Labour Market Study

St'át'imc Education & Training Education Outcomes, Labour Market Research &

Program Recommendations 2012

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Table of Contents

Section 1: Overview

Acknowledgements .................................................................................................................................. 6

Executive Summary .................................................................................................................................. 8

Introduction ............................................................................................................................................ 10

Background ............................................................................................................................................. 11

St'át'imc Nation Overview ...................................................................................................................... 12

Methodology .......................................................................................................................................... 14

Section 2: Aboriginal Education Outcomes

BC Aboriginal Educational Outcomes: Studies and Implications ........................................................... 18

Section 3: Labour Market Information (LMI)

What is Labour Market Information (LMI)? ........................................................................................... 38

St'át'imc Labour Market Supply .............................................................................................................. 40

Key Challenges ........................................................................................................................................ 46

St'át'imc Labour Market Demand ........................................................................................................... 50

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Table of Contents

Section 4: Program Design Recommendations

Suggestions for Action ............................................................................................................................ 64

Recommendations .................................................................................................................................. 66

Section 5: Appendices

Appendix 1: Charts-Aboriginal Student Education Outcomes, BC and Districts 74/48 .......................... 70

Appendix 2: Interview Guide .................................................................................................................. 90

Appendix 3: List of Interviewees............................................................................................................. 98

Appendix 4: St'át'imc BC Hydro Education & Training Program Committee Terms of Reference ....... 100

Appendix 5: List of Sources ................................................................................................................... 102

Appendix 6: Photo/Petroglyph images credits ..................................................................................... 104

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St'át'imc Education & Training

Section 1: Overview

6

Acknowledgments

Vero Management would like to thank all those who contributed to this Project:

The St’àt’imc Chief’s Council for having the leadership and vision to plan for future generations.

The St’at’imc BC Hydro Education and Training Committee Co-Chairs Sally Thorpe and Ernest Armann for their direction, support and their

critical contributions including time, ideas, opinions, and most importantly their demonstrated commitment to a collaborative process.

To the researchers from St'át'imc Government Services, Stacey Austinson and Nora Greenway, for their critical contributions including research,

interviews and community background information.

The BC Hydro Team including Elaine Connell and Akemi Siu for their unfailing support and assistance through the development of this paper.

To the vast number of community members throughout St'át'imc who took the time to participate in the interviews and add their knowledge and

perspective to this project (please see Appendix 3 for a full list of the community members who participated in and supported this project)

Judy Kirk and the team at Kirk and Co. for their invaluable assistance in facilitating a planning workshop.

Finally, the Vero Project team, Gail Murray, Candace Dennis and Bree Gillis, Ian Whitley and Eulala Mills would like to thank St'át'imc

Government Services, the St'át'imc communities and BC Hydro for the opportunity to work and learn in the beautiful St'át'imc territory. We

have gained immeasurable experience and understanding by working on this engaging and important project.

We wish the Education and Training Committee, the St'át'imc people and BC Hydro all our best as they move forward to implement these critical

actions as determined by the communities.

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8

Executive Summary

The information gathered through this project is extensive. This

report is presented in three sections: Education Outcomes, Labour

Market Information, Program Recommendations and Suggested

Actions. Whether looking at the key actions that create successful

learning environments or the areas of potential economic expansion,

it is clear from the research and the community interviews that the

success of the education and training plan will largely depend on the

extent to which it creates cohesiveness and overarching support

throughout St'át'imc. All of St'át'imc need to work together to over-

come existing challenges and barriers.

The community interviews indicate that St'át'imc community values

can include a work/life balance tendency for part time work. It is also

true that in many cases part time and seasonal work reflects challeng-

es in either opportunity or educational attainment for St’át’imc mem-

bers. This is exacerbated by the reality that many employers in the

region have seasonal business and/or use a part time help to reduce

costs. These part time workforce dynamics enable community mem-

bers to both work and pursue cultural and traditional practices that

are often seasonal in nature too. This duality influences what econom-

ic success looks like both for individuals and for St'át'imc as a whole.

The information collected through the community interview process

demonstrated what appears to be a clash between cultural values and

economic development opportunities throughout St'át'imc. This cre-

ates a substantial challenge and potential for conflict between and

among community members. This may require a new definition of

both economic success and cultural values for St'át'imc.

Like many Aboriginal communities across Canada, the St'át'imc have

a very large youth population (1/3 of the St'át'imc population is under

25). This relative youth presents a major opportunity to create and

target job related training to those areas of the local economy that

present the greatest opportunity.

While it is true that overall average growth in labour demand is fore-

cast to be relatively low (Thompson Rivers College Region is currently

the lowest in province, at 1% per annum, which includes the urban

centre of Kamloops). Despite the rather low expectation for economic

growth, there are still several areas where there is anticipated to be a

number of job openings in St'át'imc, over the next several years.

There will be openings created by attrition (due largely to retirement)

in St'át'imc territory in areas such as:

Band administration (e.g., band management, bookkeeping, cleri-

cal support)

Health services (e.g., nurses, home support workers, elder care)

Forestry, including logging and wood processing (e.g., Aspen Mill

employs around 30 St'át'imc)

Graymont lime plant on Ts’kw’aylaxw reserves (employs around

30 St'át'imc)

The research also identified several areas of anticipated expansion

demand (due to economic growth). These included:

Band administration and services (especially health care)

Mining

Independent power production and renewable energy

Finally the research identified some areas of emerging industries

and development opportunities that included:

Pellet production

Renewable energy

Agriculture, including vineyards

The research reviewed was emphatic on the need for parents and or

guardians to have a strong connection to the learning environment of

their children. It was clear that energy must be made to create wel-

coming, open, culturally relevant learning environments from pre-K

through to post-secondary. Where parents and or guardians en-

gaged actively in their children’s learning , the children were greatly

enabled to succeed in schooling.

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The education outcomes for Aboriginal students in BC and in

St'át'imc (both in provincial and in Band managed schools) is a di-

rect and significant barrier to transition to employment. Students

who are performing below grade level, tend not to take the required

levels of Mathematics or Sciences for trades or other apprenticeships,

tend not to complete High School and tend not to participate in post-

secondary education. More than 1/3 (37%) of the St'át'imc popula-

tion over age 15 do not have any school or training completion certifi-

cation, while 8% of the over 15 population have some kind of a post-

secondary certification.

One of the results of lower educational outcomes and the lack of both

school completion and the attainment of certain critical skills (Math,

Science) is that many of the working aged St'át'imc are qualified for

relatively lower skilled jobs that tend to be more part-time, seasonal

or temporary in nature. These learning choices, often made by stu-

dents as young as 12, have a long term and significant impact on the

opportunities available to them in later life.

Current BC Hydro education and training programs have not creat-

ed the anticipated employment or met St'át'imc expectations. This is

largely related to the challenges for St'át'imc in developing the re-

quired mathematics and science skills necessary for entrance into the

programs and/or the trades training. The reality is that much of the

needed training programming is not offered in or near most of the

St'át'imc communities. BC Hydro’s conditions for many job classes

require individuals to be mobile and able to work throughout the

province.

The Education and Training Program is a tremendous opportunity

to make significant and lasting changes. This program is able to use

its 20 year time frame to address some longer term issues such as

increasing Math and Science skills, parent/guardian involvement,

which could change the education outcomes entirely. The program

also has the ability to look broadly at workforce development and

expand on the skills of the existing workforce. This program now has

a starting point from which to build a strong program based on the

St'át'imc vision. This plan if supported can help to generate a long

term sustainable economy that benefits the whole of St'át'imc.

Many of the mid and senior level positions in Band Management,

Health Services, Industry and BC Hydro will be vacated due to retire-

ments in the next 5 to 10 years. Currently, many of these full time

and well paid position are filled by non-St'át'imc. The Education and

Training Program has the opportunity to gather comprehensive in-

formation that identifies where and when these opportunities will

arise and to develop programs that support the development of these

higher level skills in the current St'át'imc labour force.

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Introduction

This project has focused on gathering the best available qualitative,

anecdotal and quantitative information through the various research

activities undertaken. This report provides an independent view of the

labour market conditions of the St'át'imc at a snapshot in time, 2012.

The report presents as holistic a picture as possible by examining the

labour market information as well as the economic development activ-

ities currently underway and also those that are anticipated in the

future. The intent is to provide material that can support St'át'imc in

developing the critical labour force to meet the needs of the St’át’imc,

BC Hydro and the Agreement commitments. As well, the aim is to

uses this information in a way that can enable St'át'imc to take ad-

vantage as existing and emerging business opportunities that can

create jobs in the region.

The project team focused on three areas, first the report has an exami-

nation of recent student performance measures in BC and where

possible in St'át'imc. This is paired with an overview of the current

thinking and research related to the conditions needed to create a

successful learning environment in Aboriginal communities across

Canada.

Second, it is an extensive examination of the labour market conditions

for St'át'imc . This report looks at where opportunities for growth

exist, new and emerging industry. The labour market research identi-

fied skills and gaps within the St'át'imc communities and where the

need for workers and the skills of workers exist. Finally, the report

offers nine recommendations for action drawn from experience, re-

search and areas of demonstrated success. These recommendations

are offered as areas for discussion that can support St'át'imc to devel-

op a local, targeted Education and Training Program that meets the

priorities and expectations of St'át'imc.

The expected long term outcome of this report and its findings, is

that it will act as a support for St’át’imc to develop the Education and

Training Program outlined in the St'át'imc BC Hydro Agreement.

The intention is that by using this material and local expertise the

Education and Training Program can tie into the economic opportu-

nities of the region. By virtue, this will encourage and foster sustaina-

ble economic development for St’át’imc. The St'át'imc are well posi-

tioned and able to realize the great potential of this region through

increased opportunities for St’át’imc members and ultimately, the

fulfillment of the St'át'imc declaration.

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On May 10, 2011, St’át’imc, BC Hydro, and the Province of British Co-

lumbia signed a landmark agreement to address grievances related to

the construction and operation of existing BC Hydro facilities. In addi-

tion to financial benefits, the agreement provides for:

Long-term environmental mitigation plans to help restore land,

water, fish, wildlife and vegetation;

A heritage and culture plan to preserve, protect, and promote

St’át’imc culture;

A relations agreement to assist in developing a long-term sustain-

able relationship between the St’át’imc and BC Hydro; and includ-

ed in that is an education and training component to build capac-

ity within the Communities.

Section 8.11 of the Relations Agreement outlines the scope of the Educa-

tion & Training commitment, which calls for formation of an Education

& Training Committee to oversee the development and implementation

of an Education & Training Program.

The St'át'imc are the original inhabitants of the region which ex-

tends north to Churn Creek and to South French Bar; northwest

to the headwaters of Bridge River; north and east toward Hat

Creek Valley; east to the Big Slide; south to the island on Harrison

Lake and west of the Fraser River to the headwaters of Lillooet

River, Ryan River and Black Tusk.

St’át’imc is largely a resource-based economy. Recent years have seen an

overall downturn in the regional and local economies impacting greatly

on all St’át’imc communities. The St'át'imc way of life is inseparably

connected to the land. The St'át'imc use different locations throughout

the region of rivers, mountains and lakes, planning trips with the best

times to hunt and fish, harvest food and gather medicines. The teach-

ings of living on the land are a large part of the inheritance passed on

from St'át'imc elders to their children.

Background

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St’át’imc Nation

St'át'imc Nation is arguably the most stunningly spectacular and beautiful region of this country. St'át'imc

territory reaches from the steep and majestic coastal mountains, encompassing many mountain ranges,

lakes and valleys through to the Southern Cariboo with its own unique and arid climate. Vast waterways

span the territory including the mighty Fraser River as well as the series of lakes and trails that provided the

link to the Gold Rush in the 1800’s. Hot springs can be found throughout the territory as can fascinating

rock formations and unique mineral deposits. The resources are rich and have provided the St'át'imc with an

ability to thrive for millennia. The St'át'imc have always inhabited this territory and have never left or aban-

doned it. Long before there were roads into the territory, the land was widely travelled by the St'át'imc in

their trade with other nations. The diversity amongst the St'át'imc communities is as diverse as the geogra-

phy. The St'át'imc statement, Ci wa lh kalth ti tmicwa, meaning this land is ours, asserts that the St'át'imc

are ‘the rightful owners of the territory and everything pertaining thereto’.

Overview

“We are the St’át’mc,

self governing, self suffi-

cient, and responsible

for maintaining and

enhancing everything

that the creator has pro-

vided us. We are

St’át’imc !”

St’át’imc Vision

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2010.”

