to work in their chosen field. With standards for employability continuing to upgrade, an increasing demand for post secondary education will continue.

As of July 10, 2003, the GRPSEO submitted a report to INAC advising that over $3,000,000 is required for unfunded applications for the summer and fall intakes for the 2003/2004 academic year. It is important to note that while this alarming amount is based once again on GRPSEO limited rates of assistance, it does not include the dollars required to fund winter applications, not yet received.   

Recognizing that the level of overall post secondary funding is determined externally from the GRPSEO (funding is determined through a Federal Government funding process), the GRPSEO informs students and families of the trends so they can be better informed and prepared.  (See the last page in this report for a sample of information issued to families this year)

The Federal Government funding process is designed to fit into overall strategic policy decisions linked to all Federal Government priorities.  The Federal Department most directly involved in the post secondary funding process is the Department of Indian Affairs (INAC).  In an environment of competing interests, funding for First Nation post secondary students has not been a Federal priority despite long standing recommendations put forward in national reports such as: the Royal Commission on Aboriginal Peoples, The Federal Government’s response, Gathering Strength, and more recently the Assembly of First Nations research on post secondary education.   

INAC along with all Federal Departments is currently going through a process of evaluation and an audit to demonstrate capacity to manage the dollars assigned to its funding authorities.    

As Six Nations post secondary funding is only one piece of national post secondary funding expenditures for First Nations, Six Nations continues to make extra efforts to stand out from a national funding process and environment reported to be plagued with systemic accountability issues.    

The GRPSEO continues to showcase student accomplishments, and share best practices as well as participate in the federal evaluation process.   

Ø      Secondary School Graduates – Issues of Quality and Graduate Rates  

Colleges and universities in Ontario invested millions to prepare for the double cohort of secondary school grads.  

Six Nations has experienced an actual decline in applications for education assistance from secondary school grads. This is a negative trend in relation to our population statistics that indicate our secondary school grads should be increasing in number. This trend is linked with several factors.   

Number of secondary school applications for education assistance

1. Many of our high school graduates are not graduating with the required courses for their programs of choice at college or university.  [The Ontario Secondary School Diploma (OSSD) requires 30 credits; passing the Grade 10 literacy and 40 hours of Community Involvement Activities.]  

§         For example, to get into the Registered Practical Nursing Program a student must pass two senior English courses and two Senior Science courses. Many of our high school grads do not have the senior science courses.  To be admitted to a Bachelor of Science Nursing program (now the entry standard for nursing), a student must have English grade 12 (U); one senior math and two senior sciences. Six Nations high school grads with both senior math and sciences courses are too few and far between.  

§         A university calendar may state that admission is an OSSD with 75% when in fact the cut off is really 95%.  

§         In addition to required courses as part of the OSSD, admission requirements for many post secondary programs also include extensive community service as part of an applicant’s background. Other programs look for “well rounded” individuals involved in a variety of community or service areas. Other programs require work experience in the intended field of study – for example: for admission to medicine an applicant has a much better chance having worked in health research or some other health area. In education, an applicant has a better chance of admission with history of work or volunteer experience with children, such as with children’s groups; camps, etc. Too often our students do not have the appropriate experiences prior to applying for admission.  

2. Many of our students did not graduate due to the literacy and community service requirements. September 2004, may prove to be our double cohort given the new policy that allows students to write the literacy test several times in order to graduate.   

§         Alarmingly, a majority (70%) of our secondary school students failed the first provincial grade 10 literacy test. This signals an even more serious concern about the level of academic preparedness of our high school graduates.    

3. Many students are not graduating with a diploma but are opting to exit with the Ontario Secondary Certificate of Achievement (OSSC) [this requires 14 credits = to the old grade 10 now called essentials or applied courses].    

4. More “prep” programs are being offered through post secondary institutions (with a postsecondary price tag) without guaranteeing admission to programs of choice – so the cost of education to employment increases due to the lack of preparedness out of high school.    Fewer secondary school grads  + grads without the required courses to get into 1^st choice programs  = a longer term investment and more cost per person to get people into the work force.   

ü                   The GRPSEO continues to advocate for access programs leading to  guaranteed admission and advanced standing in a diverse range of study areas including business, health sciences, technology, and human services. See for example the progress report for the SEED program in this report. 

ü                   To support positive change in culturally insensitive admission process, the GRPSEO has participated in the admissions process for at least one university.   

ü                   The GRPSEO seeks and works with post secondary institutions that demonstrate a will to service the needs of our students and the community.    

