AMENDED: February 11, 2013 at 5:05 PM MST

IDLE NO MORE DECLARES THE TREATIES AND INHERENT RIGHTS BREACHED AND/OR INFRINGED

We call on the AFN National Chief, Shaun Atleo to denounce the actions of the Conservative Government and the Department of Indians Affairs, now known as Aboriginal Affairs and Northern Development Canada (AANDC). In light of the following disturbing circumstances, we also respectfully ask National Chief Shaun Atleo to decline the acceptance of his impending Indspire Award for Education which he is scheduled to accept on Friday February 15, 2013 in Saskatoon.

February 8th, 2013 (Saskatoon, Saskatchewan): A meeting was scheduled by the Department of Aboriginal Affairs and Northern Development Canada (“AANDC”) at the TCU Center in Saskatoon for ‘consultations’ on Education. These 'consultations' stem from a joint Canada-Assembly of First Nations Action Plan on Education. The development for federal legislation on First Nations Education originates in a report entitled "National Panel on First Nation Elementary and Secondary Education” supported by the AFN. During the meeting, no one from the AFN objected to this process despite much opposition from the grassroots people. This meeting is one of several ‘consultations’ that will take place across the country for the development of proposed federal legislation on education.

The creation of a First Nations Education Act will directly impact the Treaty term and promise to education as understood during the time of Treaty making, made by our Forefathers. The consultation process that was utilized is contrary to its own statement of “open and meaningful dialogue” and further, it contradicts the jurisprudence on the Duty to Consult.

The morning meeting was open to the public and was closed in the afternoon, which left many people confused. No reason for closed doors were given beyond, “it was a closed meeting for the afternoon”. Many grassroots people felt excluded from a process that directly impacts them, their children and future generations.

Grassroots people who wanted to attend the afternoon session were met with hostility and were refused entry at the door, as they were pushed and shoved by security guards refusing to allow them into the meeting.

Idle No More declares the process illegal and contrary to the international standard of free and prior consent as set forth, which Canada is a signatory, in the "United Nations Declaration of the Rights of Indigenous People (UNDRIP)".

Furthermore, Idle No More declares the Treaties and Inherent Rights breached and/or infringed by the British Crown's successor state, Canada as their was intentional physical exclusion of the grassroots people who are directly and detrimentally impacted by this proposed "consultation process".

http://idlenomore.ca/index.php/about-us/press-releases/item/152-breach

Everything of value is being privatized and pillaged.
Canada, Europe, Africa, the USA.... Democrat or Republican, it no longer matters.
Governments have been BOUGHT, and serve their benefactors.... the Global 1%.
NATO has become the enforcement arm for the Global Resource Extraction Corporations.




[font size=3]Hold On to Your Memories,
cause We're TAKING everything else!
..and ain't NOBODY gonna stop us.
Hahahahahahahahahaha![/font]


The only bright spot on the planet is in Latin America.
Some of our neighbors to the south have successfully reclaimed their governments from the hands of the Oligarchs,
and have given us the Blue Print.

VIVA Democracy!
I pray we get some here soon!

Good Luck to my neighbors to the North in your fight against the forces of Evil.
We lost the battle here in the 80s.

Curriculum

A proposed First Nation Education Act could require First Nation schools to teach curriculum that is equivalent to what is taught in provincial schools. Detailed curriculum is not usually included in legislation or regulations, but in policy documents. Curriculum related documents outline:

the subjects or courses that students must study in order to move on to the next grade level or to graduate; and
the expectations of what a student should be able to do in each subject, at each grade level.

Generally, provincial curriculum allows principals and teachers flexibility over what is taught in the classroom. Teachers in First Nation schools would have the same flexibility to work within guidelines.

Many First Nations and First Nation organizations have done work to develop curriculum that is culturally appropriate for First Nation communities, including curriculum for learning First Nation languages and culture. Provincial education systems have mechanisms to allow for local curriculum modification and development. In many cases, First Nations and provinces are working together to develop innovative curricula to suit First Nation needs.
Funding


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Accountability

All First Nations and First Nation education authorities receiving funding for education from the Government of Canada would be required to comply with mandatory provisions of the proposed Act and ensure that funding provided for education is used on education. The development of First Nation education authorities would improve accountability for funding and educational outcomes. Emphasizing accountability and clearly defining roles and responsibilities in First Nation education systems within proposed legislation would mean that school authorities would be directly accountable to students, parents, and First Nation communities for the services they provide and for outcomes achieved. In return, the Government of Canada would provide stable and predictable funding.

Regulations would establish reporting requirements for education authorities and community-operated schools that support strong accountable education systems. Regulations would allow First Nations and the Government of Canada to monitor school performance and ensure that investments in education support stronger educational outcomes for First Nation students. School success plans could serve as the basis of the inspection and annual reporting to the community and the federal government on education, governance and financial outcomes.

In provincial education systems, superintendents or supervisory officers play a key role in ensuring that schools provide an education that meets curriculum and program expectations. Superintendents are responsible for inspections and providing direction and advice to principals.

Annual school inspections ensure that students are being provided with a quality education that leads to graduation. Issues with the educational programs and services being delivered would be identified and addressed routinely.

http://www.aadnc-aandc.gc.ca/eng/1355150229225/1355150442776