St’át’imc Chiefs

Council Mission

Statement “Under the guidance and

direction of the St’át’imc , the

St’át’imc Chiefs Council will

develop and implement a

governance structure for self

determination that will

maintain social, traditional,

economic and territorial

integrity (which includes

ecological and cultural sus-

tainability) as stated in the

Declaration of the Lillooet

Tribe, dated May 10, 1911 and

in the St’át’imc Unity

Declaration

Significant

Community Events Annual St'át'imc Declaration

Celebrations - May 10th

St'át'imc Unity Ride-

April 27th– May 7th 2012

Annual International Indige-

nous Leadership Gathering-

June 21st

Annual St'át'imc New Years Pow Wow- Dec 31st Northern St'át'imc Elders

Health Forum

The Annual Apricot

Tsaqwem Festival -July 3rd

The St’át’imc Chiefs Council (SCC) is the primary gov-

erning body for St’át’imc is comprised of all eleven

St’át’imc Chiefs. St’át’imc are also affiliated through

the In-shuck-ch Nation; Skatin, Samahquam &

Xa’xtsa7 (Douglas) to a more limited extent. Further,

the Lower St’át’imc Tribal Council represents the

southern Bands and the Lillooet Tribal Council repre-

sents the northern Bands. However, the overall repre-

sentation as a unified group is through the St’át’imc

Chiefs Council. (SCC)

“Since 1998, the St’át’imc Chiefs had formalized them-

selves… and continue to work collectively advocating

for the People and the Land on various political topics

and issues. Matters relating to the St’át’imc-BCH

Agreement, Fisheries, Health, Forestry, Education,

Mining, Nation Building, and Constitutional Develop-

ment have been prevalent issues to date. Other relevant

development activities in the area include Agriculture,

Road Building, Telecommunications and Railway oper-

ations and maintenance.

Each St’át’imc band has its own leadership, Council

and community objectives. These are, at times, not

aligned throughout the communities and can create

difficulties between the communities. The SCC is not a

power or authority unto themselves and political man-

dates and directives are given by each St’át’imc com-

munity for their Chief to work with other St’át’imc

Chiefs to create alignment and resolution. To support

this coordination St’át’imc Government Services was

formed to work on behalf of the SCC. As well, the SCC

signed a Unity Declaration in 2010 that affirmed their

commitment to work together on common interests to

the St'át'imc.

Today, it is estimated the total St’át’imc population is

approximately 6,492 people, and of that total, it is

estimated only 3,737 of these individuals reside on

reserve. Individuals residing on reserve represent an

estimated 1,727 in the Upper St’át’imc and 2,010 in the

Lower St'át'imc.

Growth in the demand for workers is the lowest in

province,( at 1% per annum) in the Development Re-

gions that contains much of the St’át’imc territory

(Thompson Rivers College Region ). Many St’át’imc

continue to live from the resources generated by the

land. However there are also several industries at work

in the region. Most if not all of these are resource

based. These industries include tourism, mining and

forestry. However community government offices gen-

erate the majority of the employment in communities

through their operations in healthcare, education,

administration, management or economic develop-

ment. Other employment is found in highway mainte-

nance, telecommunications and the railway.

BC Hydro transmission lines and generating facilities

have a significant presence throughout the territory.

As a companion to the BC Hydro facilities, many new

models and forms of energy production are presenting

emerging opportunities for St’át’imc to consider. These

opportunities include: Run of the River, Bio fuels,

Wind and Geothermal energy production.

Current Situation

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Methodology

This report is made up of three sets of research and each had slightly

different methodologies. In general the material in this report at-

tempts to reflect the St'át'imc territory and in some aspects, does not

differentiate between those living on or off reserve. For example the

aboriginal students in the Gold Trail School District are not differen-

tiated as on or off reserve. See Appendix 1 for District 74 & 48 Abo-

riginal student results. Where this differs is in the Labour Market

Information (LMI) data. In that case much of the demographic and

labour force data that could be used came from sources that reflected

information for only those St'át'imc living on reserve. Where this is

the case it is noted in the text.

Overall it is important note that the St'át'imc territory is represented

in 2 different development regions (Thompson Rivers and Mainland

Southwest) and in two school districts (Gold Trail, 74 and Sea to Sky,

48). This creates challenges for the research in that these regions also

cover communities that are not in the St’át’imc territory and so can’t

be merged. The research team made every effort to create as clear a

picture of St’át’imc as possible from the available data and used an

extensive community based interview process to augment and vali-

date its findings. It is important to note that the research team has

tried to ensure anecdotal data presented reflects the input of multiple

interviewees. It became clear, as the research evolved, that much of

the needed data does not exist. This document then is the first at-

tempt to bring all of the best available information together and

therefore should be treated as a beginning. It will be essential to the

validity and flexibility of the education and training program that

St'át'imc work together to improve and expand on this beginning.

St'át'imc Education Outcomes and Research:

Educational performance data came from two sources, the Province of

BC’s published performance information and data sets including the

Foundation Skills Assessments and the Exams program along with

the First Nation School Associations School Measures and Data Col-

lection Report. The data is from the 2010/11 school year as that was the

most recent year available at the time the research was con-ducted.

Where possible the information most relevant to St’át’imc is included

in the analysis.

The research review also examined a wide range of current documen-

tation, studies and forums that focus on Canadian Aboriginal Educa-

tion reform and achievement. The sources used here have been in-

cluded as they are seen as formative to the current thinking and meet

the following criteria:

Most current thinking (sources are from 2009 forward with a

few relevant exceptions) towards education systems and re-

form

Process and or structure of forum or study is generally accept-

ed and endorsed by the Aboriginal community

Process and or structure of research is driven in part or whole

by First Nations experts in education policy or delivery

Labour Market Information:

The information was gathered from several sources including Statis-

tics Canada, BC Stats, the labour force survey and the 2006 census

(the relevant 2011 data was not available). More importantly this in-

formation relied heavily on local on-the-ground knowledge and was

validated and augmented through a series of focused interviews done

with several members in most communities. These interviews, con-

ducted between March and June 2012, added much of the community

perspective and substantively enhanced the data sets. Please refer to

Appendix 2 for the community interview guide and Appendix 3 for

the list of Interviewees.

Several issues impact the quantity and quality of labour market in-

formation available to this study. These influenced the approach tak-

en to gathering and presenting labour market information.

Boundaries / Data Sets:

The geographic boundaries of the St’át’imc territory do not exactly

align with any other political or development boundaries, such as

municipalities, regional districts, development regions, college re-

gions, school districts, forest districts or local health areas. As such,

secondary data on employment and labour demand forecasting data

is drawn from a variety of potentially overlapping sources. As such,

there is a risk that data has been double-counted or that there are

gaps in the data, albeit relatively small.

15

Aging / Missing Data:

This research has benefitted from the development of the Aboriginal

Data Portal by the Department of Aboriginal Affairs and Northern

Development, which provides access, at a community level, to demo-

graphic, employment and income data. However, while population data

is reported from the 2011 Census, other data is either missing (Statistics

Canada will not report labour and income data if the census population

is too low, as with some of the St’át’imc communities, in order to pre-

serve confidentiality) or relies on the 2006 Census. Data on factors such

as employment and income is reported more recently at a broader level,

e.g., for the Thompson Rivers University College Region, and the Main-

land / Southwest Development Region. However, applying broader re-

gional estimates to the St’át’imc territory is problematic due to the vast

difference in sectoral make-up across the regions, and the scale and

relative isolation of the communities.

Lack of Quantifiable Data:

The above two issues are exacerbated by the absence of rigorous meas-

urement of labour market participation at the local level. The findings

of this research are heavily reliant on anecdotal data in the absence of

quantitative data, especially in regard to projected labour market de-

mand. As such, this research is mostly limited to articulating the direc-

tion of demand for broad labour categories, identifying specific occupa-

tions where there is sufficient supporting data, and only in cases where

there is a broad consensus among the many who were interviewed.

Seasonal:

There is an emphasis toward seasonal employment in the territory (e.g.,

funded project work, construction, forestry). While the rate of full-time

employment can be estimated from census data, the data available to

measure employment at a sectoral level is not broken down to identify

full-time, part-time and seasonal workers. This is a further challenge in

establishing a baseline for moving seasonal and part-time workers to

full-time employment.

No Integrated Economic Development Strategy:

There is no documented, unified economic development strategy for the

territory to provide direction to a territorial labour market analysis.

Each community and tribal council has its own economic development

resources, plan and function. This presents a challenge in identifying an

integrated direction for future labour market demand from a territorial

perspective.

16

17


Section 2: Aboriginal Education Outcomes

18

Education Outcomes

Aboriginal Student Outcomes in British Columbia (2010-11)

For St’át’imc to develop a strong education plan it is essential to build an understanding of the challenges and successes experienced by Abo-

riginal students in BC as a whole and in the schools, districts and post-secondary programs that serve St’át’imc students. There are clearly

overarching systemic issues broader than the St'át'imc education system, that greatly impact on the lives of the St'át'imc members.

The provision of education in Aboriginal communities on and off reserve or territory is extremely diverse. Communities across the country

acknowledge the need for Aboriginal driven, culturally defined systems that promote Aboriginal identity while balancing federal and provin-

cial funding requirements, policy and curriculum.

The difficult truth is that regardless of the model used (provincial or First Nations managed) Aboriginal students struggle to achieve in the K-

12 education system and, though to a lesser degree, in the post-secondary system. This is true for Canada as a whole, BC and St’át’imc. The

information presented below paints a challenging picture, and while in some areas St’át’imc students are outperforming the BC average for

Aboriginal students; they are not yet nearing the overall provincial level of performance.

The information below is an overview of the most recently available grades K -12 student outcome information. It is generated from the data

sets of the Province of British Columbia (See appendix 1), as well as a long term, ongoing surveys done for the First Nations Schools Associa-

tion (FNSA), a non-partisan organization that collaborates with First Nations schools and currently has 127 schools across BC as members.

19

Provincial K-12 Programs

British Columbia’s Ministry of Education requires that schools ask students to decide whether to identify themselves as Aboriginal. On the basis

of this self-identifying, volunteered information, the ministry counted 63,899 Aboriginal students among a total of 579,115 students registered at

British Columbia’s public schools at the beginning of the 2010/20111 school year, 11% of the total population self-reported as Aboriginal. In Gold

Trail (District 74) 58% (786) of the students self-reported as Aboriginal and in Sea to Sky (District 48) this figure was 15% (617).

Data available from the Provincial Ministry of Education provide information that can be used to assess the performance of students and schools

both between Aboriginal and non-Aboriginal students but also, and perhaps more importantly, among the provinces Aboriginal learners.

All students in public schools are required to write the Foundation Skills Assessments (a set of uniform examinations in reading, writing, and

numeracy) during grades 4 and 7. In addition, mandatory provincial examinations are administered in the following grade 10, 11, and 12

subjects:

English 10

Foundations of Math 10

Apprenticeship Math 10

Science 10

Social Studies 11

Civic Studies 11

BC First Nations Studies 12

English 12: First Peoples

English 12

Communications 12

Along with the Foundation Skills Assessment’s measurement of the extent to which students have acquired the key skills required at their grade

level. The likelihood that students will annually progress from grade to-grade until they receive their secondary school diploma is a central meas-

ure of success. Once a student fails to progress from one grade to the next their likelihood of completing school falls dramatically.

The difficult reality is that the province’s Aboriginal students continue to lag behind their non-Aboriginal classmates and there has been very

little change since 2005. On FSA tests all subject areas at both grade levels, there is a considerable and persistent gap in achievement between

Aboriginal and Non Aboriginal Students and the gaps continue to widen.

1 The 2011/12 Data will not be available until the fall of 2012

20

For Students in St’át’imc, at the grade 4 level, Numeracy performance lags slightly behind the performance of all Aboriginal students while writ-

ing performance is slightly higher and reading comprehension about the same. By grade 7 all three subject areas in District 74 show perfor-

mance below and in the case of reading, significantly below the performance of Aboriginal students throughout the province.

In Grades 10-12 required examinations, results show an ongoing gap between the two student groups in their average performance. Looking at

the English 10 results for 2010/11, for the province as a whole 89% of Aboriginal students passed the exam but only 45% achieved at or above a

C+. For the St’át’imc students, District 74 87% of Aboriginal students passed and 36% achieved a C+ or better and in District 48 while 95%

passed the exam only 31% achieved a C+ or better.

Education Outcomes

Grade 4 Reading Performance Aboriginal Students Not Yet Meeting Expectations

10

15

20

25

30

35

40

45

50

2007/08 2008/09 2009/10 2010/11

Gold Trail (74) Sea to Sky (48) Province Province

Source: BC Ministry of Education

21

Source: BC Ministry of Educa-

Aboriginal students continue to fail the provincial exams at a substantially higher rate than that experienced by the general student population.

This is a significant factor in the graduation results for Aboriginal Students and therefore their employment prospects in the longer term.

