Overview

We are committed to working with Indigenous partners and the education sector to improve access to education for Indigenous students in Ontario and support First Nation, Métis and Inuit student achievement and well-being. This includes:

  • closing the achievement gap between First Nations, Métis and Inuit students and all students
  • increasing every student’s knowledge and awareness of First Nations, Métis and Inuit histories, cultures, perspectives and contributions

Supporting Indigenous education in provincially funded schools and school boards

Indigenous education leads

Every school board must have a full-time position dedicated to supporting Indigenous education priorities. Leads work closely with senior board administration, including the superintendent responsible for Indigenous education, school board staff and Indigenous Education Councils (IECs).

The lead is responsible for implementing programs and initiatives that support the academic success and well-being of Indigenous students. They also support the building of knowledge on Indigenous histories, cultures, perspectives and contributions.

Indigenous Education Councils (IECs)

What IECs do

IECs and Indigenous education leads guide school boards and schools in:

  • building stronger relationships with communities
  • supporting Indigenous education planning
  • sharing information
  • identifying promising practices
  • enhancing collaborative work

This supports First Nations, Métis and Inuit student achievement and well-being.

How IECs work with school boards

School boards must have formal structures such as IECs to support Indigenous education. IECs provide strategic direction on the:

  • development and implementation of Indigenous education strategies and priorities
  • Board Action Plan on Indigenous Education, including targeted initiatives and supports to improve the engagement, learning and well-being of First Nations, Métis and Inuit students

Contact your school board to learn about your local Indigenous Education Council.

Support for students

Graduation Coach Program for Indigenous Students

Some school boards have graduation coaches for Indigenous students to help First Nations, Métis and Inuit students obtain an Ontario Secondary School Diploma and successfully transition into postsecondary education, training or labour market opportunities.

This program engages First Nations, Métis and Inuit students to provide wrap-around supports to improve their well-being and learning outcomes.

Contact your school to see if a graduation coach for Indigenous students is available through your school board.

Alternative Secondary School Program within Indigenous Friendship Centres

In partnership with the Ontario Federation of Indigenous Friendship Centres, local Friendship Centres and school boards, the Alternative Secondary School Program offers culturally-relevant education programming and learning supports for First Nations, Métis and Inuit students working toward graduation. The program focuses on:

  • Indigenous approaches and ways of knowing
  • cultural teachings and learning approaches
  • land-based learning
  • connection to community
  • access to knowledgeable members of Indigenous communities

The program follows a trauma-informed education model that puts well-being and holistic approaches to education at the centre of learning.

Contact your school board or local Indigenous Friendship Centre to see if the program is available in your area.

Voluntary and confidential Indigenous student self-identification

First Nations, Métis and/or Inuit students have the right to voluntarily and confidentially self-identify as First Nation, Métis and/or Inuit at their school. Self-identification can be completed if you are::

  • a parent and/or guardian on behalf of an Indigenous student
  • an Indigenous student and you are 18 years of age or older

Schools, school boards and the Ministry of Education use this information to better understand how to target funding and programs to support First Nations, Métis and Inuit student well-being and success.

Contact your school if you would like to learn more about voluntary, confidential Indigenous student self-identification.

Guide to develop a policy for Indigenous student self-identification

For information on how school boards can develop a voluntary, confidential Indigenous student self-identification policy, visit the guide to developing policies for Indigenous student self-identification page.

Partnerships

Master Education Agreement

In August 2017, the Minister of Education joined participating First Nations in signing the Master Education Agreement. The historic agreement describes the relationship between the Anishinabek Education System and Ontario’s provincially funded education system and sets out commitments between the parties to support:

  • the transition of students between Anishinabek First Nations’ schools and schools in the provincially-funded education system
  • advancement of Anishinabek language and culture and the knowledge of Anishinabek First Nations’ histories, perspectives and contributions within Anishinabek First Nations’ schools and provincially funded schools
  • engagement and participation of students, parents, families and communities to realize the goal of improved student achievement and well-being

Since 2017, Ontario and the Anishinabek Education System have continued to advance the objectives of the agreement through successive multi-year action plans and funding agreements (2018–2021, 2021–2024 and 2024–2027).

Engagement with Indigenous partners

In 2023, the ministry re-established engagement tables with Indigenous partners to support the success and wellbeing of First Nations, Métis and Inuit learners.

