A Memorandum (1992), between the Six Nations Council and Indian and Northern Affairs Canada provides for the local administration of the Post Secondary Student Support Program.

In 1996, the Post Secondary Board established a revised statement of purpose for the GRPSEO.

Board policy states that the purpose of the Grand River Post Secondary Education Office is:

"Graduation of Onkwehon:we Post Secondary students with Grand River lineage."

This policy statement applied within the post secondary realities of limited resources and increasing demands continued to guide our operational activities over the year. Activities conducted through the GRPSEO throughout the 1999/2000 year, were designed to fulfil the statement of purpose as well as lay the ground work for addressing future challenges.

This report therefore highlights outcomes and accomplishments along with the support services and activities of the GRPSEO consistent with the GRPSEO’s statement of purpose.

Brenda Davis - Chairperson

As we look to the future in the new millennium, we are guided by our collective responsibilities to make decisions that will not harm our future generations nor diminish their opportunities to thrive.

In terms of the operation of the post secondary office, these responsibilities translate into personal responsibility and accountability as key operating principles for all involved.

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 proactive steps that the GRPSEO has taken.

Increasing education costs

All costs associated with post secondary education have increased while available funding has not kept pace.

What has Six Nations done to manage this situation to date?

· Education allowance for full time students has stayed at a flat rate of $800 since 1996,

· Book allowance has been unchanged for five years ($300 for full time semester or $60 per part time course),

· No travel or high cost allowance funds have been issued since 1996.

· No equipment costs have been issued since 1996.

· No child care funding is provided.

· Students pay back tuition for failed courses.

· Counsellor case loads are almost double the rate carried by other First Nations. Current SN counsellor case load is approximately 400 students. This number excludes elementary and high school contacts.

· Regular submissions are made to the Department of Indian and Northern Affairs Canada to justify more funding.

In spite of the fact that there are some students who do not receive any funding each year, it was clear that with the increasing costs for books, an increase to assistance for books was necessary.

Input from our students over the 1999/2000 academic year identified the increasing cost of books as a key concern and although an increase of $200 would be warranted, given the current budget demands an increase of $100 to the book allowance per full time semester will begin for the fall 2000 semester.

Housing

Students continue to have difficulty finding affordable housing in major cities so opt for shared accommodation or commuting. It has been suggested that some Native student housing should be available in major urban centers. The GRPSEO will be looking into whether this is a viable option.

Ø Unfunded Students

For the past seven years, there has been a consistently greater demand for post secondary assistance. Unfortunately, available funding has not kept pace with the increasing demand. The result is that each year there are many students who do not receive post secondary assistance at all.

For the 1999/2000 academic year there were a total of 202 unfunded applications, representing approximately $1,748,940 in student funding. The number of unfunded applications has more than doubled from the 104 unfunded applications in the 1998/1999 academic year, representing approximately $998,600 in student funding. See the Unfunded Applications Chart in this report. For the 2000/2001 academic year, there were a total of 172 unfunded applications at the time this report was prepared.

The National Post (July 2000) reported that Canada had more than 50,000 vacant high-tech positions. Both federal and provincial governments have come up with strategies to address this situation. For example, the provincial government has implemented a funding strategy that shifts funds away from humanities and social sciences and invests more government funding into computer, engineering, and communications courses. For post secondary institutions to take advantage of this strategy, they must find corporate partners willing to invest in post secondary education.

This trend to public-private partnership in reshaping post secondary education is a clear message that post secondary education plays a key part in economic development of a region, province and country. As these partnerships evolve, issues of student access to post secondary education may very well increase as attention becomes more focused on the "bottom line" or "return on investment" and away from social equity concerns.

To avoid issues of access, it is becoming increasingly important for high school grads to take a combination of courses that will keep a wide range of options open to them for entry into the work place of the knowledge-based economy.