In 2010/11 54% of Aboriginal students in grade 10 in School District 74 did not complete their mathematics course and 39% did not complete

their science program. Participation in senior level math and science courses is a particular area of concern. These courses are usually a require-

ment for entry into apprenticeships and other trades and are certainly a requirement for many areas of the labour market in St’át’imc.

When examining Graduation Rate and the successful transition grade to grade towards Graduation over the five school years from 2005/2006 to

2010/2011, Aboriginal students have enjoyed no statistically significant improvement, their departure is significantly higher each year and Abo-

riginal students are still more than twice as likely as the student population as a whole to require one or more additional years to complete their

secondary school program.

Of the Aboriginal students entering Grade 8 in 2005/06 54% graduated on time in 2010/11. For non-Aboriginal students the proportion com-

pleting on time is 83%. The proportion of 2005/06 Aboriginal Grade 8 students completing school on time in 2010 in District 74 was the same as

for the province as a whole, while is District 48 it was slightly higher at 56%.

22


Aboriginal Schools, K-12 Programs

Aboriginal schools, those that are serving students eligible for INAC nominal roll funding, do not participate in or report the results of the Foun-

dation Skills Assessment (FSA) or Provincial exams programs. However they are surveyed annually by the First Nations Schools Association.

Much of the survey is focused on community support and educator capacity but the report does include some assessments of student perfor-

mance.

In five of the last six years (including 2010/11) for both reading and math there is a consistent pattern of performance linked to grade level. Gener-

ally, students perform well in the early grades (in 2010/11, 5% of grade one students were performing 2 or more years below grade level in math).

Then, performance drops in the middle years where over time you see a large percentage of students leaving the school system. Many individuals

who have struggled through elementary school often leave the system in their early high school years. For students in grade nine, 43% are per-

forming 2 or more years below grade level in math. For students who continue with their studies, performance tends to either improve in later

years or remain relatively stable (in 2010/11, by grade 12, 36% are performing 2 or more years below grade level in math).

Education Outcomes

23

Source: Seventh Annual FNSA School Measures and Data Collection Project 2010/11 — FINAL REPORT

Aboriginal Student Attendance Students are also measured by the number of days a student is late in a school year. Tracking attendance demonstrates both commitment and

attachment too schooling. In the elementary grades, many (over 50% in pre-K through grade 7) students are late up to 10 days. In Grades 8-12,

68% are late 11 days or more with 54% late over 21 days. Across the province, this shows a consistent grade level trend that is consistent to where

the students are demonstrating they are struggling in school.

Aboriginal Students in BC Post-Secondary Programs

In 2009/10, 21,852 Aboriginal students were reported to be in the public post-secondary system. In 2005/06, 40% of Aboriginal high school

graduates made an immediate transition to a British Columbia public post-secondary institution, compared with 51.3% of non-Aboriginal high

school graduates. By 2010/11 a further 23% of the 2005/06 Aboriginal graduates had entered a Post-Secondary Program.

24

The most recent Provincial study of Post-Secondary Outcomes for Aboriginal Students examines those who were registered in 1995, ‘97 and ‘99.

While it is acknowledged that this is relatively dated information, it was agreed that it remained relevant for the purpose of this report.

The study revealed that students who identified themselves as Aboriginal were more likely to be female; their median age was 29 while for non-

Aboriginal former students it was 25. Unemployment rates have been higher for Aboriginal former students and their full-time employment

rates lag behind those of non-Aboriginal former students. Aboriginal former students were much more likely to have children and to be single

parents. Almost half (45 percent) of Aboriginal respondents reported taking some prior post-secondary education, 56 percent of these respond-

ents said they had already received a credential, that is a diploma, certificate, associate degree.


Education Outcomes

25

Implications of the Research

St’át’imc students face real and significant challenges in the education systems whether they are Government (provincial public schools) or

St'át'imc led. What is clear from the student performance information, be it K-12 or post-secondary is that the concerns about the support for

Aboriginal student success nationally and provincially are equally if not more significantly true for those living on reserve in St’át’imc.

While this is a serious problem for St’át’imc and these issues in enabling successful learning set the stage for future challenges in the labour

market, the reality is that it is not a new problem and neither is it unique to St’át’imc. The challenges for Aboriginal learners throughout Cana-

da are the subject of much intensive research. In the last two years alone there have been substantial in depth studies sponsored by the Canadi-

an Senate, a National Panel of Review and the Assembly of First Nations to name a few.

An overarching framework defined in the Society for the Advancement of Excellence in Education (SAFE) study, Sharing Our Success in Aborig-inal Education 2004, 2007 identifies ten key critical success areas for Aboriginal education. Each success factor has been explored and expanded

from the documentation review to draw evidence to its application or validity within the Aboriginal early learning to Post-Secondary context.

The 10 critical success factors are:

Governance

Leadership

Parent Partnerships

Teacher Quality

Assessment

Literacy and Language

School Climate and Environment

Programs and Services

Aboriginal Languages and Culture

Schools and Communities

26

Governance Many of the current issues Aboriginal students face today are residual effects of the previous residential school

system. With the disgrace and dissolution of the residential school system little or no provision was made for the

necessary support structures required to deliver First Nation education. There was no clear funding policy, ser-

vice provision, or legislation, standards or regulations to set an education governance and accountability frame-

work. No consideration was given to the connections and inter-relationships to provincial systems, and no ac-

countability was put in place for transitions of students between provincial and First Nation schools (Standing

Senate Committee on Aboriginal Peoples 2011).

There is still no system of education for Aboriginal elementary and secondary education in Canada. Many of the

studies reviewed (Standing Senate Committee on Aboriginal Peoples 2011; Assembly of First Nations 2010; Na-

tional Panel on First Nation Elementary and Secondary Education for Students on Reserve 2011) advocate that a

fundamental reform of the Aboriginal education system need to occur that will see:

The co-creation of legislation in the form of a First Nations Education Act that outlines the responsibili-

ties for each partner in the system, and recognizes and protects the First Nation child’s right to their

culture, language and identify, and a quality education

Statutory funding that is needs based, predictable and for the purpose of education

Aboriginal control of First Nation education through the establishment of primary, secondary and third

level supports structures that are designed and delivered by First Nations

This position doesn’t necessarily advocate the creation of a separate Aboriginal educational model removed from

the provincial delivery of education. The focus is more on the creation of a system where there is broad agree-

ment on the requirements for education services, programs and supports that enable the delivery of a standard

of education for First Nations children comparable to that provided to other Canadian children.

While advocating for systematic reform of the Aboriginal education system as a whole, there is broad acknowl-

edgment of the complexity of this reform. The focus is on the development of education structures, and agree-

ments that are relevant and specific to the local community or territory. It is also recognized that when driven in

partnership, educational reform must be based in accountability by all key participants.

There are First Nation communities throughout Canada where educators and their communities are together

establishing innovative relationships with Federal and Provincial governments. These programs range from

reciprocal tuition agreements to more extensive arrangements for teacher certification and culturally relevant

curricula development.

Education Outcomes

“Some communities

hold IPP water licenses

and construction

phases of existing

plants provided em-

ployment for commu-

nity members.”

27

The SAFE 2004, 2007 report entitled “Sharing our Success: Ten Case Studies in Aboriginal Learning” provides evidence that Aboriginal schools

can achieve student success through each of these different governance structures. What the study found more important to success than the

educational model is that they (learners and schools) are supported by systems of strong leadership and commitment of the “child first” philoso-

phy.

Overcoming widespread Aboriginal cultural alienation toward formal education requires engaging Aboriginal communities in school manage-

ment. This emphasis on community driven governance is evidenced by the IAHLA Data Collection Project 2010/2011 report by Tindall Consult-ing that states that “the mission of Indigenous higher education is empowerment where First Nations higher learning institutes are founded

upon unique governance structures that are community driven; and based upon community leadership and responsibility.”

The C.D. Howe Institute 2011 report entitled Aboriginal Education of Quebec: A Benchmarking Exercise furthers this assertion in stating that: “A

dual responsibility exists. At all levels, provincial school authorities need to provide opportunities for Aboriginal organizations, parents and citi-

zens to participate meaningfully in school governance. Simultaneously, Aboriginal leaders have a responsibility to engage with the provincial

education system and address education goals beyond cultural preservation.” These structures are based upon ‘whole learning’, which includes

personal learning, cultural learning, and academic learning.

For St’át’imc the central message of the research seems to be that good governance is important however many governance models are successful.

While, from a policy perspective there are many arguments for Aboriginal controlled education systems, the research is clear that Aboriginal

students can be successful in any model. The research also indicates that success must reach beyond the goals of cultural preservation and also

address personal and academic achievement.

Leadership In Aboriginal communities, and thus Aboriginal led schools, leadership has seen the development of Aboriginal education systems without a

formal systematic legislated system of education for Aboriginal elementary and secondary education in Canada. Communities have had to take

a leadership role in the absence of having a formal system in place.

“According to Department of Aboriginal Affairs and Northern Development Canada (AANDC, formerly INAC) there are 518 on-reserve schools

that are responsible for delivering programs and services for students from Kindergarten to grade 12 using First Nations pedagogies. Many of

these First Nations controlled schools are led by First Nation principals and administrators with qualified and certified First Nations teachers...

sixty percent of all First Nations students, approximately 70,000 individuals, attend First Nations elementary and secondary schools. In many

communities, there are also locally controlled early childhood education and preschool programs that feed into the K-12 programs” (Senate

Standing Committee on Aboriginal Peoples 2011).

In considering actions for St’át’imc , what is clear from the research is that successful schools have a common vision and clear set of priorities

despite any formal system that is in place through legislation. Successful leadership welcomes ideas for improving student achievement and

seeks ways to make people feel they can change things that aren’t working (SAFE 2004, 2007).

28

Parent/Guardian Partnerships

The research clearly shows strong partnerships between parents/guardians and their children's schools improve student achievement.

“Many studies have shown that strong working partnerships between schools, parents/guardians, and communities exert a powerful positive

influence towards improved school performance. Leveque (1994) found that parental/guardian involvement in the design and implementation

of programs was the greatest factor linked to Aboriginal student success. Another study showed that the support of a mother with strong tradi-

tional values and practices improved students’ academic and social school performances (Coggins, Williams, & Radin, 1996)” (SAFE 2004,

2007).

The establishment of effective working partnerships between schools, parents/guardians, and communities is dependent on the formation of a

climate of trust. Part of the important work of school staff is to create an environment in which trust between home and school can develop and

grow.

In the SAFE 2004, 2007 study, high levels of trust were evident in the profiles of successful schools. All schools exerted special efforts to bring

parents/guardians into the school and fostered trusting relationships with parents/guardians and community to overcome the lingering multi-

generational intention of schools as instruments of assimilation. A sense of community ownership of the schools also appeared to be associated

with higher levels of support for education thus removing the oppressive nature and ill intent of previous school systems that have been a barri-

er for so many.

Aboriginal parents/guardians and communities look to actions when evaluating relationships. Successful practices of engagement and partner-

ing with parents/guardians include:

Contact initiated by the school to relay compliments about a student’s behaviour or accomplishments

Non-threatening opportunities for school visits, including sports events, concerts, plays, and celebrations

Cultural celebrations with the sharing of food with staff, students, and families

St’át’imc has an opportunity to grow and enhance the parental/guardian relationships in its schools, both band and provincially led. On the

whole this one element has the potential to make great change and it is wholly in the control of the individuals and communities throughout

St’át’imc . If there is any one factor that individuals can influence and make change it is that Parent/guardians and their community can work

together and change the education outcomes of St'át'imc students.

Education Outcomes

29

Teacher Quality

Many researchers see teacher quality as the single most important factor in improving student success (SAFE 2004, 2007; FNESC 2008).

Personal qualities such as being friendly, accepting, respectful, and fair are particularly desirable for teachers who work with Aboriginal stu-

dents. These teachers are better able to develop trust with parents/guardians and good partnerships between home and school. (National Panel

on First Nation Elementary and Secondary Education for Students on Reserve 2011; C.D. Howe Institute 2011)

There is some evidence that teachers who come from small communities and attended colleges were better able to work in remote communities.

