Thank you, Chair.

I would like to start by thanking the committee for the opportunity to appear in front of you today to speak on first nations' graduation rates and the successful outcomes of our students.

I'm here representing the Assembly of First Nations as the director of languages and learning. The AFN is a national advocacy organization that works to advance the collective aspirations of first nations individuals and communities across Canada on matters of national or international nature and concern.

First nations students have the inherent and treaty right to receive an education that is in accordance with their culture, values, traditions and languages and that is free from prejudice and discrimination. Quality and culturally appropriate education is a cornerstone to the preservation and vitality of first nations societies.

The history of colonization, residential institutions, the sixties scoop and the imposition of federal and provincial laws and policies have had devastating consequences on first nations children and families, their languages, education and social structures. There is a pressing need for greater supports to address the gaps in first nations education systems.

Measuring first nations' graduation rates from coast to coast to coast provides examples of both exemplary first nations-led education systems but even more that are seeking to assert control to address the impacts of colonization and poor government supports.

An example of first nations' success includes Mi'kmaw Kina'matnewey, which represents the majority of Mi'kmaq communities in Nova Scotia through an education self-government agreement. MK continues to lead first nations and non-indigenous high school students with a consistent 90% average graduation rate.

As first nations gain control over their education systems, we are encouraged to see that more and more first nations students are completing high school both on and off reserve. In the past five years, there has been a 10% increase in high school attainment on reserve; however, the education gap remains.

The most recent first nations high school attainment rate on a broader scale indicates that 58% of first nations young adults aged 20 to 24 living on reserve had a high school certificate or equivalent compared to 93% of non-indigenous Canadians.

Approximately 54% of first nations students must leave their community to achieve a high school diploma due to lack of access to secondary schools. It is essential that provinces and public school boards are held accountable to first nations for the outcomes of our students.

First nations across the country remain resilient and committed to asserting their jurisdiction and control over their education systems. With nine completed and signed transformative education agreements, there's an estimated 30% of first nations receiving equitable funding that meets their specific needs and circumstances. These figures are expected to grow with an estimated 50 first nations currently engaging in activities to develop regional education agreements.

We look forward to seeing the benefits of these agreements provided to first nations students as they move through their primary and secondary education. With greater funding and control of their education in schools, we remain confident that first nations will continue to see progress in graduation rates and successful student outcomes.

Alongside primary and secondary education, attainment rates in post-secondary certificates, diplomas and degrees reveal an estimated 20% education gap between first nations and non-indigenous Canadians.

Across the spectrum of post-secondary education, first nations have comparable attainment rates for apprenticeships and trade certificates. Furthermore, first nations at the highest level of education attainment have higher employment rates than their non-indigenous counterparts. The demand from first nations students far exceed the money that first nations receive to support members who wish to attend post-secondary schooling. There are over 30,000 first nations post-secondary students year over year who are not funded in accordance with their treaty and inherent rights.

While our treaty partners fail to recognize these rights, investments towards closing the education gap would result in significant benefits. Among these benefits is an estimated increase in the gross domestic product by $30 billion and an additional 188,000 jobs for first nations people.

Finally, the AFN has published three reports over the last three years that provide alarming figures on the state of first nations' school conditions. These reports include identifying 202 on-reserve schools that are overcrowded and require additions. This is over half of the first nations schools in Canada.

Furthermore, as I deliver these remarks to you right now, there are more than 56 schools that require immediate replacement based on reported poor conditions or facility age. As we seek to identify solutions in programming, transformative agreements and targeted enhancements, there must be the same emphasis on education infrastructure. Graduation rates will not be accelerated with first nations students in schools that need to be condemned or in storage rooms acting as classrooms.

Thank you for your time and attention. I look forward to continuing the conversation.

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