While Six Nations continues to have an enviable success rate among its post secondary students already in college or university, there remains a concern that not enough students are choosing to study in the science, business and technology fields. Why is this?

Six Nations continues to have very few high school grads with the courses needed to get into science and technology programs. It is important to note however that Six Nations is not alone in this situation. This is a disturbing national trend which calls into question Canada’s capacity to be a leader in the global economy. While education research indicates there are many factors associated with this trend, provincial governments are using province wide testing and new program standards as ways of addressing these concerns.

In addition to these strategies, those involved with community development at Six Nations are optimistic that Six Nations secondary education research project will identify some positive strategies to address this trend at the local level. Without a cross section of skilled people, our community development capacity will be hampered and we will continue to rely on outside expertise – experts who are skilled but may not have an understanding of the values that will guide and ensure our future generations the opportunities that we see as important.

The Post Secondary Office encourages and supports informed and responsible student decisions and therefore has no plans to limit student program choice. The office continues initiatives and services directed at informing parents and students of the wide spectrum of post secondary programs and the risks that come with closing the doors to the maths and sciences.

Preparedness for Post Secondary Education

Admission into post secondary education will continue to get tougher as colleges and universities vie for students most likely to succeed in a post secondary education judged by "return on investment" expectations.

In addition to keeping a broad mix of courses and good marks, students will need to pay attention to the "level" of courses as secondary courses will now be offered in "streams". To be considered for admission to a specific university program, students will need to have all the required or prerequisite "U" stream courses.

Students graduating from the double cohort (as early as 2002) – will be doing so at an even earlier age as they may be completing high school in four years rather than five. In such cases, the deferment option may be even more critical to post secondary success.

"Double Cohort" of high school graduates – expected as early as 2002

The key changes to Ontario’s secondary school policy have already been mentioned in this report. The resulting "double cohort" of high school grads in Ontario will place new pressures for access and service on all post secondary institutions and services including the Post Secondary Office.

Although the Post Secondary Office has made several submissions in relation to this impending event, there has not been any formal response from our funding agency.

In addition to an increase in new high school grad applications for post secondary assistance that will permanently increase the student base, we anticipate;

(a) an increase in student elected deferments which will result in a higher demand for student counselling and work experience funding;

(b) an increase in access issues given expected tougher admissions standards for post secondary programs;

(c) an increase in the time it will take students to enter employment as more and more students will have to begin their skill oriented post secondary education through post secondary based access programs. This will result in increased longer-term demand for post secondary assistance.

The Post Secondary Office continues to work on access strategies for our students.

Post Secondary Education – the changing landscape

In last year’s annual report, we stated that post secondary program structures, in Ontario, are becoming increasingly flexible and program delivery methods are becoming increasingly varied. Fast track and modular based programs as well as distance education and Internet based delivery are on the increase. Private institutions (at the college level) continue as key delivery agents for post secondary programs – by offering what are usually more expensive but shorter programs.

Slowly, course credit recognition between institutions is becoming easier to obtain and prior learning assessment is making a significant difference in the time it takes many adult learners to be awarded their college diplomas.

These are all changes that make post secondary education more convenient and efficient to obtain, however, in an environment of wide choice and increasing costs, it is increasingly important for the consumer (both students and employers) to have reliable information about the quality of post secondary programs and how these programs complement each other so that they can be confident in making their " investment" decisions.

In Ontario, two changes were announced this year that will result in a post secondary education landscape with even more choice.

In Ontario, colleges will be allowed to offer applied degrees. As a result of this, students will now have improved mobility from college to university. Also, students in Ontario will now have a choice between public and private universities.

At the college level, there are program standards and KPI (Key Performance Indicators) that let consumers (both students and employers) know what the program is about and how well the program meets expectations.

There are also governmental standards as well as professional organizations or "colleges" that govern entry into professions and these standards change. For example, new standards for nursing require a university degree rather than a college diploma to enter the profession as of 2005. Given that university tuition is already more costly than college and expected to remain so, the cost to get the basic nursing job entry qualification will not only increase the annual basic post secondary funding assistance cost per pupil but keep the student in the system longer.