The value of teachers who can relate with the students and vice versa the students who can culturally relate with the teacher cannot be under-

stated. (C.D. Howe Institute 2011)

Across the review of studies the following characteristics were viewed as critical for effective teachers of Aboriginal students:

Ability to create a warm, accepting, and supportive learning environment

Commitment to student success that includes the belief that each student can learn

Flexibility to adapt and experiment to find optimal educational programs and methods for each student

Commitment to performance-based education and willingness to use appropriate assessment tools

Attitude of solving problems

Understanding and respect for local culture

Involvement of parents/guardian in learning partnerships

In developing and expanding education services in the communities, St’át’imc can re-emphasize the importance that band-operated schools

must ensure that their teachers are certified to teach in the band’s province and that the school follows the provincial curriculum, adapted to

reflect the First Nation’s language and culture (Standing Senate Committee on Aboriginal Peoples 2011). This is furthered by the finding that,

“the employment of up to 85% certified and highly qualified Aboriginal teachers from their own communities was a source of considerable

pride at the schools” and further contributed to the successful outcomes of students. (SAFE 2004, 2007)

30

Assessment

Currently, there is a lack of system wide student information tracking and monitoring and limited context for evaluating success, or for regular-

ly making improvements, through ongoing assessment of student achievement. (Standing Senate Committee on Aboriginal Peoples, 2011)

That said however, Aboriginal schools have embraced the need for, and benefits resulting from, routine and formalized assessment of student

performance. While schools have real and valid concerns about using tests that were developed in different cultural groups and contexts, they

understand that assessment can help them learn more about their students. This knowledge can then guide the schools, teachers and Parents/

guardians to better align support for students and adapting to meet their specific needs.

Assessment is considered an important part of continuous improvement. Schools that measure performance maintain high expectations for

both staff and students. Their teachers believed that each student has the potential to learn and to rise to the expected level of achievement. Staff

members demonstrated a dedication to improving the quality of teaching and learning through ongoing professional development and

research. (SAFE 2004, 2007)

The Assembly of First Nations, ‘First Nations Control of First Nations Education Final Report 2010’ calls for comprehensive learner systems that

include learner outcomes. It asserts that, First Nations’ developed and controlled comprehensive data, management and evaluation systems are

critical to measuring outcomes and ensuring opportunities for continuous improvement. Data analysis is a critical component for planning and

improving learning outcomes. St'át'imc may want to examine ways in which a to implement consistent measurements and assessment tools

across St'át'imc schools , despite the varying governance/educational models .

Education Outcomes

31

Literacy and Language

“Literacy is a core competency required to open doors to future success” Whether it be for pre-school children, adult learners, or anywhere in

between, Aboriginal educators deem that increasing literacy is fundamental to their students’ and schools’ success. “Literacy is arguably the most

important foundational skill required for academic success, and its acquisition is an issue of paramount concern in the context of Aboriginal

schooling” (SAFE 2004, 2007).

The National Panel on First Nations Elementary and Secondary Education for Students on Reserve 2011 report recommends that “First Nations

develop and launch, or expand existing early literacy programs in the 2012/13 school year that will focus on preparing First Nation students in

the early years for success in reading.” The National Panel believes that an emphasis on helping First Nation students to read at level by Grade 3

would be significant in improving education outcomes for this generation of First Nation learners.

For students already attending school, administrators are adopting different strategies to increase literacy to include:

reducing their primary class sizes,

adding resource staff to allow for small-group reading instruction,

implement reading recovery programs for special needs students or those experiencing difficulty learning to read should be supported

For older students, intervention can include tutors, computer-assisted programs, access to special materials and small-group corrective reading.

Aboriginal post-secondary institutes generally provide English language and language comprehension instruction. Improving literacy skills has

proven vital to improving the success rates of adult Aboriginal learners (FNESC 2008).

The SAFE 2004, 2007 study states that successful schools emphasize early childhood intervention, which results in a greater number of children

entering grade one ready to read. St’át’imc already has several strong pre-K literacy programs and its learners can only be further supported if

they are able to expand and grow. By creating programs that support broad access to literacy programming for learners of all barriers of em-

ployment for individuals are reduced and opportunities for the younger generations as well are expanded.

32

School Climate and Environment

School climate strongly influences the education a student receives. In schools with a good climate, everyone takes care to create and maintain a

positive learning environment. This could be characterized by safety, mutual respect, pride, focus on learning, and celebration of success. Suc-

cessful schools carefully monitor attendance, behavioural expectations for students are high, and rules are well communicated in a positive way.

Misconduct is addressed immediately by staff and administrators and parent/guardian complaints are addressed quickly.

The physical structure of the school contributes significantly to school climate. Existing school facilities and the building of new facilities needs to

ensure a safe and healthy learning environment. Facilities need to be well-equipped, well maintained, environmentally and culturally appropri-

ate, and reflect Indigenous knowledge in the physical structure of the building. Including traditional designs, including space in schools for par-

ents/guardians, Elders, the physically challenged, community engagements, and early childhood learning .(Assembly of First Nations 2010)

Aspects of this that the St’át’imc community can consider and act on relate to having an open-door policy and use celebrations to bring families

and community members into the school. A successful school noted in a case study focuses on bringing in resource people from the community

and has included singers, drummers, dancers, carvers, story tellers, and elders. (SAFE 2004, 2007)

Programs and Services

Aboriginal led schools are unique in their structure and service delivery. It is recognized, however that across the board there is a need to provide

programs to overcome the many social barriers to children’s learning (National Panel on First Nation Elementary and Secondary Education for

Students on Reserve 2011).

Along with academics there may be additional cultural and language teaching, a focus on life skills development including: building students’

self-esteem, coping skills, and resiliency, as well as meeting basic needs through meal and health programs (SAFE 2004, 2007, Assembly of First

Nations 2010).

In addition to in school programs and services many successful schools incorporate early childhood services, support for adults and families, and

transition services for youth moving to the next level of training or education. (SAFE 2004,2007)

These additional services are extremely costly. In some cases, these services are, or could be, purchased through service arrangements with pro-

vincial school boards to include, but not limited to: specialized counseling services, psychological and learning diagnostic services, special learn-

ing tools, supports for children with special needs, and student assessments (National Panel on First Nation Elementary and Secondary Educa-

tion for Students on Reserve 2011). These services can also be attained through service agreements with other community health or counseling

services. It is important to note that these needs are not restricted to the K-12 sector, as a relatively large proportion of the students enrolled in

Aboriginal Post-Secondary Institutes also deal with considerable challenges while attending school.

Education Outcomes

33

Aboriginal Culture and Language

Overwhelmingly, the forums and studies reviewed emphasize that to achieve student success the Aboriginal education and school environment

must be embedded within the culture and language of the community. It can be found in programming for the youngest of children, with Head

Start programs based in culturally relevant materials and language that carry on the teaching of parents (National Panel on First Nations Edu-

cation for Elementary and Secondary Education on Reserve 2011), It can be continued on to post-secondary where Aboriginal Institutes that

integrate cultural activities and values into the fabric of the environment,. Educators agree that an education with strong cultural foundation is

critical for student success and community growth (FNESC 2008).

This is not to say that the need for cultural and language learning should supersede that of the importance of academic programming, but that a

successful system will balance and integrate the two into its day-to-day operations. Some aspects of cultural learning have to be done with and on

the land. Efforts to bring language and culture into learning environments must consider both the hands on nature of cultural learning and the

need for a strong focus on academic achievement. The SAFE 2004, 2007 study articulates that successful schools achieve a balance of these needs,

through honouring and affirming students’ pride in their identity with activities such as drumming at Morning Circle, to teachings of the bison

hunt and the Bannock Feast.

The study further stated that “every school offered instruction to all classes in the Aboriginal language of the community, and most used the local

language to exchange greetings, and for ceremonial purposes, or to supplement instruction.” (SAFE 2004, 2007). As with early learning pro-

grams, St’át’imc has a legacy of success to build on in creating and supporting strong language and cultural programs.

“Language is the outward expression of an accumulation of learning and experience shared by a group of people over centuries of development.

It is not simply a vocal symbol; it is a dynamic force which shapes the way a man looks at the world, his thinking about the world and his philoso-

phy of life. Knowing his maternal language helps a man to know himself; being proud of his language helps a man to be proud of him-

self.” (Assembly of First Nations 2010)

34

Schools and Communities

Some schools have developed productive partnerships with local businesses, community service organizations and other agencies for the integra-

tion of a wide range of student support services. Schools have also benefited from the skills of community members when they hire teachers from

within the community, or employ local Aboriginal support staff that fills a critical community liaison role .(SAFE 2004, 2007)

School and community partnerships benefit schools in subtle ways, for example, partnerships can result in diverse resources becoming available

to the school. For example, this is seen when industry supports the provision of sector related training in a community.

There is also a very strong community component to Aboriginal Post-Secondary Institutes. The institutes contribute to both individual and com-

munity capacity building and they are able to respond directly to priorities and training needs identified by communities. Respectively, Aborigi-

nal communities also contribute greatly to their institutes, including specific activities such as involvement in student support services, the prep-

aration of teaching materials, and program planning. (FNESC 2008)

Generally all of these factors for success point to the level of support and active participation by the St’át’imc communities in the education sys-

tem. It is clear that The greater the community support and participation, the more enabled the learners are for success. As the Education and

Training program is developed and expanded over time St’át’imc will enable greater success by keeping community involvement and

commitment at the forefront of its efforts.

Education Outcomes

35

Summary of Current Thinking

Aboriginal education and school structure is as diverse and varied across the country as is the Aboriginal culture and tradition. Yet despite the

vast differences there are some consistently successful schools in Aboriginal communities. These are schools who emulate the ten critical success

factors. Successful schools are responding to their community’s geographical, cultural and political dynamics; determining governance struc-

tures that are relevant to their needs, as well as reflective of their interdependent relationships with provincial / territory policy and delivery re-

quirements and federal funding structures.

Aboriginal School systems that are achieving success are embracing a strong vision of whole life learning and a child centered instructional

methods for the development and teaching of its students. Leaders are holding true to this vision and are balancing an Aboriginal community

driven education model with critical partnerships agreements.

The provincial curriculum requirements are integrated with culturally relevant programming and based, were possible, in First Nations lan-

guage. School systems are acknowledging the need to take education into the home with early learning programs, whereby parents/guardians

and children can experience learning together. Thus increasing literacy for the whole community and preparing their children for their educa-

tional experience while also building awareness and trust relationships based on mutual objectives with parents/guardians.

Strong, consistent leadership and well trained culturally sensitive teachers are critical to student outcomes and ultimately student retention. Post

-secondary institutions and Aboriginal Post-Secondary Institutes realize the need for Aboriginal teacher training and are effectively creating

programming to achieve it.

Programming, support services, school climate and environments that are needs based, culturally specific, based in values of mutual respect and

realistic expectations are seeing increased levels and breadth of learner success. Which in turn, through acknowledging the need for assessment,

better enable student laddering through their school careers.

This review has shown that while the challenges are significant, communities with strong leadership, focused determination and consistent di-

rection focused on the ‘whole learning’ of their next generation can develop school systems that will lead to individual, school and community

success. The research and the educational outcomes information underline the potential for action in several areas that can enhance the learn-

ing and employment opportunities for the St’át’imc communities. As St’át’imc develops their Education and Training Plan this information can

act as a strong guide for action and areas of critical focus.

36

37


Section 3: Labour Market Information (LMI)

38

What is Labour Market Information (LMI)? A properly functioning labour market is vital to a modern economy. A robust LMI system facilitates the matching of people and jobs both in

times of labour shortages and in periods of high unemployment. Reliable LMI is necessary to make sure that good policy and program deci-

sions are made to improve the economy’s performance and reduce joblessness. Alternatively, in an ‘under-supplied,’ or ‘tight,’ labour market,

accurate LMI will identify occupations with shortages and help to channel new entrants to the labour market into high-demand occupations.

Accurate information in the form of accessible LMI can lead to better labour planning and that, in turn, can create the competitive edge neces-

sary to capture a growing portion of the trade coming to and going from North America.

Labour market information may include but is not limited to: vacancies, expectations of the impact of economic growth or contraction, skills

required for an occupation, number of individuals who possess the required skills, types of training available and certifications granted, retire-

ments expected, demographic changes, current jobs filled, mobility of workers in and out of the region, and large projects beginning or ending.

Labour Demand: Is a combination of economic expansion and the introduction of large scale projects combined with changes in the labour

supply due to retirement and other attrition (such as movement out of the labour force and death).

Labour demand is defined as the number of positions (full time equivalent) available in each occupation per year.

Labour Market Information

39

Labour Supply: Is the number of workers who are trained and or certified to work in an occupation, whether or not they currently are working in

that occupation. Supply is generated by demographic drivers such as birth and death rates, school completion, inter provincial migration and

immigration.

40


Labour Market Supply

Population and Labour Pool

Total St'át'imc population in territory is estimated to be 6,492 in 2012 (not including Samahquam community.)

Registered population living on-reserve (all figures March 2012 except Samahquam, which is 2006 Band total and thus likely an overestimate

of on-reserve population):

Insufficient data is available to determine how many off-reserve members are residing in St’át’imc territory.

