How are we working together?
The Ministry of Education and Child Care (ECC) is continuing to engage with the First Nations Education Steering Committee (FNESC) on a joint approach to this Action. Other priority work has delayed the discussion of Action 4.32. Supporting First Nations languages has been acknowledged as a key priority and the ministry will continue work on this action with FNESC prior to engaging more broadly with First Nations rightsholders.
Are there challenges?
Progress on this action has been delayed due to partner competing priorities, limited capacity and significant resources being required to support the diversity of First Nations languages in B.C.
Highlights
ECC remains committed to advancing work on this action with FNESC. When this work resumes, timelines will be jointly determined by FNESC and ECC.
Previous years’ progress
Highlights
In alignment with a distinctions-based approach, the ministry has provided direction to Superintendents that the language, culture, heritage, history, and land-based connections of the First Nation(s) whose territory a school district is located are honoured, acknowledged, and taught. Historically, Boards of Education have decided which languages will be offered in their school districts. The passing of the School Amendment Act, 2023 (Bill 40) will now require that Boards engage with Indigenous Education Councils to ensure that the learning of local First Nation languages and cultures are prioritized.
How are we working together?
The Ministry of Education and Child Care will engage with the First Nations Education Steering Committee prior to engaging more broadly with First Nations rightsholders.
Are there challenges?
Due to the diversity of First Nations languages in B.C., significant resources will be required to complete this action.
Highlights
In alignment with a distinctions-based approach, the Ministry of Education and Child Care (ECC) has provided direction to B.C. superintendents that the language, culture, heritage, history, and land-based connections of the First Nation(s) whose territory a school district is located are honoured, acknowledged, and taught. Historically, boards of education have decided which languages will be offered in their school districts. The passing of the School Act Amendment (Bill 40) will now require that boards engage with Indigenous education councils to ensure that the learning of local First Nation languages and cultures are prioritized.
How are we working together?
In the context of a distinctions-based approach, it is essential that the language, culture, heritage, history, and land-based connections of the First Nation(s) on whose territory a school district is located are honoured, acknowledged, and taught. The Ministry will continue to engage with First Nations Education Steering Committee (FNESC) as the organization mandated by the First Nations Leadership Council to discuss matters related to education with other First Nations rights holders.
Are there challenges?
To do this work effectively and properly acknowledge the diversity and richness of First Nations languages in B.C., long-term, sustainable funding will be required to complete this action.
Further consideration for how to appropriately engage Indigenous Peoples living in urban settings will be required to determine how First Nations, Métis, and Inuit languages can be supported in the K-12 public education system in alignment with a distinctions-based approach.