Business Rationale for Improving Financial Education of Aboriginal communities

By Clayton Norris, MBA, CAFM

Vice President, Aboriginal Services, MNP LLP

Canada’s Aboriginal communities have always benefitted from their financially-trained members. But today, the demand for financial understanding and literacy within these communities outweighs the supply. The current and future economic realities facing these communities means that now, perhaps more than ever, there is a real business bottom line rationale for encouraging more local people, especially young people, to seek education in financial management. Beyond the personal professional benefits— of which there are many—increasing these numbers is advantageous for the country’s Aboriginal communities and for the overall Canadian economy. The benefits are truly universal.

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Restorative Practice Circles in the classroom

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DeDe DeRose, BC's First Superintendent of Aboriginal Achievement

DeDe DeRose is Secwepempc and a member of the Esketemc First Nation near Williams Lake. She graduated from the Native Indian Teacher’s Education Bed Program (NITEP) in 1981, received a Diploma in Education in 1990 and completed the Ts”kel Masters Program at UBC in 1993. Since graduating, her priority in schools, the district and the province has been to advocate for improvement in Aboriginal education. She has served as principal in Kamloops/Thompson School District for the last 19 years. During her career, DeDe has advocated for the inclusion of Aboriginal languages, cross curriculum inclusion of Aboriginal history and culture, and genuine involvement from parents, caregivers and communities in her schools. DeDe believes that for the Ministry of Education to listen to lobbying from the Aboriginal communities and agree that there needs to be a Superintendent of Achievement is both positive and proactive. She is extremely honoured to be that person, and is excited about the challenges that lie ahead on this uncharted course.

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Big Brothers Big Sisters partners with DreamCatcher Mentoring for pilot project

Big Brothers Big Sisters of Canada partners with DreamCatcher Mentoring for pilot project to expand mentoring services to northern communities.

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Dean Homewood: Aboriginal Liaison, Labourers Union

Dean has been the Aboriginal Liaison for the Construction & Specialized Workers Union Local 1611 for five years. Prior to becoming a Business Representative in 1996, Dean worked in the construction industry as a rigger, first aid attendant, carpenter helper and labour foreman. As of March 2012, Dean is the Training Society Administrator for the Union. CSWU Local 1611 signed a Memorandum of Understanding with the Assembly of First Nations in 2012, and has signed several more with other communities around BC. The Union continues to look for more partnership opportunities and through the Union and the Training Society, help train community members who want to have a career in the construction industry, not just a job.

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Tips for Teachers of Aboriginal Students

by Deborah McCallum

The Aboriginal population is the fastest growing population in Canada. Whether teaching at a Federal Reserve school, or in the Provincial system, it is inevitable that every teacher will be a part of educating Aboriginal students. Therefore, it is important for teachers to be aware of strategies and ‘Best Practices’ for teaching First Nations, Metis &Inuit students. This awareness is essential to help build confidence in the education system, and to help create educational success for Aboriginal students. The following tips and strategies can be used to build self-esteem and understanding, tolerance, respect and trust between Aboriginal students, the community and the school system.

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Why We Need First Nations, Metis & Inuit Perspectives In Our Classrooms

by Deborah McCallum

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Engaging First Nation Students Through Compassion and Innovation

Michelle Shepherd-Wotton: Engaging First Nation Students through Compassion and Innovation

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