Northern Population Ts’kw’aylaxw 277

Bridge River 218

Xaxl'ip 389

Cayoose Creek 88

T'it’q'et 200

N'Quatqua 208

Seton Lake 347

Northern Total 1,727

Southern Mt. Currie 1,483

Skatin 134

Samahquam 303

Douglas 90

Southern Total 2,010

Total On Reserve 3,737

41

Age breakdown is estimated1 :

Based on these figures, the core labour pool (individuals aged 24 – 54) is estimated to increase by at least 23%

over the next 5 years, and will continue to grow as the number of members entering the core labour pool ex-

ceeds the number that leave. However, it has been noted by community respondents that younger members

disproportionately leave to find work in urban areas, so the impact on the “in territory” core labour pool will

likely be smaller but nevertheless positive.

Median age is 29.7 years; compared with BC median age of 40.5 years.

Age Breakdown # of Persons 0-4 years 270

5-18 years 1157

19-24 years 721

25-54 years 3133

55-64 years 654

65+ 558

Total 6492

1 Only 3 communities provided demographic data by age (Bridge River, Xaxl’ip, T’itq’et). The estimates across the territorial population are based on average ratios derived

from this data.

“Managerial and su-

pervisory occupations

will be most impacted

by the coming wave of

retirements”

42


Workforce Participation and Unemployment Rates

Workforce participation of on-reserve community members ranges from 47% to 71%:

Lil’wat Nation, by far the largest community, has workforce participation of 54.5

By comparison:

BC’s on-reserve workforce participation is 57.1% (2011, BC Stats)

BC’s overall workforce participation rate is 66% (May 2012, BC Stats)

BC’s overall unemployment rate is 7.3% (May 2012, BC Stats)

No data is available for off-reserve workforce participation for community members, although Lillooet LHA (including 1,590 Aboriginal peo-

ple, and non-Aboriginals) has a participation rate of 64%

Note that community respondents estimated significantly lower levels (varying) of workforce participation for their members

Workforce Participation % Unemployment %

Northern Total Male Female Male Female

Ts’kw’aylaxw 47.4 60 25 33.3 100

Bridge River 51.6 56.3 50 33.3 25

Xaxl'ip 67.6 65 66.7 23.1 25

Cayoose Creek N / A

T'i'tq'et 59 68.4 55 30.8 18.2

N'Quatqua N / A

Seton Lake N / A

Southern Total Male Female Male Female

Mt. Currie 54.6 56.4 53.4 22.6 19.1

Skatin 70 71.4 66.7 40 0

Samahquam N / A

Douglas 71.4 75 66.7 66.7 0

43

Employment Information Relatively little full-time, year-round work, mostly in band administration and service delivery.

Most employment is part-time; community members do not typically hold more than one part-time job. Employers reportedly prefer to hire part

-time employees to maintain flexible operations, and part-time work is more readily available.

Relative employment by industry (2006 Census):

With the exception of ‘Other Services’, major industry sources of employment are ‘Manufacturing, Construction’ (believed to be mostly Con-

struction) Health and Education’.

44


Employment Information

Relative employment by occupation (2006 Census):

Major occupational categories are Sales, Service (28%), Trades (22%) and Social Sciences, Government (14%).

A 2011 study by the Lil’wat Nation, using 2006 Census data, found that most members are attaining jobs that require lower levels of education

and training:

Around 75% of members work in sales, service, trades, transport, equipment operation, and primary industry.

Only 14% of members are involved in upper-level jobs pertaining to management, business, administration and finance.

Most employment is seasonal, and peaks in the summer months, including:

Forestry and logging

Construction

Tourism-related businesses

Fisheries

Funded projects, such as youth programs

45

Relative seasonality of work in the Northern St'át'imc territory is validated by BC Stats Regional Statistics for Lillooet LHA:

Heavy reliance on project funding; communities report that 50 – 80% of employment relies on government funding.

46


Key Challenges

Unemployment / Barriers to Employment

On reserve unemployment averaged more than 30% as reported in the 2006 Census (by available reported communities), although community

stakeholders estimated significantly higher levels of unemployment for the members (30 – 100%).

All communities reported that unemployment in the 19-24 age group is significantly higher than in the core labour pool (age 25-54).

EI claims by 5.5% of the Lillooet LHA population 15+ (moving average at September 2010) are significantly higher than Howe Sound LHA (3.4%)

and the provincial average (2.1%).

EI claims among the young, i.e., 15-24 are significantly higher (7.1% in Lillooet LHA; 12% in Howe Sound LHA) reflecting the observation by com-

munity respondents above.

Barriers to employment identified through community consultation are:

Post-secondary education required for many skilled / semi-skilled positions

Relatively low levels of literacy and numeracy

Low affordability of education and certification

Multiple certification requirements for many jobs

Distance of communities to/from employment sources

Lack of driver’s license (for both commuting and commercial driving opportunities)

Lack of interest in some occupations, e.g., construction trades

Lack of basic capacity, e.g., life skills, child care options

Lack of motivation, and reluctance to work

Discrimination in hiring (reported that one large employer in the region will only offer lowest labour jobs to St’át’imc – no visi-

bility of Aboriginals in mid to high positions)

Low availability of housing

Social problems, e.g., drug and alcohol dependency, FAS

“Anyone who wants to work is working” (Community representative).

47

Current Education Levels

Education levels of the St'át'imc on-reserve population aged 15+ (2006 Census):

All respondents noted that the rate of high school completion by community members is higher for off-reserve than on-reserve members (e.g.,

T’it’q’et community reports 50+% on-reserve and 60+% off-reserve for attainment of Dogwood Certificate).

School leavers typically transition to work (or income assistance if work is not available) from high school. Respondents anecdotally reported low

rates of transition to university and trades education, although this does vary by community (e.g., Xaxl’ip reports 43 students are currently fund-

ed for university education).

Respondents generally reported greater transition to trades training (including carpentry, electrician, plumbing) than transition to degree pro-

grams.

48


Barriers to Education Identified barriers to participation in post-secondary education include:

Lack of federal and provincial funding

Term funding hinders continuity of educational offerings and planning

Lack of transportation / driver’s license

Lack of childcare options

Funding for tutors to support learners

Relatively low levels of literacy and numeracy

Lack prerequisites for post secondary programs (parents and students lack of knowledge of

significance of Dogwood for transition to post secondary and trades schools)

Reluctance to leave home

Lack of support networks in the urban centres, “culture shock”

Lack of life skills

Lack of career planning support

Majority of students that graduate need to take upgrading/CAP programs to qualify for post

secondary

Teachers streaming of students into the “low stream pool” (non academic) and students willing to

be in low stream

Respondents noted that community members who pursue post-secondary education outside of the territory gen-

erally do not return. Reasons cited include:

Low rate of pay in the community

Lack of housing

Lack of amenities

Remoteness and isolation

Slower pace of life

“Community members

who pursue post sec-

ondary education out-

side of the territory

generally do not

return.”

49

50


Labour Market Demand-Replacement and Expansion

Overall average growth in labour demand is forecast to be relatively low (Thompson Rivers College Region is

lowest in province, at 1% per annum; Mainland / Southwest is equal to provincial average of 1.8% but this

region includes Greater Vancouver).

Identified sources of replacement demand (due to retirement) in St’át’imc territory are:

Band administration (e.g., band management, bookkeeping, clerical support)

Health services (e.g., nurses, home support workers, elder care)

Forestry, including logging and wood processing (e.g., Aspen Mill employs around 30 St’át’imc )

Tourism-related businesses

Construction/repair/restoration trades

Education services

Graymont lime plant on Ts’kw’aylaxw reserves (employs around 30 St’át’imc )

Managerial and supervisory occupations will be most impacted by the coming wave of retirements

Anticipated sources of expansion demand (due to growth) are:

Band administration and services (especially health care)

Forestry and wood processing

Fisheries

Mining

Independent power production

Tourism, especially self-employment opportunities

Construction

Emerging industries and development opportunities include:

Pellet production

Renewable energy

Agriculture, including vineyards

“Opportunities for

occupations in tour-

ism are expected to

continue to grow in

alignment with

growth and promo-

tion of the tourism

industry in and

around Whistler”

51

Governance and Band Administration Governance and band administration are significant employers in St’át’imc territory. In addition to the band administration offices for each of

the communities there are three integrating governance organizations:

Lower St'át'imc Tribal Council

Lillooet Tribal Council

St'át'imc Government Services

Each of the government / community band administration offices employs workers full-time, part-time and seasonally.

Note: the other communities did not provide the relevant data.

Services typically provided by community offices include:

Management and Administration

Finance

Social Development

Health

Education

Lands and Resources & Forestry

Public Works/Infrastructure & Maintenance

Housing

Economic Development

Registry (Land & Membership)

Fisheries

Technology

Human Resources

Recreation

Government / Band Administration Full-Time

# of persons

Part-Time

# of persons

Seasonal

# of persons

N’Quatqua 16 21 Unknown

Skatin 2 5 Unknown

Tsalalh 42 9 81 in 2011

Sew’el’was 9 2 10 – 30 at any time

Xwisten 15 5 10 – 60 at any time

St’át’imc Government Services 6 6 10-14 at any time

52


Health Care Health care is delivered by community departments in some communities, e.g., Lil’wat, Xaxli’p, Seton Lake, T’itq’et, Xwisten. Other com-

munities receive service from Interior Health Authority or Vancouver Coastal Health Authority. The Health Authorities are responsible for

acute care services, hospital services, and residential care.

Currently, the interim First Nations Health Authority (iFNHA) is working with the Lower St’at’lmx Tribal Council (LSTC) Health Hub

and the Northern St’át’imc Hub (as well as 130+ other hubs across BC) to prepare for the transfer of funding, administrative and pro-

gram/services delivery for all Aboriginal people in British Columbia.

Occupations expected to experience significant demand due to retirement and expansion demand in the next 5 years include:

Community health nurses

Health administrators (there may be 2 or more health support workers depending on the size of the community)

Other occupations expected to experience expansion demand include alternative health care providers, such as massage therapists, tradi-

tional medicine and naturopathic providers

The new T’it’q’et Health Centre will require at least 8 skilled/certified workers (e.g., nurse, home care worker, physiotherapist)

53

Forestry, Logging and Wood Processing The St’át’imc territory spans 3 timber supply areas (TSAs):

Lillooet

SOO

Fraser

Forestry has been in decline in the last 10 years:

Demand-side: reduced demand for timber on world markets;

global recession

Supply-side: terrain is costly to log; distance from markets;

protection of culturally important lands

Most recent data from the Ministry of Forests (Lillooet Timber Supply

Area) shows 100,000m3 of the allowable annual cut (AAC) of

500,000m3 was taken in 2009

However, respondents anticipate that the industry is set for growth

Several communities manage, or have recently acquired, forest licenses,

e.g.

Xaxli’p community forest of 100,000ha with a 5,000m3 planned

cut, supports a crew of 4 + 1 manager (note Xaxli’p were per-

mitted 25,000 m3 cut). Awaiting approval of stewardship plan

prior to cutting

T’i’tq’et and Ts’kw’aylaxw have replaceable licenses (5-7,000 m3

cut each) also awaiting approval of stewardship plans

Lillooet Tribal Council (200,000m3 license, primarily for har-

vesting dead pine for pellet production, but also permitted up

to 50% cut of higher quality wood)

In-SHUCK-ch has non-replaceable and replaceable forest li-

censes with total AAC of 71,378 m3

Lil’wat Nation has a variety of licenses with a total AAC of

65,280 m3

54

Occupation Number Months Training

Engineer 2 4 2yr. Technical training (Vancouver Island University) or 4yr.

Forestry Degree (UBC or UNBC)

S100 Fire suppression

Occupational first aid (level 1)

RISC Standards Training (GPS Technology)

RoadEng software training

ArcView training (GIS mapping program)

WorkSafe Supervisor Safety Management Training

Forestry / Silviculture 1 6 4yr. Forestry Degree (UBC or UNBC)



Species at Risk Training


Excavator Operator 2 6 Heavy Duty Equipment Operators Program (any Technical

Institution)

Additional Training:




Gravel Truck Driver 2 5 As above

Grader Operator 1 6 As above

Hand Falling 6 6 Faller Certification Training (BC Forest Safety Council)





Yarding / Loading 2 6 Heavy Duty Equipment Operators Program (any Technical

Institution)





Hauling 6 5 Class 1 Driver’s License (with Air)





Lil’wat recently commissioned a study to estimate how many jobs their AAC would support. All jobs would be seasonal and range from 4 to 6

months. The study estimated 26 jobs in total:


55

Employment Demand Key Occupations

0811 Primary Production Managers

8211 Supervisors, Logging and Forestry

7411 Truck Drivers

8241 Logging Machine Operators (e.g., loader operators, stacker operators)

7312 Heavy-Duty Equipment Mechanics

8422 Chain Saw and Skidder Operators

2223 Forestry Technologists and Technicians (e.g., cruiser)

8422 Silviculture and Forestry Workers

8616 Logging and Forestry Labourers

9436 Lumber Graders and Other Wood Processing Inspectors and Graders

Aspen Mill, a veneer mill, is the only remaining substantial processing facility in the territory. It re-opened in 2011 after several years of closure

and reportedly employs around 30 St’át’imc . There are several portable mills also operating in the TSAs.

