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...
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fterudit:oai:erudit.org:1009171ar 2023-05-15T16:15:31+02:00 Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan Carr-Stewart, Sheila Marshall, Jim Steeves, Larry 2011 http://id.erudit.org/iderudit/1009171ar https://doi.org/10.7202/1009171ar en eng Faculty of Education, McGill University Érudit McGill Journal of Education vol. 46 no. 3 (2011) All Rights Reserved © Faculty of Education, McGill University, 2012 text 2011 fterudit https://doi.org/10.7202/1009171ar 2013-05-04T23:45:41Z 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. Text First Nations Érudit.org (Université Montréal) Canada Indian McGill Journal of Education 46 3 363 377 |
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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. |
format |
Text |
author |
Carr-Stewart, Sheila Marshall, Jim Steeves, Larry |
spellingShingle |
Carr-Stewart, Sheila Marshall, Jim Steeves, Larry Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan |
author_facet |
Carr-Stewart, Sheila Marshall, Jim Steeves, Larry |
author_sort |
Carr-Stewart, Sheila |
title |
Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan |
title_short |
Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan |
title_full |
Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan |
title_fullStr |
Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan |
title_full_unstemmed |
Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan |
title_sort |
inequity of education financial resources: a case study of first nations school funding compared to provincial school funding in saskatchewan |
publisher |
Faculty of Education, McGill University |
publishDate |
2011 |
url |
http://id.erudit.org/iderudit/1009171ar https://doi.org/10.7202/1009171ar |
geographic |
Canada Indian |
geographic_facet |
Canada Indian |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
McGill Journal of Education vol. 46 no. 3 (2011) |
op_rights |
All Rights Reserved © Faculty of Education, McGill University, 2012 |
op_doi |
https://doi.org/10.7202/1009171ar |
container_title |
McGill Journal of Education |
container_volume |
46 |
container_issue |
3 |
container_start_page |
363 |
op_container_end_page |
377 |
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1766001268093878272 |