Certainly with the advent of applied degrees and the change in nursing standards, Six Nations has been put on notice that the cost to enter the work force with the new credentials will increase over current costs.

Will the additional year to obtain an applied degree be worth the student’s investment of time and money – including lost income from employment opportunities? Only time and the emerging global marketplace (workplace) will tell the tale.

Aboriginal Post Secondary Education – in the changing landscape

There are an increasing number of unique Aboriginal institutions and programs emerging in the changing post secondary education landscape. As with all new providers or programs, the Post Secondary Office makes an initial assessment of program eligibility and the relationship of courses/programs to qualifications

required to enter the specific employment market. Students are then advised accordingly.

For the most part, students who choose to attend eligible Aboriginal specific programs experience excellent success and go on to further their post secondary education in mainstream institutions or work in their chosen field.

Unfortunately, some Aboriginal institutions continue to experience under-funding and related growing pains, which result in program and student support services instability. Our students are therefore encouraged to fully investigate any new institution or program in relation to their education plan before making any decision to invest significant time or money.

As private institutions become permanent fixtures in the post secondary scene and pubic institutions continue to raise tuition, there will be even greater opportunities for First Nations to develop institutions and programs to meet the needs of First Nations and the broader marketplace.

Recognition of Six Nations post secondary student accomplishments is an on-going part of GRPSEO staff interchange with students. In addition, we formally recognize student accomplishments in several ways: grad photos are published during Community Awareness Week in May, staff and board members attend convocations whenever possible; and the Annual Student Recognition Dinner is held in October. The GRPSEO also welcomes messages of encouragement or congratulations from all Six Nations agencies, business and families and includes these in the newsletter to students published three times per year. In 2000, the Post Secondary Board initiated another form of recognition for students and grads in the Board’s newsletter to the community. The newsletter features a good news story of a student or grad in each issue.

Also, in the year 2000, our Millennium project started. We will produce a CD-rom documenting the life paths and career choices of Six Nations grads.

The Post Secondary Office entered the new millennium with a new logo and slogan. The Post Secondary Board sends thanks all who took the time to make a submission. It is especially gratifying that the final selection (displayed on the cover) was developed by a Six Nations post secondary graduate – Barb Martin.

 

Current post secondary institution and program information is maintained at the office. This includes information from across Canada and the USA as our students attend many different institutions. A variety of other resource material is also available to students e.g. college and university applications, OSAP applications, LSAT sample tests.

To keep informed about programs, admission standards, professional standards, etc., GRPSEO Education Counsellors attend various forums throughout the year such as Dialogue 2000 (Ontario universities’ information forum) as well as Red Carpet Day (the annual college information forum).

Counselling is provided to active post secondary students. Counselling takes place through student visits to the office, telephone contacts and on campus where possible. See the caseload for each Education Counsellor in the staff directory.

Financial assistance is provided to eligible Six Nations students within available resources. Financial assistance can include assistance for: tuition, books, direct costs associated with attending full time (allowance), and tutorial assistance.

The following charts provide a clear picture of the volume of contacts handled by staff on an annual basis.

October 1999. The 8th Annual Student Recognition Dinner is scheduled for October 6, 2000. At this event, over one hundred graduates will receive this special recognition! In recognition of our graduates’ accomplishments, the GRPSEO has included a complete list of graduates since 1992.

The GRPSEO publishes Graduate Photos in the local newspapers during Community Awareness week. In addition, Post Secondary Board and staff members also attend events on campus whenever possible in support of our students e.g. orientations, convocations, awards nights. A history of student accomplishments (pictures and video tapes) is also maintained at the office.