9215 Supervisors, Forest Products Processing

Labourers in Wood, Pulp and Paper Processing

56

Mining Mineral exploration and mining in the territory and surrounding area are anticipated to grow.

Operating mines in Lil’wat traditional territory incude Birkenhead Platinum Mine, Mt Meager Pumice mine.

Four granite quarries operating in the SLRD. Focused on local markets; steady growth expected in building and landscape stone materials.

A mine reactivation is currently being proposed on the Birkenhead Forest Service Road, and has an exploratory permit.

There are 30 active aggregate pits in the SLRD serving local markets.

Bralorne Mine:

Operating with a current staff of 55, including approximately 11 First Nations (unknown by respondent whether these are all

St’át’imc ).

Planning to double capacity in 2013, to a staff of 80 – 100 people.

Key occupations 2143 Mining engineers

8221 Supervisors, mining and quarrying

8231 Underground production and development miners

8411 Underground mine service and support workers

8615 Mine labourers


57

Independent Power Production Independent Power Production (IPP) is an established industry in the St’át’imc territory, largely through run-of-river hydro-electric power

plants. Some communities hold IPP water licenses and construction phases of existing plants provided employment for community members.

Several further run-of-river projects are either under development or under construction by independent power producers in the

territory:

Combined construction employment estimated at 764 person years of employment over the 3 year construction period (for the Innergex pro-

jects under construction from 2013-2016)

Estimated that 50% of these construction-related jobs could be filled locally, where skills are available (382 person years = average of 128 FTE

per year)

Project

Independent Power Producer Const. Time

Est. Const.

Cost ($m)

Upper Lillooet River (including

North Creek and Boulder Creek) Innergex Renewable Energy 2013 - 2016 260

Northwest Stave River (under con-

struction) Innergex Renewable Energy 2013 69.8

Big Silver – Shovel Creek Innergex Renewable Energy 2013 - 2016 144.9

Tretheway Creek Innergex Renewable Energy 2013 - 2015 78.1

Jamie Creek C-Free Power Corp. 2012 - 2013 40

Ryan River Regional Power Corp. N/A 273

South Meager Creek Geothermal Western GeoPower Corp. N/A 400

Gun Creek Creek Power Inc.. N/A 108

Hurley River Hurley River Hydro LP N/A 108

Raffuse Creek Run of River Power Inc.. N/A 21

Key Occupations (Construction) 6541 Security guards and related security service occupa-

tions

2263 Inspectors in public and environmental health and

occupational health and safety

7411 Truck drivers

7521 Heavy equipment operators (except crane)

7311 Construction millwrights and industrial mechanics

7271 Carpenters

7236 Ironworkers

7252 Steamfitters, pipefitters and sprinkler system install-

ers

7237 Welders and related machine operators

7243 Power system electricians

8616 Logging and forestry labourers (brushing and

clearing)

7611 Construction trades helpers and labourers

2255 Technical occupations in geomatics and meteorolo-

gy (avalanche technicians)

Key Occupations (Operations) 9241 Power engineers and power systems operators

(estimated 4 – 6 long-term employees for each

hydro-electric power plant)

58

Residential / Commercial / Road Construction Construction-related trades are identified as a significant source of both replacement demand and expansion demand.

While trade skills are applicable to the industries discussed above, a number of residential and commercial construction projects have been also

been identified through stakeholder consultation:

In-SHUCK-ch Forest Service Road project ($30 million)

Rusty Creek subdivision in Xaxli'p

T’it’q’et health care centre

T’it’q’et community hall

Continued construction in Whistler and the surrounding area also provide employment opportunities for construction trades.

Key Occupations 0711 Construction Managers

7521 Heavy Equipment Operators

724 Electrical Trades and Telecommunication Occupations

725 Plumbers, Pipefitters and Gas Fitters

727 Carpenters and Cabinetmakers

728 Masonry and Plastering Trades

729 Other Construction Trades


59

Tourism Opportunities for occupations in tourism are expected to continue to grow in alignment with the growth and promotion of the tourism industry

in and around Whistler.

The territory offers opportunities for:

Cultural tourism (e.g., St’át’imc heritage)

Eco-tourism (e.g., natural habitat tours)

Adventure tourism (e.g., trail riding)

Fishing tours

These types of tourist activity are suited to small operations with low overhead, and provide self-employment/entrepreneurship opportunities.

While much strategic planning appears to have been done by regional stakeholders to support destination-based tourism there appears to be

little action to implement the strategy.

Fisheries

Several communities operate fisheries and see opportunities for growth. For example, N’Quatqua has the opportunity to expand the existing

trout farm to accommodate from 200,000 trout today, to 400,000 possibly more. The community has a slaughterhouse and is planning to build

a packing facility and smoking facility. These facilities are expected to employ 5 – 10 people.

Key Occupations 9618 Labourers in fish and seafood processing

9463 Fish and seafood plant workers

60

Emerging and New Industries

Pellet production Lillooet Tribal Council (LTC) is pursuing development of a pellet plant to process pine and other wood available through a recently granted

200,000 ha forest license.

The pellet plant would provide for local employment in both the construction and operations phases, as well as provide the driver for harvesting

activity within the forest license.

LTC anticipates a number of jobs emerging from this initiative, including:

Demolition and construction jobs to build the plant;

30 production jobs; and

50 jobs developing, harvesting and rejuvenating the fibre needed in producing the pellets.

Other renewable energy (wind, solar, geothermal, biogas) Several communities are exploring opportunities to produce renewable energy (other than hydro-electric). These include Lil’wat Nation, which is

exploring development of South Meager Creek for geothermal business potential, and has found site has the “potential for 30 - 40 full time jobs

and substantial revenue” and has also identified bio-energy production (i.e., from wood waste) as a potential economic opportunity.

Other communities, such as T’it’q’et, are exploring opportunities for wind energy.

Agriculture /

Vineyards Several communities are exploring opportunities to expand agriculture, especially grape production, in the territory.


61

Self-employment / Entrepreneurship

The following identified opportunities for self-employment and entrepreneurship align with the anticipated growth industries above:

Construction trades (applicable to many industries)

Trucking

Logging

Cultural artisans / artists

Mechanics

Horticulture

Agriculture (e.g., grapes)

Tourism, e.g., guiding, cultural tours

Health care service providers (e.g., therapists, geriatric care, etc)

Respite care

Fishing

Bookkeeping

On-line tutorial services

GIS mapping

Identified barriers to self-employment and entrepreneurship are:

Limited access to capital

Shortage of business/management/marketing skills

Cultural attitudes to work and risk

Lack of general support to start own business

Local market is too small and fragmented

Property rights

62

63


Section 4: Program Design Recommendations

64

Program Recommendations

Suggestions for Action

The material in this report has been prepared to support St’át’imc in developing a strong Education and Training Program. The information

provides a broad picture of the challenges and opportunities that surround learning, working and economic development for all of St’át’imc as

well as for the specific needs of BC Hydro’s operations in St’át’imc. The Education and Training plan, which will be developed in and by the

St’át’imc communities, and is supported with 5 years of funding generated from the St’át’imc BC Hydro Agreement, will be successful to the ex-

tent that it coalesces the community into strong and strongly supported action.

The suggestions for action included here come from the experience of the research team working with communities, particularly in BC, that face

similar challenges and opportunities to those in St’át’imc. They are aimed at addressing a wide range of challenges including basic skills develop-

ment, literacy and numeracy, learner support programs, worker support programs, community mentoring and development programs and the

retention and succession of the existing workers in the community.

With funding of $400,000 per year, it is unlikely that the whole range of suggestions could be implemented in St’át’imc and, in fact, the research

team would recommend the opposite. It is likely to be more effective for the education and training plan to focus on one or two key areas each

year, develop the community support for them and a plan for the long term sustainment. Once each key area has a supported program in place

then the next area can begin development.

What follows is a framework of Recommendations for Action. The recommendations have been developed by the research team and are based on

the information gathered here about the challenges and opportunities in St’át’imc and on the extensive experience of the research team develop-

ing and implementing comprehensive Education and Training Plans.

Given the information in this report, again based on the experience of the research team, there appears to be three key areas that can have a

strong and lasting impact in St’át’imc.

Firstly it seems that a program aimed at developing strong, lasting and supportive parent connections with pre-school, K-12 and post-secondary

schools has the potential to address many of the learning challenges uncovered in the research. This parental connection based on the over-

whelming evidence in educational research, both in aboriginal communities and in general, is the key to student engagement in learning.

Secondly, a mentoring program that pairs successful St’át’imc Grade 12 graduates with students in grades 6, 7 and 8 could have a strong impact

on the retention of students to grade 12.

Thirdly, the known opportunities for full time and well compensated jobs in St’át’imc communities are in the middle to senior management roles

in Band management and Health and Social Services. It seems that a program aimed at identifying those who have the capacity to be trained and

mentored into these roles could have a lasting, impact on the stability and strength of the St’át’imc communities and economies.

In the end, what is critical is that the Education and Training Program will focus on areas that resonate with St’át’imc communities such that they

create a coalescing drive to actions that will implement and support the Program. This is critical to the overall success of the plan both in the first

five years when there is funding from the St’át’imc BC Hydro Agreement, but also, and perhaps more importantly, in the long term when the

community drive and support for the program and its actions will be the force that enables long term success.

65

66

Program Recommendations

Recommendation 1: Establish and support immediate & long term Education and Training planning infrastructure

This is a necessary first step to the implementation and delivery of the overall strategies and actions

Recommendation 2: Meet specific labour demand opportunities

Inventory specific labour demands including specific certifications, training and experience necessary to each job. Estab-

lish baseline and update regularly (every 6 months)

Supply side survey – develop a concise overview of the skills, certifications, interests and experience of the labour force,

working and not working – match with demand inventory above

Recommendation 3: Grow/improve education and skills base for St'át'imc

Expand distributed learning opportunities in secondary and post-secondary

examine ways to offer customized/targeted training programs specific to identified areas labour demand

Identify specific long-term needs and certification opportunities

Identify jobs/employers to pilot a summer internship/training program for students

Enhance essential skills programs with emphasis on literacy, numeracy and workplace skills

Enable/support St’át’imc language and cultural programs as part of graduation/certification programs

Recommendation 4: Develop programs that will meet the growing gap in:

Management and Administration Skills

Health Care and Community Services

Pilot a management/succession support program using a focused learning/adult education model including existing on-

line and distance education programs (e.g., Harvard)

Develop a comprehensive picture of current management including certifications, experience, career path and career plans

Develop and pilot a core management skills program (e.g., HR, Payroll, computer skills, leadership and team manage-

ment)

Pilot a leadership and management skills certification program for mid-career professionals

Provide access to management training programs and linkages at the diploma, degree and masters levels

Pilot a management entry (rising star) program that includes: a candidate nomination drive, a mentorship program, an

individual development plan

Develop and pilot a mentor/shadow program that pairs experienced leaders/managers currently working with new hires

Recommendation 5: Develop entrepreneurial and self-employment skills

Develop a profile of mid-career workers and entrepreneurs to identify critical success factors and key skills and use to de-

velop a model for training, job shadowing, development and attraction of new entrepreneurs.

Develop and pilot a “how to get started in your own business” program.

Develop a shared administration (e.g., back office, taxes, HST, payroll etc.,) service for small businesses.

Set up a business incubation center (including mentoring, business case models, administration support and training)

Review and customize existing entrepreneur training programs.

Identify entrepreneurs planning retirement and match with new/potential entrepreneurs – job share/work to own

Identify business mentors for new and aspiring entrepreneurs

Peer micro-lending program for small start-up business

67

Create an entrepreneurism training program including co-op or internship with local business in K-12 system, includ-

ing those in trades/apprenticeship programs

Recommendation 6: Access/lever skills of underemployed workers

Mentorship of near retired and retired experts across all areas including apprentices and trades

Develop a database of retirement plans in the next 5 years to map labour demand/supply and training needs.

Recommendation 7: Improve K-12 Outcomes and participation

Develop secondary school apprenticeship/trades certification programs (including entrepreneurship skills and co-op

or internship with local business) in identified areas of labour demand

Develop a science, math, English tutoring program for grades 10-12, then expand to lower grades and then to out of

school learners.

Expand summer internship/training program for students.