The First Nation Lifelong Learning Table (FNLLT) is a bilateral process between the Chiefs of Ontario and the Ministry of Education that was first established in 2016 to focus specifically on issues related to the education of First Nations learners in the provincially funded education system,

The Métis, Inuit and Urban Indigenous Education Priorities Table (MIUIEPT) brings together Métis, Inuit and urban Indigenous partners to engage on key education priorities.

Métis Nation of Ontario (MNO)

In 2009, Ontario and the Métis Nation of Ontario (MNO) entered into a Memorandum of Understanding (MOU) to formalize the existing relationship between MNO and the Province.

The MOU commits to:

  • ongoing collaboration to improve educational outcomes for Métis students
  • supporting collaborative relationships between Métis communities, school boards and education partners
  • recognizing and preserving the distinct history, identity and culture of the Métis people and their contributions to Ontario

On December 15, 2015, the MNO signed a new MOU with the Ministry of Education.

Read the memorandum of understanding. (PDF, 486 Kb)

Education Partnerships Program (EPP)

The Education Partnerships Program (EPP) is a federal program designed to support collaboration between First Nations, provincial and territorial ministries or departments of education and Canada.

Ontario participates in the EPP with:

  • Nishnawbe Aski Nation
  • the Association of Iroquois and Allied Indians
  • Grand Council Treaty #3

Each EPP partnership is governed by a Memorandum of Understanding (MOU) which outlines:

  • shared goals and objectives
  • the role and responsibilities for each party in implementing EPP activities

Ontario’s Ministry of Education provides funding to participating First Nations to support the implementation of EPP activities.

The MOUs established under the EPP with each partner reflect distinct education priorities, including the following:

1. Nishnawbe Aski Nation

On April 9, 2013, Nishnawbe Aski Nation, Canada and Ontario signed a historic MOU (PDF, 158 Kb) on First Nation education that made a commitment to working together to improve educational outcomes for First Nation students in First Nation-operated and provincially funded schools. This was the first tripartite education agreement to be signed in Ontario. Key priority areas of the memorandum of understanding include:

  • student support services
  • curriculum enhancements
  • governance and administration
  • human resources
  • parental participation

2. Association of Iroquois and Allied Indians

On February 27, 2017, Canada, Ontario and the Association of Iroquois and Allied Indians signed an MOU on First Nation education through the Education Partnership Program. This MOU is the second tripartite education agreement signed in Ontario. Key priority areas of the MOU include:

  • language and culture
  • relationship building
  • Student transitions

3. Grand Council Treaty #3

On May 14, 2021, Grand Council Treaty #3, Canada and Ontario signed an MOU on First Nation education through the Education Partnerships Program. The MOU focuses on priority areas identified with Grand Council Treaty #3 and with the Federal Government to improve educational outcomes for Grand Council Treaty #3 learners, such as:

  • Early learning
  • Culturally appropriate teaching and learning resources
  • Professional development
  • Relationship-building
  • Transitions
  • Supporting partnerships and relationship-building though the Reciprocal Education Approach and other processes

4. Tungasuvvingat Inuit

On November 27, 2017, the Ministry of Education formalized its working relationship with Tungasuvvingat Inuit through a memorandum of understanding – the first of its kind between the province and the Inuit community. The memorandum supports:

  • collaborative relationships between Inuit communities, school boards and education partners to promote student success
  • the inclusion of Inuit culture, values and traditions in the development of provincial education initiatives

Read the memorandum of understanding (PDF, 1.04 Mb).

Inuit capacity building in school boards

The ministry provides Inuit capacity building funding to Tungasuvvingat Inuit to support the success and well-being of Inuit learners through increasing access to language classes and resources that support cultural safety and integrate Inuit culture into daily classroom activities. This program aims to increase equity when students enter the school system, and support improved retention, credit accumulation and graduation rates.

Support for Indigenous languages

Language is the foundation of culture. First Nations, Métis and Inuit peoples have strong oral traditions that must be supported through renewed respect for, and understanding of, Indigenous languages.

Part of the National Centre for Truth and Reconciliation’s Truth and Reconciliation Commission Reports call for protecting the right to Indigenous languages, including the teaching of Indigenous languages as credit courses. The ministry is committed to developing and implementing programs and services that are supportive and reflective of First Nation, Métis and Inuit cultures and languages.