Students continue to access fax, photocopy, computer, and Internet equipment at the GRPSEO. The Internet station is especially popular with students seeking information about institutions, programs, scholarships and bursaries. The office will be slightly expanded to allow space for necessary resources.

GRPSEO staff continue to supervise exams for students enrolled in distance education courses. Staff also provide letters of recommendation/support for students applying for admission to professional programs or for scholarships and bursaries.

GRPSEO Education Counsellors continue with the "Smart Student Strategy" to encourage "responsible decisions by informed students". The GRPSEO continues to provide access to relevant information for students and stresses with students their responsibility to be informed and to think through the implications of their options before making a decision.

In order to contribute to a positive environment for informed student choice, the GRPSEO continues to publish its newsletter, The Talking Tree, three times per year. A Student Guide to Post Secondary Education Assistance is also available to all students. A Directory of Six Nations Post Secondary Students is also published to facilitate student contacts.

Students can access education assistance application forms and up to date policy information twenty-four hours per day via our web site at www.grpseo.org. The website has been revised with our new logo and updated information. A special thanks to Kyle from Six Nations Geo Systems and Virginia from the GRPSEO for taking care of the website changes.

ü "Smart Student" – This counselling strategy is in support of students making informed decisions to keep the maximum number of opportunities open for their future. In the past year, several presentations were made to grade seven and eight students at Six Nations as well as to all secondary students in local secondary schools. These elementary level presentations focussed on getting students to think about: their interests and career goals. Students also participated in activities designed to teach them about prerequisites needed for specific post secondary programs. The secondary level sessions focussed on how to obtain information about post secondary institutions and programs and about GRPSEO support services and counselling.

To encourage students in learning about their career goals, the GRPSEO was pleased to host elementary level co-op students throughout the year. This was an excellent learning opportunity for all involved.

 

The GRPSEO strongly encourages parents and schools to: 1) develop awareness among students at an early age of the many options open to them in terms of education and work, 2) develop awareness among students at an early age of limitations that result from narrowing one’s options too early, 3) develop strategies to interest student in "non-traditional/high employability sectors" such as technology and science, and 4) develop a "smart consumer" approach when making decisions about institutions and programs.

As part of the "Smart Student" Strategy, the GRPSEO held the Fourth Annual Post Secondary Information Day in November of 1999. Colleges and Universities from across Ontario were present to provide first hand program, course and residence information to Six Nations high school students. High School students were bussed in from surrounding secondary schools. There was an excellent turn out and feedback was extremely positive. As a result, the next Information Day is scheduled for November 8, 2000 (this is prior to college and university application deadline dates). Given the number of people in attendance last year, we are unable to accommodate grade seven and eight students this year.

GRPSEO continues to conduct marketing and training activities via contracted services for the GRADS database. The database will continue to be marketed in 2000/2001 and improvements and new applications continue to evolve. Some staff were reassigned to deal with this fundraising activity. Revenue generated from sales will go to scholarships and bursaries.

Community awareness of our purpose and the accomplishments of our students are priorities of the Post Secondary Board, staff and students. In keeping with this, we conduct many activities to increase awareness of post secondary education, the role of the GRPSEO and our students’ accomplishments. The G.R.PS.E.O.’s communication strategy continues to include community and client communications via newspapers, electronic messaging, and our daily radio "spots". This strategy will continue in 2000/2001 and will feature our new logo and slogan. To build stronger linkages with Six Nations people, the Board attended one inter-board meeting with GREAT and held one Board meeting at the Hamilton Regional Indian Centre which is located in an urban community where many Six Nations members live. The Board plans to schedule similar linkage activities in the upcoming year.

The GRPSEO continues its linkages with other Six Nations agencies concerned with human resource development. Co-operative efforts to maximize human resource development opportunities continue through inter-agency agreements or on-going consultations. For example, this past year, the GRPSEO issued study support funds for Social Services as part of the National Child Benefit Reinvestment Strategy, Unfortunately the demand for such services from agencies concerned with human resource development continues to grow beyond available funds. This trend was particularly noticeable this year when significant community resources were directed to economic development initiatives and away from education support. The shift in focus then came under public scrutiny at both the national and local levels when issues of accountability and transparency were identified. Given the policy environment of the past year, it is unlikely that a concerted effort will take place to address post secondary funding issues in the immediate future.

