The PAGC Education office reconfigured their programs and services to better meet the needs of it’s members. Therefore, the PAGC Third Level Service Department have started new initiatives. For instance, the following programs are currently being pursued since April 1st, 2019/20;

  1. Provide Political/Educational Advocacy
    • Provide technical support to PAGC Chiefs/Community leaders on any new changes to federal policy as it pertains to education, child welfare and youth employment.
    • Advocate at regional and national levels for PAGC member nations on educational initiatives.
  1. Collect, analyze and present information from outside agencies – FSIN, ISC, Ministry (PEPIT)
    • Participate and provide ideas to FSIN Technical tables
    • Through PEPIT, provide education input reflective of indigenous education priorities (language, culture and land-based).
  1. Create PAGC-wide activities for students that enhance and acknowledge First Nation students cultural and academic (holistic) performance.
    • PAGC Fine Arts
    • Bobby Bird Memorial
    • PAGC Education Portal
    • Virtual Treaty Fair
  1. Offering Third-Level Service Support
    • Develop Treaty-based Education Resources
    • Indian Residential School Survivors
    • 60’s Scoop
    • Millennial Scoop Survivors
    • Legends and Myths
    • Develop Land-based education Resources
    • Using local elders, develop activities for students and faculty
    • Develop Orientation and Inductee Programs for Institutions
    • Create Language Resources
    • Using Cree, Dene and Dakota Speakers, PAGC contracts them to interpret books and resources in their languages (i.e.- Develop Micro-credentials for PAGC Departments and the organization).
    • Develop/publish children’s books for Residential School Survivors.
    • National Indian Brotherhood
    • To do research into the historical and cultural aspects of First Nation communities with a view to assisting in retaining First Nation culture and values;
    • To provide educational programs and related services and initiatives that provide assistance to First Nations peoples including the provision of financial assistance to attend education institutions at all levels; and
    • To provide healing and reconciliation programs, services and initiatives for First Nations peoples as required as a result of the intergenerational impacts of the Indian Residential School system.
    • Due to the Pandemic, PAGC has developed resources to accommodate asynchronous learning environments through micro-credentials, Triple-E Framework, etc.
    • Provide online presentations to the First Nations Education Administration Association Conference. This national conference allowed for PAGC to share current trends and issues that pertained to nation-wide education endeavors. This online workshop prompted discussions on neuroscience- specifically on the impact of Intergenerational Trauma and how constructivism helps facilitate indigenous values, culture and languages into the curriculum.
  1. Child Welfare
    • Provide information to PAGC Executive and Chiefs on the Child Welfare and the recent investments announced on Tuesday, January 4th.
    • Develop resources and materials (i.e.-Prezi, PPT, etc) on Bill C-92 and any other federal policy specific to Bill C-92.
    • Create resources for PAGC community Child Welfare workers, community leaders and parents impacted by new federal investments.
  1. Partnering with Institutions
    • PAGC Education has been working with University of Saskatchewan, create a forum for a Master’s Program being proposed through USASK where local Education Directors will be able to share their input into land-based, language and culture programming.
    • PAGC has signed an MOU with Sask Polytech on the creation of land-based curriculum, indigenous knowledge and language programming through the use of Hannin Creek, SK. The site will be instrumental in developing “talking circles” with Indigenous elders to speak on the Indian Residential School Experience, Sixties Scoop, etc., and the Resiliency of FN Peoples/Indigenous Knowledge. Hannin Creek will also be the site for the collection of stories/legends, and cultural programming.
    • Some of the activities are currently being undertaken;
      1. Recent investments in youth that are “aging out” from Child Welfare (Tuesday’s federal announcement) and possible development of Adult-Ed/ABE, and other online initiatives. PAGC & SaskPoly Technic will work collaboratively in developing programming specific to this “Aging Out” group.
      2. Assist in the co-construction of Inductee Programs for faculty at the Hannin Creek facility-more specific to “Indigenization” and “Cultural Competency” activities in August.
      3. As part of the INFYES, create better employment and training opportunities for 18-30 year-olds through our Income Assistance First Nations Youth Employment Strategy. Indigenous Services is asking organizations to submit proposals for employment & Training initiatives for our PAGC youth. For example, how can we get our youth prepared for solar energy certification? Food Safety Certification? Other initiatives for 21stCentury job skills?
      4. Create Orientation and Peer Support Programming for indigenous students within the SaskPolyTech and other Elder/Mentorship programs.
        • Story-telling Sessions
        • Spring/Summer Land-based programs
        • Tipi Construction
        • Birch-bark canoes
        • Medicine Walk
        • Elder Stories
        • Solar Power Energy and Food safety Certification and Cabin
        • Construction.
      1. PAGC education would like to develop an Indigenous Knowledge (IK) Committee to work with various stakeholders regarding Early Childhood Education Curriculum. The IK Committee can begin discussions with various stakeholders on the development of ECE Program ideas that adopt  the nine principles set out by the 2018 Indigenous Early Learning and Child Care Framework:
        1. Indigenous Knowledge, Languages and Cultures
        2. First Nations, Inuit, and Métis Determination
        3. Quality Programs and Services
        4. Child and Family‑Centred
        5. Inclusive
        6. Flexible and Adaptable
        7. Accessible
        8. Transparent and Accountable
        9. Respect, Collaboration, and Partnerships
      1. IAFNYES Apprenticeship Programming– constructing an “Aging Out Youth Facility where students 18-25 year-olds can learn to build vocational skills while earning hours specific for their trade.
  1. Indigenous Languages Act PAGC Education will support Indigenous communities in their efforts to
    • reclaim, revitalize, maintain, and strengthen Indigenous languages;
    • promote public awareness of Indigenous languages;
    • undertake research on the provision of funding and on the use of Indigenous languages in Canada;
    • support innovation and the use of new technologies; and
    • facilitate the resolution of disputes and review complaints about federal policies,
    • funding or agreements  as they relate to Indigenous languages.
  1. Income Assistance First Nations Youth Employment Strategy
    • Provide funding for local 18-30 year-old First Nations Youth who are currently on Income Assistance.
    • support the development and enhancement of essential employability skill
    • promote the benefits of education as key to labour market participation;
    • introduce youth to a variety of career options;
    • support access to services to help youth transition to and remain in the workforce; and
    • reducing long term dependency on Income Assistance.
  1. First Nations Youth Employment Strategy

The Prince Albert Grand Council are working with local First Nations in providing employment opportunities for various clients who are on income assistance. Working with ISC, PAGC are collecting names of participants and offer incentives (competitive wage, equipment, baby-sitting and daycare).