Funding

The ministry provides funding to school boards and community partners to support Indigenous languages revitalization initiatives, with the objective of growing the number of Indigenous languages programs and speakers.

This funding:

  • supports language learning opportunities for students in partnership with Indigenous communities
  • addresses gaps in language-focused employment opportunities
  • provides mentorship programs for new language learners and prospective future languages educators
  • provides professional development opportunities for current Indigenous languages educators to grow their programs and resources for students

Funding is targeted to support programs and initiatives for the following Indigenous languages/language families:

  • Anishinaabemowin / Ojibwe
  • Algonquin
  • Kanien’kéha (Mohawk language)
  • Inuktitut

Examples of activities supported through ministry funding include:

  • the “Anishinaabemodaa – Let's speak Ojibwe” initiative, which supports pathways for Ojibwe speakers to become educators
  • land-based language learning opportunities
  • Indigenous language resource development
  • professional learning for educators

The ministry also supports Indigenous language revitalization through its partnership with the Anishinabek Education System. This includes the Kinoomaadziwin Education Body's Virtual Secondary School, which uses virtual learning to expand access to Ojibwe language courses for secondary students.

Curriculum

The ministry is committed to ensuring that First Nations, Métis, and Inuit perspectives are reflected throughout the province’s curriculum.

The ministry works with Indigenous partners to enhance the Ontario curriculum and support mandatory learning about:

  • residential schools
  • treaties
  • the legacy of colonialism
  • the rights and responsibilities we all have to each other as treaty people

Changes to curriculum

Ontario has revised several curricula to strengthen learning about First Nations, Métis and Inuit histories, cultures, perspectives and contributions.

Canada’s Call to Action 62 and 63

In response to Truth and Reconciliation Commission of Canada’s Call to Action 62 and 63, the ministry revised the curriculum for:

  • Social Studies: Grades 1 to 6
  • History and Geography: Grades 7 and 8
  • Canadian and World Studies: Grades 9 and 10

These curriculum revisions are a mandatory component of every student’s education in Grades 1 to 8 and Grade 10.

Grades 9 to 12 curriculum revisions

The revised First Nations, Métis, and Inuit Studies, Grades 9 to 12 curriculum, issued in 2019, provides opportunities to learn through art, literature, law, humanities, politics and history.

Kindergarten to Grade 8 curriculum revision

New mandatory learning related to Indigenous cultures, histories, perspectives and contributions is now included in the curriculum for:

  • kindergarten
  • elementary language
  • elementary science and technology

The ministry works with First Nations, Métis, and Inuit partners to support curriculum review and revisions, and appreciates the meaningful contributions from communities, nations and individuals.

The ministry has designated the first week of November as Treaties Recognition Week to promote public education and awareness about treaties and treaty relationships.

Read the curriculum.

Curriculum resources about treaties

Elementary

Secondary

Reciprocal Education Approach

The Reciprocal Education Approach  was designed in collaboration with First Nation partners and education stakeholders to:

  • improve access to education
  • strengthen parent and guardian choice
  • improve First Nation student transitions between provincially funded and First Nation-operated or federally-operated schools in Ontario

Through the Reciprocal Education Approach , when requirements are met, school boards are required to:

  • admit First Nation students who live on-reserve to a school of the school board
  • provide funding support for students who would ordinarily be eligible to be pupils of the board to attend a First Nation school

For school board obligations to be initiated, certain eligibility criteria must be met and First Nations and students must submit a written notice to the school of the school board the student intends to register at or is currently registered at.

Parents, guardians, students and/or Another Authorized Persons are advised to work with their Band, Tribal Council, Education Authority or the federal government to complete the written notice form.

Using the Reciprocal Education Approach, First Nations and school boards do not need to negotiate and enter into an agreement for the base tuition fee.

Learn more about the Reciprocal Education Approach, including the eligibility requirements for First Nations and District School Boards, and a fact sheet about how students can participate.

Recognition of First Nation schools

We are committed to supporting First Nation students and recognizing the unique nature of First Nation and federally operated schools to create opportunities for First Nation students to access programs and services to support their success and well-being.

We will continue to build on collaboration between the provincially funded education system and First Nation-operated and Federally funded schools to further strengthen these relationships, build greater capacity and provide supports, such as increased access to professional development, and learning resources.