Re-introduce a grade 11/12-student mentorship program to support at risk grade 7/8 students.

Establish a parent, teacher and leadership planning table to review and implement programs that support student

achievement and reports progress to the community

Enable strong connections between parents/guardians and the communities with the Schools in St’át’imc

Enable/support St’át’imc language and cultural programs from pre-K to Graduation

Recommendation 8: Develop pre K learner Support Programs

Establish Pre K community planning team

Assess viability of developing St’át’imc language and culture program to fit with pre-k programs

Recommendation 9: Build linkages and partnerships between Aboriginal and non Aboriginal economic development activities and long term

training programs and development including sources of funding and direct learner support

Engage broader economic development leaders throughout St’át’imc region in annual planning and strategy sessions

Identify and keep current programs available to provide support and funding for broad education and training

Identify, keep current and make widely available a full listing of individual learner support programs including crite-

ria for participation and on-going support

68

69


Section 5: Appendices

70

Aboriginal Education Outcomes, BC and District s74/48

71

Appendix 1

72


73

Appendix 1

74

4%

18%

11%

48%

10%

9%

Lil'wat Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+

36%

36%

15%

13%

Lil'wat Workforce Characteristics

Male employment rate

Female employment rate

Male unemployment rate

Female unemployment rate

1050

1100

1150

1200

1250

1300

1350

Lil'wat Population Growth

2001 2006


75

Appendix 1

35%

2%

13%

32%

2%

16%

Lil'wat Population Characteristics

Males on reserve

Males on other reserves

Males Off reserve

Females on reserve

Females on other reserves

Females Off reserve

50100

40110

30160

7510

70155

12555

20

0 50 100 150 200

Agriculture, resource based

Wholesale, retail

Business Services

Management

Social Services, Gov't

Trades and Related

Other Occupations

Lil'wat Workforce by Industry

36%

30%

26%

6% 2%

Lil'wat Education StatisticsNo Degree, Certificate orDiploma

High School Diploma orEquivalent only

Trades/Apprenticeship orother non-University

CertificateUniversity certificate belowbachelor level

University Degree (Bachelorlevel or Higher)

76

27%

7%

18%

25%

6%

17%

N'Quatqua Population Characteristics

Males on reserve


Males Off reserve

Females on reserve


Females Off reserve

4%17%

13%

48%

9%

9%

N'Quatqua Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+

46%

34%

20%

N'Quatqua Worforce Characteristics

Participation rate

Employment rate

Unemployment rate


77

Appendix 1

20

10

20

10

10

15

10

20

0 5 10 15 20 25


Health, education

Other Services

Management


Sales and Service

Trades and Related

Primary industry

N'Quatqua Workforce by Industry

4%

18%

11%

48%

10%

9%

Samahquam Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+

10%

9%

32%

6%8%

35%

Skatin Population Characteristics

Males on reserve


Males Off reserve

Females on reserve


Females Off reserve

78

4%

18%

11%

48%

10%

9%

Skatin Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+

46%

26%

28%

Skatin Worforce Characteristics

Participation rate

Employment rate

Unemployment rate

10

10

15

10

15

10

0 2 4 6 8 10 12 14 16

Manufacturing, construction

Health, education

Other Services

Sales and Service

Trades and Related

Primary industry

Skatin Workforce by Industry


79

Appendix 1

67686970717273747576

Skatin Population Growth

2001 2006

60%

40%

Skatin Education Statistics

No Degree, Certificate orDiploma

Trades/Apprenticeship orother non-University

Certificate

12%

10%

27%

8%6%

37%

Xa'xtsa Population Characteristics

Males on reserve


Males Off reserve

Females on reserve


Females Off reserve

80

4%

18%

11%

48%

10%

9%

Xa'xtsa Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+

15

10

10

0 2 4 6 8 10 12 14 16

Other Services

Sales and Service

Primary Industry

Xa'xtsa Workforce by Industry

05

101520253035404550

Xa'xtsa Population Growth

2001 2006


81

Appendix 1

50%50%

Xa'xtsa Education Statistics

No Degree, Certificateor Diploma

Trades/Apprenticeshipor other non-University

Certificate

20%

4%

27%17%

4%

28%

Sek'wel'was Population Characteristics

Males on reserve


Males off reserve

Females on reserve


Females off reserve

6%12%

19%

47%

11%5%

Sek'wel'was Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+

82

10

20

10

10

10

10

0 5 10 15 20 25



Other Services

Management

Sales and Service

Primary industry

Sek'wel'was Workforce by Industry

23%

2%

24%23%

2%

26%

T'it'q'et Population Characteristics

Males on reserve


Males off reserve

Females on reserve


Females off reserve

4%18%

12%

44%

11%

11%

T'it'q'et Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+


83

39%

24%

24%

8%5%

T'it'q'et Education Statistics




Certificate2001 2006

Appendix 1

1520

1020

1045

2510

2525

2020

10

0 10 20 30 40 50


Wholesale, retail

Business Services

Management


Trades and Related

Other Occupations

T'it'q'et Workforce by Industry

242243244245246247248249250251

T'it'q'et Population Growth

2001 2006

84

20%

8%

23%17%

6%

26%

Ts'kw'aylaxw Population Characteristics

Males on reserve


Males Off reserve

Females on reserve


Females Off reserve

53%37%

10%

Ts'kw'aylaxw Education Statistics




Certificate

4%

18%

11%

48%

10%

9%

Ts'kw'aylaxw Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+


85

20%

8%

24%18%

7%

23%

Tsal'alh Population Characteristics

Males on reserve


Males off reserve

Females on reserve


Females off reserve

Appendix 1

4%

18%

11%

48%

10%

9%

Tsal'alh Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+

10

20

25

10

30

20

20

25

20

10

0 5 10 15 20 25 30 35



Health, education

Business Services

Other Services

Management


Sales and Service

Trades and Related

Primary industry

Tsal'alh Workforce by Industry

86

19%

3%

27%23%

5%

23%

X'wisten Population Characteristics

Males on reserve


Males Off reserve

Females on reserve


Females Off reserve

10

10

10

15

45

15

35

10

10

0 10 20 30 40 50



Wholesale, retail

Health, education

Other Services


Sales and Service

Trades and Related

Primary industry

X'wisten Workforce by Industry

5%

23%

10%

48%

6%8%

X'wisten Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+


87

Appendix 1

215

210

207208209210211212213214215216

X'wisten Population Growth

2001 2006

36%

29%

29%

6%

X'wisten Education Statistics




Certificate

University certificatebelow bachelor level

88

1525

1010

2010

4025

2015

3035

1510

0 10 20 30 40 50


Wholesale, retail

Health, education

Other Services

Natural Sciences, health

Sales and Service

Primary industry

Xaxli'p Workforce by Industry

14%

7%

30%13%

6%

30%

Xaxli'p Population Characteristics

Males on reserve


Males Off reserve

Females on reserve


Females Off reserve

4%17%

9%

51%

11%

8%

Xaxli'p Population by Age

Age 0-4

Age 5-18

Age 19-24

Age 25-54

Age 55-64

Age 65+


89

182183184185186187188189190191

Xaxli'p Population Growth

2001 2006

Appendix 1

30%

30%

30%

5% 5%

Xaxli'p Education StatisticsNo Degree, Certificateor Diploma



CertificateUniversity certificatebelow bachelor level

90

Interview Guide

Labour Supply Information

Note: we do not expect that we will be able to accurately/currently answer all of the following questions. Where we lack

data we will rely on anecdotal evidence, as available, shared during stakeholder interviews.

For all questions, please note source and age of data.

Population

What is the population of _____________________community?

By location?

On Reserve

Off Reserve / In Territory

Off Reserve / Outside Territory

By age and gender?

0-4 F - M -

5-18 F - M -

19-24 F - M -

25-54 (‘core labour pool’) F - M -

55-64 F - M -

65+ F - M -

St’át’imc Labour Market Information: Community Research Guide

Community:

Interviewee:

Position:

Date of Interview:

Interview Conducted by:

91

What was the population of _________________community 10 YEARS PRIOR TO MOST CURRENT

DATA? By age and gender? If not available take anecdotal reports of population increase or decrease.

By location (as above)

On Reserve

Off Reserve / In Territory

Off Reserve / Outside Territory

By age and gender (as above)

0-4 F - M -

5-18 F - M -

19-24 F - M -


55-64 F - M -

65+ F - M -

Education

What pre-school programming currently serves the ______________community on and off reserve in the terri-

tory? How many are enrolled?

What K-12 schools serve the __________________community on and off reserve? How many are enrolled?

What supports are provided for __________________ community participation in K-12 schools? What are the

barriers to participation?

What is the rate of high school completion by the ________________community on and off reserve?

Dogwood

School leaving certificate

Appendix 2

St’át’imc Labour Market Information: Community Research Guide

92

Interview Guide

What is the rate of transition of _________________community (on and off reserve) from high school to:

University education

Trades education

Work

Where do __________________community go to pursue post-secondary education? Include numbers where

available

What percentage of the ________________community (aged up to 64) hold post-secondary qualifications?

University degree

Diploma

Trades certification

For each of the above please provide any available information on common subjects of post-secondary

education

What supports are provided for ____________________community participation in post-secondary education?

E.g., innovative approaches, distance learning, technology supports

What are the barriers to participation in post-secondary education? E.g., internet connectivity

What is the rate of transition to trades apprenticeship for ______________community on and off reserve?

What supports exist? What are the barriers?

What is the rate of apprenticeship completion by ____________________community on and off reserve? What

supports exist? What are the barriers to completio

What percentage of high school graduates who pursue post-secondary education outside the region do not re-

turn in the short-term? Expected to be anecdotal.

What resources for education, employment, training and labour market services exist in St’át’imc ? What pro-

grams do they provide?

What resources for education, employment, training and labour market services exist in the community? E.g.,

HRDSC-funded programs and services

Provincial government services

Community government programs and services

93

Community society programs and services

Economic development programs

Employment

What regional industries have been or are the St’át’imc employed in? Please provide metrics where available.

We also anticipate anecdotal evidence here.

Currently

10 years ago

20 years ago

What is the workforce participation rate of ______________community? By age and gender?

15-24 F - M -


55-64 F - M -

65+ F - M -

To what extent is the work that ______________community are employed in seasonal? Please elaborate on

specific industries

To what extent are jobs held by __________________community part-time vs. full-time? Do part-time work-

ers typically hold more than one job?

To what extent are _______________community reliant on project funding, i.e., at any given time, what % of

the population are employed in project-funded work? Recognize that this may be higher in the summer.

What is the unemployment rate among ________________community? By age group? (include anecdotal evi-

dence where offered)

15-24 F - M –

25-54 (‘core labour pool’) F - M –

55-64 F - M –

65+ F - M -

What are the barriers to employment for ____________________community?

Appendix 2

94

Interview Guide

Cultural Knowledge

What industries in the territory are aligned with St’át’imc culture and heritage?

Who in the territory has particular knowledge that could be helpful to meeting future training requirements?

BC Hydro Youth Trades Program at the Bridge Facility

How many from the community have started the program?

How many from the community have completed the program?

Of those that completed the program, how many transitioned to employment at:

BC Hydro?

Other companies?

Do you believe the youth trades program has been a success for your community? Why or why not?

Labour Demand

1. Existing Industries

What are the major industries in ___________________community or in the immediate vicinity where members

find employment?

How have these industries evolved over the last 10 years? I.e., Growth or decline? Reasons?

What is the outlook for these industries over the next 10 years? What specific plans/commitments exist?

What are the occupations and critical skills required that enable these industries?

What educational qualifications are required to fill these occupations (basic and job-specific)?

What are your expectations of demand for these skills and occupations over the next 10 years?

What are the (a) current and (b) anticipated supply challenges for each of these skills and occupations?

What other challenges will these major industries face?

What other existing industries are facing either (a) current or (b) anticipated labour supply issues?

95

2. Emerging Industries

What industries have emerged in St’át’imc territory that were not substantially here 10 years ago?

What is the outlook for growth of these industries over the next 10 years? What specific plans/commitments ex-

ist?

What are the critical skills and occupations for these emerging industries? Specific qualifications and certifica-

tions?

What are your expectations of demand for these skills and occupations over the next 10 years? Specific numbers

where available

What are the (a) current and (b) anticipated supply challenges for each of these skills and occupations?

What other challenges will these industries face?

3. New Industries

What opportunities exist to create new industries St’át’imc territory ? What specific plans/commitments exist?

What critical occupations would be required to enable these new industries? What are your expectations of de-

mand?

What are the anticipated challenges in filling these occupations?

What other challenges are there to establishing these industries?

4. Major Projects

What large capital projects are proposed or planned for the region in the next 10 years?

What occupations will be required?

Project implementation

Operations

What are the anticipated supply challenges associated with these occupations?

