Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan
In a review of First Nations band-managed school policies, the Department of Indian and Northern Affairs Canada (2002) noted what had been devolved was “the specific operation of the school. What was not devolved was an [education] system which would support the school” (p. 5) delivery of quality ed...
| Published in: | McGill Journal of Education |
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| Main Authors: | , , |
| Format: | Text |
| Language: | English |
| Published: |
Faculty of Education, McGill University
2011
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| Subjects: | |
| Online Access: | http://id.erudit.org/iderudit/1009171ar https://doi.org/10.7202/1009171ar |
| Summary: | In a review of First Nations band-managed school policies, the Department of Indian and Northern Affairs Canada (2002) noted what had been devolved was “the specific operation of the school. What was not devolved was an [education] system which would support the school” (p. 5) delivery of quality educational programming for First Nations’ students. The purpose of this paper is to compare available second level services and funding levels provided in schools operated by a Tribal Council and a provincial school division. Differences in service levels and funding, the authors argue, must be addressed if equitable services and enhanced learning experiences are to be available to all students regardless of school type attended. En effectuant un examen des politiques de gestion scolaire des peuples autochtones, le Département des affaires autochtones et Développement du Nord Canada a relevé en 2002 que ce qui avait été décentralisé était « la gestion spécifique de l’école. Ce qui n’avait pas été délégué était un système [d’éducation] qui pourrait supporter l’école » (p. 5) dans le déploiement de programmes éducationnels de qualité destinés aux étudiants autochtones. L’objectif de cet article est de comparer les services complémentaires et les niveaux de financement offerts dans les écoles administrées par les conseils de bandes à ceux prodigués par la division scolaire provinciale. Selon l’auteur, les différences existant en termes de niveaux de service et de financement doivent être abordées afin que tous les étudiants – quelque soit l’établissement scolaire fréquenté – reçoivent des services équitables ainsi que des expériences d’apprentissage bonifiées. |
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