Post Secondary Board members and the Director maintain linkages with colleges and universities at the governance level. Counselling staff maintain linkages with college and university staff and faculty at the student support and program level. The linkages at the governance level focus on long term program planning in relation to community development needs whereas linkages at the staff and faculty level focus on more immediate student and institutional concerns.

Quality of service, outcomes and operational efficiency and effectiveness are on-going strategies to ensure future post secondary funding for Six Nations students. As a result of INACs 1998 Post Secondary Review, the GRPSEO received a 7.5% budget increase however the need continues to exceed available funds. In the 1999/2000 fiscal year, $94,280 in additional post secondary funding was received. These funds were brought forward as deferred revenue given the late date when the funds were received (after the winter start date). Although any additional funding can be used, Six Nations is still in need of a major post secondary funding increase given the rising number of eligible student who are not able to receive any post secondary funding assistance at all. The Post Secondary Board will continue to make submissions in support of additional post secondary funding. See the chart showing Unfunded Applications in this report.

The GRPSEO continues to respond (within available resources) to enquiries from local and regional employers and institutions in regard to the number of graduates in given fields, labour market needs, etc. Both graduates and employers are encouraged to register with Grand River Employment and Training.

When feasible, GRPSEO staff participate in education seminars and conferences for the purpose of educating students about school and program choices as well as making appropriate linkages in support of our students. e.g. Participants at Red Carpet Day, November 1999; Dialogue 2000.

 

Board Governance that functions with clearly stated policy outlining organization purpose as well as Board and staff functions.

Board linkages in forums where positive impact can be made. e.g. Aboriginal Education Councils at local colleges and universities and national and international forums with impacts for Aboriginal post secondary education such as the ACCC annual conference and RETAIN 2000.

Board and staff training, education and planning consistent with our purpose yet mindful of resource constraints.

Board and staff identify local, regional, national and international trends and policies with the potential to impact our students.

Continuous improvement in efficiency/effectiveness of management, administration and student support services.

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

In the 1999/00 year the efficiencies that resulted from the transition from our old database and to our new (GRPSEO designed) GRADS database were clearly evident. This is the first time that staff was able to reasonably keep up with the volume of student applications that could be processed.

Y2K compliant computer hardware and software met all operational needs without loss of operational time.

Annual staff in-service, training and performance reviews continue to ensure that the required combinations of knowledge, skill and ability are on hand. This past year, the focus was on software training, Policy Governance and Alternative Dispute Resolution training.

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

The GRPSEO has implemented and supported flexibility in respect of access to information and applications for education assistance. Technology is relied on as much as possible to maintain contact with students as well as conduct our business with institutions.

Students continue to be accountable. Student progress is monitored on a regular basis. Success is rewarded and acknowledged. Financial consequences apply for failed courses.

Brenda Davis, Chairperson

Lillian Montour, Norman Jacobs,  Carol Jacobs, Marion Martin

Glenda Porter, Deneen Montour,  Minnie Henhawk, Les Sowden

E-mail: grpseo@worldchat.com

(Office hours: Mon. – Fri. 8:30 am – 4:30 pm)

Reception 445-2219

Char Davis addresses questions on your education assistance budget, monthly allowance, overpayments and letters for income tax purposes.

Fern Vyse - For questions about whether your documentation has been received. Fern also mails out applications when requested.

Diane Johnson – For information or to order the GRADS database.

Rebecca Jamieson serves as secretary to the Post Secondary Board in addition to all supervisory duties involved with the operation of the GRPSEO.

Lana Martin 445-2024