Appendix 2

96

Interview Guide

5. Other Labour Market Dynamics

What industries and occupations are expected to experience the greatest rates of retirement over the next 10

years? Why?

To what extent are workers from declining industries (if applicable) able to employ transferable skills in other

industries in the region?

What opportunities exist to move part-time employees to full-time work, e.g., through multiple jobs? What

needs to be done to enable these opportunities? What are the challenges?

What are the industries (existing, emerging or new) with the greatest potential for self-employment and entre-

preneurial opportunities? What are the barriers to self-employment and entrepreneurship?

97

98

List of Interviewees

Name Community Affiliation

Christine Leo N'Quatqua Admin

Chief Ralph Thevarge N'Quatqua Chief

Julie Thevarge N'Quatqua Councillor

Karen Thevarge N'Quatqua Councillor

Melvin Patrick N'Quatqua Councillor

Susan James LTC Director

Cathy Narcisse LTC Education Advisor

Matt Manuel LTC Natural Resources

Marilyn Napoleon SEA Member

Geneva Quipp Skatin Administrator

Chief Patrick Williams Skatin Chief

Gabe Williams Skatin Councillor

Wallace B. Henry Skatin Councillor

Xavier Williams Skatin Councillor

Wendy Phair T'it'q'et Administrator

Dewey Jones O & M Administrator

Shawn Scotchman Social Development

Lucie Scotchman Housing

Susan Napoleon Education Coordinator

Janice Whitney PC and Poverty Action

Doreen Whitney Ucwalmicw Centre

Lillian Saultier Tskwaylaxw Admin

Sherry Kane Tskwaylaxw Pre School

Raquel Kane Tskwaylaxw Education

Crystal Branget Seton Band Admin

Shannon Squire Tsalalh Dev. Corp

Karen Lougheed Social Development

Joanne John RCHC Healt Director

Phyllis Peters Council and AHSOR

Francine Billy Education Coordinator

Jqcquie Ledoux Skil Mtn. Principal

Nigel Protter LSTC Administrator

Sharon James Xwisten Membership Clerk

99

Name Community Affiliation

Bradley Jack Xwisten Administrator

Florence Jack Xwisten Accountant/Economic Development

Valerie Adrian Xwisten Education Coordinator

Lillian Saul Xwisten Education Coordinator

David Adolph Xaxli'p Former Community Leader

Alice Saul Xaxli'p Membership Clerk

Darrell Bob Xaxli'p Former Chief

Trudy Rean Sekwel'was Administrator

Yvonne Larochelle Sekwel'was Education Coordinator

Charmaine John Sekwel'was Membership Clerk

Darryl Peters Xaxtsa7 Coucillor

Kerry Mehaffy Lil'wat Director of Economic Development

Dennis Callaghan Northern Development Initiative Trust

Jack Ned Employment Counsellor, Lilooet Friendship Centre ( lilooet Employment Centre)

Christine Galliazzo First Nations/Stewardship Forester, Lillooet Field Officer, Ministry of Forests, Lands

and Natural Resource

Liz Scroggins Upper Lillooet River Hydro Project, INNERGEX

Jonathon Smith Investor Relations Officer, Bralorne Gold Mines

Peter Vlahos Vancouver Coastal Health Authority

Dan Schrier BC Stats

Matt Manuel Lillooet Tribal Council

Ernest Armann St’át’imc Government Services

Allen Gabriel In shuck ch Nation

Dave Pernell BC Hydro

Jeannie Cranmer BC Hydro

Appendix 3

100

Terms of Reference

Role of the Education and Training Program Committee The role of the Education and Training Program Committee is as follows:

Report to the Steering Committee and oversee the governance and strategic development and implementation of the Education and Train-

ing Program.

Recruit and appoint the Education and Training Program Manager.

Report annually to the Steering Committee on program implementation and progress.

Conclude an agreement on the Education and Training Program.

Determine the key objectives of the Education and Training Program.

Oversee communications to St'át'imc and BC Hydro regarding the Education and Training Program.

Oversee annual (or bi-annual) evaluation of the Education and Training Program.

Oversee financial management of the Education and Training program.

Be accountable to the spirit and intent to the agreement.

Responsibilities of the Committee Co-Chairs The Committee Co-Chairs are the Implementation Managers from the St'át'imc and BC Hydro.

The responsibilities of the Committee Co-Chairs are as follows:

Set the agenda for each meeting.

Ensure that agendas and supporting materials are delivered to members in advance of meetings.

Make the purpose of each meeting clear to members and explain the agenda at the beginning of each meeting.

Clarify and summarize what is happening throughout each meeting.

Keep the meeting moving by putting time limits on each agenda items and keeping all meetings to two hours or less.

Encourage broad participation from members in discussion by calling on different people.

End each meeting with a summary of decisions and assignments.

Follow up with consistently absent members to determine if they wish to discontinue membership.

Find replacements for members who discontinue participation.

Provide mentorship to the Education and Training Program Manager.

Ensure the Committee’s Terms of References are respected and followed.

Responsibilities of Committee Members Individual Committee members have the following responsibilities:

Understand the goals, objectives, and desired outcomes of the program.

Understand and represent the interests of program stakeholders.

Take a genuine interest in the program’s outcomes and overall success.

Act on opportunities to communicate positively about the program.

Actively participate in meetings through attendance, discussion, and review of minutes, papers and other Committee documents.

Support open discussion and debate, and encourage fellow Committee members to voice their insights.

101

General The Education and Training Committee will consist of six members. Three members will be represented by St'át'imc and three members will be

represented by BC Hydro. Members will be nominated by each organization’s Committee. The Implementation Managers from St'át'imc and BC

Hydro will be the Co-Chairs of the Committee.

The Committee members will have three-year terms. Their term can be renewed on for an additional three-year term for a maximum of up to six

years. Membership to the committee will be staggered to ensure seamless integration.

Year 1 Year 2 Year 3

1) ST/BCH 2)ST/BCH 3)ST/BCH

The Education and Training Program Manager will report to the Committee. Subject matter experts will be invited to provide insight and exper-

tise. BC Hydro and St'át'imc will jointly develop and implement the Education & Training Program. An Education & Training Committee will be

established to oversee the development and implementation of the program and the committee will appoint an Educations & training Program

Manager.

The current Education & Training Committee consists of six members, three from St'át'imc, three from BC Hydro (currently BC Hydro has one

vacancy).

Ernest Armann E&T committee Co-Chair, Implementation Manager, St'át'imc Government Services

Sally Thorpe E&T committee Co-Chair, Implementation Manager BC Hydro

Akemi Siu Senior Implementation Specialist BC Hydro

Rodney Louie Director of Operations, St’át’imc Government Services

Darryl Peters Relations Manager, St’át’imc Government Services

Quorum A minimum number of four Committee members are required for decision-making purposes. The quorum must include a minimum number of

two members from St'át'imc and two members from BC Hydro.

The Co-Chairs shall agree that attendance can include conference calling and video conferencing.

Decision-Making Decisions will be reached by consensus, which is defined by lack of disagreement or majority agreement. However, dissent will be recorded.

Appendix 4

102

Bibliography

St'át'imc Labour Market Information British Columbia Regional Employment Projections, Thompson Rivers College Region, 2010 to 2015, BC Stats

District of Lillooet Corporate Strategic Plan, 2007-2017

Advantage Lillooet: The Land, The Community, The Opportunities, District of Lillooet, 2008

Economic Opportunity Assessment: District of Lillooet, Electoral Areas A & B, Northern St’át’imc, Squamish Lillooet Regional District, 2008

Community Tourism Foundations Program Tourism Development Plan, Lillooet, 2008

Squamish Lillooet Regional District Growth Strategy

Upper Lillooet Hydro Project, Local and Regional Project Benefits, Creek Power Inc..

Village of Pemberton Strategic Plan, 2008 – 2010

School District 48 – Howe Sound, Statistical Profile, BC Stats, 2010

School District 74 – Gold Trail, Statistical Profile, BC Stats, 2010

Regional District 31 – Squamish-Lillooet, Statistical Profile, BC Stats, 2010

Local Health Area 48 – Howe Sound, Statistical Profile, BC Stats, 2010

Local Health Area 29 – Lillooet, Statistical Profile, BC Stats, 2010

Lillooet Tourism Development Plan, Community Tourism Foundations Program, 2008

Aboriginal Community Data Initiative, Lil’wat Nation, Statistics Canada, 2006

BC Stats Infoline, Issue 11-05, BC Stats, 2011

Major Projects Inventory, Ministry of Jobs, Tourism and Innovation, December 2011

In-SHUCK-ch and Harrison West Forest Service Road Improvements – Benefits, BC Ministry of Forests and Range, 2010

In-SHUCK-ch Nation, Annual Report, 2009-2010

Lil’wat Community Economic Profile, Lil’wat Nation, 2010

2006 Economic Dependency Tables for Forest Districts, BC Stats, 2009

First Nation Profiles. Aboriginal Affairs and Northern Development Canada, 2012

www.innergex.com (information on IPP projects)

Recent Trends in the Off-Reserve, Aboriginal Labour Force Participation, BC Stats, 2011

British Columbia Statistical Profile of Aboriginal Peoples: Registered Indians Compared to the Non-Registered Population With Emphasis on

Labour Market and Post Secondary Issues, BC Stats, 2006

Aboriginal Peoples Labour Force Survey, Statistics Canada and BC Stats, 2012

List of Sources

103

St'át'imc Educational Outcomes Aboriginal Education in Quebec: A Benchmarking Exercise CD Howe Institute April 2011

Aboriginal Education: A Discussion Guide, Catherine Abraham and Joyce Gram, 2008

Aboriginal Student Transitions Project, Ontario Native Education Counselling Association, March 2011 British Columbia Ministry of Education, Foundation Skills Assessment Results 2008, 2009, 2010, 2011

First Nations Control of First Nations Education, it’s Our Vision, It’s Our Time, Assembly of First Nations, July 2010

First Nations Education Steering Committee, Aboriginal Post-Secondary Education in British Columbia, A Place for Aboriginal Institutes:

Policy Background Paper, May 2008

Fist Nations Control of First Nations Education, It’s Our Vision, It’s Our Time, Assembly of First Nations, July 2010

How Are We Doing? British Columbia Ministry of Education: Aboriginal Report 2005/06 - 2001/11

Indigenous Adult and Higher Learning Association: Data Collection Project 2010/11, Final Report, March 31, 2011

Indigenous Adult and Higher Learning Association: Data Collection Project 2009/10, Final Report, March 31, 2010

Indigenous Adult Higher Learning Association: Aboriginal-Controlled Post-Secondary Institutes in British Columbia: Issues, Costs and Bene-

fits, November 2010

Ministry of Advanced Education, 2001 BC College and Institute Aboriginal Former Student Outcomes: Special Report on Aboriginal Former

Students from the 1995, 1997, 1999, and 2001 BC College and Institute Student Outcomes Surveys

Nurturing the Learning Spirit of First Nation Students: The Report of the National Panel on First Nation Elementary and Secondary Education

for Students on Reserve, November 2011

Power of Place (POP): Integrating St’át’imc Knowledge Systems into Lillooet Area K-12 School Curricula & Pedagogy, Final Research Report,

Scott Graham & Brenda Ireland, 2007

Reforming First Nations Education: From Crisis to Hope Report of the Standing Senate Committee on Aboriginal Peoples December 2011

Report Card on Aboriginal Education in British Columbia 2011, The Fraser Institute, March 2011

Seventh Annual School Measures and Data Collection Project 2010/11, Final Report March 22, 2011,Tindall Consulting in association with Juniper

Consulting

Society for the Advancement of Excellence in Education -Sharing Our Success: Promising Practices in Aboriginal Education Proceedings of a

National Conference, Winnipeg Manitoba, November 23-24, 2007

Society for the Advancement of Excellence in Education: Ten Case Studies in Aboriginal Schooling, David Bell, 2004

Appendix 5

104

Photo and Petroglyph Images Credits

Vero Management Inc. provided the following pictures:

Vero Management Inc.. –pg.7






Vero Management Inc. –pg.53






Dave Steers, of the Flickr Community, Provided the pictures corresponding to the following pages:

Page’s 1,5,17,37,63, 69

BC Hydro, Provided the following pictures:

BC Hydro– pg.11

BC Hydro– pg.32

BC Hydro– pg.59

St'át'imc Government Services, provided the following pictures & images:

SGS– Pg.12

All petroglyph images were adapted from pictures taken at the T'it'q'et Community Hall.

105

Appendix 6

106

Labour Market Study

Documents

sttimc labour market

sttimc labour market

sttimc nation overview

labour market information

appendices appendix

table of contents section

sttimc chiefs council

overview acknowledgements