122 search results for
Education
Recommendation 145:
We call upon all governments to ensure equitable access to high-quality educational opportunities and outcomes from early childhood education to post-secondary education within Inuit communities. Further, all governments must invest in providing Inuit women, girls, and 2SLGBTQQIA people with accessible and equitable economic opportunities.
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Recommendation 134:
We call upon all governments to develop policies and programs to include healing and health programs within educational systems. These programs must be Inuit-led and must provide the resources to teach Inuit children Inuit-appropriate socio-emotional coping skills, pride, and capacity.
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Recommendation 229:
We call upon all governments and health service providers to provide education for youth about 2SLGBTQQIA health.
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Recommendation 82:
We call upon all elementary, secondary, and post-secondary institutions and education authorities to educate and provide awareness to the public about missing and murdered Indigenous women, girls, and 2SLGBTQQIA people, and about the issues and root causes of violence they experience. All curriculum development and programming should be done in partnership with Indigenous Peoples, especially Indigenous women, girls, and 2SLGBTQQIA people. Such education and awareness must include historical and current truths about the genocide against Indigenous Peoples through state laws, policies, and colonial practices. It should include, but not be limited to, teaching Indigenous history, law, and practices from Indigenous perspectives and the use of Their Voices Will Guide Us with children and youth.
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Recommendation 149:
We call upon all educators to ensure that the education system, from early childhood to post-secondary, reflects Inuit culture, language, and history. The impacts and history of colonialism and its legacy and effects must also be taught. Successful educational achievements are more likely to be attained and be more meaningful for Inuit when they reflect their socio-economic, political, and cultural reality and needs. Further, we call upon all governments with jurisdiction over education within the Inuit homeland to amend laws, policies, and practices to ensure that the education system reflects Inuit culture, language, and history.
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Recommendation 83:
We call upon all educational service providers to develop and implement awareness and education programs for Indigenous children and youth on the issue of grooming for exploitation and sexual exploitation.
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Recommendation 46:
Transfer the Child Care Branch from the Ministry of Children and Family Development to the Ministry of Education.
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Recommendation 53:
Together with post-secondary schools in BC, the Ministry of Advanced Education and Skills Training must develop a dedicated anti-racism action plan with concrete measures to protect People of African Descent and members of other racialized groups partaking in BC’s higher education. The plan must be based on genuine and broad multi-actor consultations. The process for the Ministry of Education’s K-12 anti-racism action plan as well as the content of the Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education can be sources of valuable insights.
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Recommendation 46:
To meet the Black-educator deficit in BC schools, the Province must design a credential recognition system that recognizes and allows qualified Black educators who have immigrated to BC to more easily practice their teaching in BC. A supplementary approach is to encourage and support opportunities for part-time teaching, talks and sessions for Black professionals including interested retirees. The education Ministries can maintain a list of willing participants.
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Recommendation 21:
The Province, through responsible ministries, should provide dedicated funding to establish scholarships and mentorship programs to attract more People of African Descent to BC’s healthcare industry as well as studies in health-related fields. It is crucial that admission barriers for Black students are replaced with a reflexive system of admissions and support that accounts for the structural challenges faced by Black and People of African Descent in BC.
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