We believe the following principles should guide all actions based on recommendations in this document. (Excerpt from the Aboriginal Education Provincial Advisory Committee Action Plan 2000-2005)

Principle #1: Aboriginal world view is a valid way of knowing and understanding the world.

Recognition of the Aboriginal world view as a valid way of knowing and understanding the world is key to cultural affirmation in schools, success for Aboriginal students, and harmonious relations between Aboriginal and non-Aboriginal peoples.

Principle #2: Accountability is essential to progress.

The education system must respond to the needs of all students. In order to monitor the success of the system, we need information on its strengths and weaknesses at the various levels from the province, to the community, to the classroom. In short, we need to know whether the recommendations have been achieved. Everyone involved in education needs to assume responsibility for developing means of assessing our own efforts, with an understanding that we are all accountable in some way when students fail to thrive.

Principle #3: Communication throughout the system is key to the achievement of common goals.

We have come a long way in communicating the goals of Aboriginal education and raising awareness at the school level. We must continue to communicate our aims and goals, and ensure that we move beyond the awareness level toward true understanding. Change cannot occur in isolation and we all need to be apprised of what others are doing to achieve our common goals.

Aboriginal education is not simply a matter of giving equitable time to Aboriginal content and perspectives in curriculum guides and classroom programs. We need to be more diligent and critical of the way we implement policy and actualize curriculum intentions. Along with the commitment to improve the educational experiences of Aboriginal students comes the commitment to evaluate continuously our initiatives in terms of their quality, legitimacy, and authenticity. By authentic we mean genuine rather than constructed from false or stereotypical notions.

Principle #5: All people must have equitable opportunities to succeed, coupled with respect for individual experiences and knowledge.

The concept of equity pervades our recommendations. This principle applies not only to students, but to Aboriginal teachers, parents, and representatives in decision making. Equity implies collaboration, communication, and involvement. Social justice cannot be achieved without adherence to the principle of equity and the commitment to providing diverse and balanced programs.

Four Areas of Recommendations

Cultural Affirmation and School Climate

In order for learning to take place, students must feel that the school reflects their cultural community. We know from experience and research that many Aboriginal students in the province do not find schools to be culturally affirming places. Our recommendations in this area are aimed at ensuring that schools promote the well being of each individual and community by affirming the cultures, traditions, languages, spirituality, and world views of all the students.

Shared Decision Making

Education cannot truly be reflective of the province's population without the meaningful involvement of Elders, parents, and the community. The field of education has long recognized the need for involving parents and the community, but involvement has not routinely been in the area of decision making. In addition, many decisions are made at the organizational level without the involvement of Aboriginal educators and leaders. Our recommendations related to shared decision making are intended to ensure that decisions affecting the lives of children are made in partnership with Elders, parents, the community, educators, and governments.

Core Curriculum Actualization

Saskatchewan Education defines curriculum actualization as effective implementation and ongoing renewal. In order for teachers and administrators to implement effectively Aboriginal content and perspectives, they must be made aware through policy, curricula, and inservice sessions that Aboriginal content and perspectives are in Saskatchewan's Core Curriculum for the benefit of all students, and that their implementation is the responsibility of all teachers. It is also necessary that teachers be provided with adequate support, and that the progress of actualization be charted. Our recommendations in this area are aimed at ensuring that Core Curriculum actualization takes place as intended, for all students and with concern for quality and authenticity.

Life Long Learning

We hold a vision of education as a lifelong process that begins when an individual is born and continues through all stages of life. The school, then, is just one part of an individual's education and must recognize the role of Elders, family and the community in teaching and learning. We also see acceptance of the concept of life long learning as essential to progress in Aboriginal education, and to the growth of awareness among all those involved in education. Our recommendations related to lifelong learning are aimed at achieving respect for diverse perspectives on learning, and recognition of education as a multifaceted process that occurs continuously, in and beyond school.