¨Support increased funding for eligible Six Nations post secondary students. There are a variety of ways to do this. For example, send letters of support to the GRPSEO, your councilor; Members of Parliament.    

¨      Establish a scholarship or bursary in support of student graduation or donate to the Six       Nations Post Secondary scholarships c/o the GRPSEO.  

¨  Sponsor an unfunded student.  

¨  Hire a summer student so the students can gain valuable experience in their field of study.

¨  Send words of encouragement to post secondary students.  

¨  Become a mentor.  

¨  Golf in "Norm's Golf for Grads 2004" or donate to the Tournament.  

¨  Encourage excellence in our young people. 

¨  Teach your young people to dream big and to believe in themselves.  

¨  Help you child with their math and science home work.      

Summary

The Grand River Post Secondary Education Organization continues to function with clearly stated policy outlining organizational purpose as well as beliefs and values to guide the Board and staff. The organization continues to link with its ownership to ensure that it is “on track”.  

Organizational activities and expenditures are consistent with our organization’s purpose and mindful of resource constraints.  

The organization remains focused on continuous improvement in efficiency/effectiveness of management, administration and student support services. For example,   

Ø      Annual staff planning is completed and critical paths are followed for all significant activities related to student support services.  

Ø      Annual staff in-service, training and performance reviews continue to ensure that the required combinations of knowledge, skill and ability are on hand.   

Ø      We continue to maximize on-campus linkages to enhance support services for our students and the efficiency of our financial administration.  

Ø      We use technology to improve efficiency related to student and institutional communications.   

Ø      We track student progress in a timely fashion.   

Ø      We develop, implement and promote best practices.  

Ø      We seek out strategic alliances both internal and external to the community.   The Grand River Post Secondary Education Organization hereby reports compliance with all legal and policy requirements related to its mandate. 

Progress Report September 2003

The SEED Program steering committee, created as a result of an agreement between Six Nations of the Grand River Territory (Six Nations) Elected Council and Imperial Oil (Imperial), has successfully developed and implemented a number of educational and employment initiatives available to all members of Six Nations. 

Background

As part of its project to reduce sulphur in gasoline, Imperial constructed a pipeline that crosses Six Nations Territory Claim Lands. An agreement supporting technology education and employment initiatives was developed jointly by the Six Nations Elected Council and Imperial, and reflects community outreach and support initiatives Imperial has in place in locations where it has operations.  

As a result of the agreement, the SEED (Science Education and Employment Development) program, funded by Imperial, is now available to the Six Nations community. A steering committee of representatives from Six Nations and Imperial designs and implements educational initiatives that are focused on providing people with the skills needed for careers with Imperial, the petroleum industry, and other manufacturing industries. Six Nations Polytechnic's Pretechnology program

Since industrial technology courses at Lambton College in Sarnia and Mohawk College in Hamilton are the points of entry for many of these employment opportunities, SEED's key focus is on encouraging students to continue with math and science and work towards post-secondary education in technology fields.  One way is through the Pre-technology Program now being offered at Six Nations Polytechnic.  

In the 2002-2003 academic year, SEED provided almost 80 percent of the funding for the first pretechnology program.  Eight students enrolled in the program, which is affiliated with Lambton College, and four students successfully completed the course.  Two graduates are now enrolled in the Chemical Production Engineering Technology program at Lambton.  

In other initiatives associated with the Polytechnic, SEED provides an awards program for successful pretechnology students, job-skill workshops, mentoring and refinery tours for students, and a summer job at Imperial's Nanticoke refinery for a qualified pretechnology student.  

Due to a reduction in government funding for the Polytechnic, Imperial is the sole funder of the pretechnology program for the 2003-2004 school year.  Enrollment has increased to 10 students.  The target is for between 15 and 20 students to attend.    

Technology Sponsorships

SEED also sponsors tuition, books and supplies for students enrolled in good standing in four technology programs at Lambton and Mohawk Colleges, which are considered the key entry point to many jobs in our refineries in Nanticoke and Sarnia.  In the 2002-2003 academic year, four students were sponsored.  The 2003-2004 school year has seen the number of students sponsored increase to six (including two graduates from the SNP pretechnology program), considerably less than the target of 15. A key challenge for the steering committee is to create initiatives that effectively remove the barriers preventing people--graduating high school students, in particular--from taking advantage of the technology sponsorship and accessing future employment opportunities with Imperial and other area industries.