The late 1960´s and early 1970´s were a period of turbulence and rejuvenation in Indian Education. The integration policies of the public school systems were failing miserably, which led to demands for change. In 1972 the National Indian Brotherhood produced a policy paper entitled Indian Control of Indian Education. This document formed the basis by which First Nations controlled schools came into being. Based on the principles of treaties and parental responsibility, community education programs began to flourish. During the next twenty years these education systems evolved into sophisticated institutions that pursue excellence and the highest standards in education. Today, 28 autonomous schools with a total approximate enrollment of 7, 000 students are flourishing within the Grand Council territory.

While each First Nation has its own education goals, governance and budgets, it was recognized that some aspects of programming can be delivered more efficiently and cost-effective in a collaborative manner. Consequently, PAGC Second Level Services was created to provide a consistent, effective support system to PAGC First Nations Schools in a variety of areas. An Education Board (consisting of Chiefs) and a Coordinators/Directors Committee (from each First Nations Education system) were established. Under their direction, a wide range of services and initiatives have taken place.