 
 Mamow
Sha-way-gi-kay-win/ The North-South Partnership for Children is
building a network of caring relationships to improve life for
children, youth and families in remote First Nation communities.
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FAQ (Frequently Asked
Questions)
How are donations managed?
Why don't the First Nations have better schools?
Why are most schools in such poor condition compared to those
in southern Ontario?
What is the History of the Community Assessments?
How are donations managed?
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Receipts
for income tax purposes are provided on request for donations
of more than $20. |
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The
Partnership has a Memorandum of Agreement with Tikinagan Child
and Family Services (charitable number 13000-5648-RR-001)
to administer the Partnership funds through a designated Mamow
Sha-way-gi-kay-win account. Tikinagan holds the donations
in trust. (Tikinagan provides child welfare services in the
area served by the Partnership.) |
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A
Partnership financial management committee manages the funds. |
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All
donations are disbursed in accordance with the Partnership's
objectives. |
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If
donors provide more funds for a project than are needed, the
excess funds will be directed to other projects. |
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Donations
will be used to directly support First Nations children and
young people in Ontario's remote north. Tikinagan is not retaining
any portion of donated funds for administrative purposes.
This generous offer is representative of the good will and
investment of many of the organizations supporting the Partnership.
In other words, 100% of your donation goes to support programs
for First Nation children and youth. |
Why don't the First Nations have better schools?
Why are most schools in such poor condition
compared to those in southern Ontario?
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Underfunding
is one of the major problems. Education for First Nations
communities is funded by the federal government rather than
the provincial governments, as is the case in non-aboriginal
communities. The rate of funding per student averages half
of that under the provincial funding formula for education.
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Poverty
means families cannot afford to supplement budgets through
fundraising, as many "southern" families do. |
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The
difficult conditions and remote locations make construction
costly. |
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Staff
turnover can be a problem, and many teachers are non-Native,
which limits their ability to provide culturally appropriate
education. |
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The
results include high drop out rates, bullying, little or no
special education support, low achievement with students falling
behind their counterparts in non-Native schools. |
What is the History of the
Community Assessments?
In the spring of 2006, the partners realized the potential for
using an assessment model that was used in other regions of the
world, during a meeting in Big Trout Lake (Kitchenuhmaykoosib
Inninuwug or KI). At the time, representatives of various groups
were discussing a new initiative, the North South Partnership
for Children. KI reported on the issues that many remote First
Nation communities face and it occurred to the southern partners
that many of the issues were similar to what you might expect
to see in developing countries:
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No
access to clean water |
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Housing
shortages |
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Extreme
poverty |
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Lack
of educational, health, and support services |
The Partnership wanted to explore
the possible advantages of adapting the models used internationally
to conduct needs assessments in First Nations communities. We
believed that the results would offer a new way to describe the
issues. They would also guide the Partnership, the communities,
and others with regard to identifying the actions required to
meet the needs.
Two northern communities then volunteered to work with us to pilot
a community assessment model typically used in other regions of
the world.
Assessment Process
In January 2007, a team of nine experts visited two First Nations
communities, Webequie and Mishkeegogamang. The team's areas of
focus included livelihoods; physical and mental health; housing,
water and sanitation; education and recreation; culture and traditions.
While in the community, team members paired up with community
experts and interviewed: Chief and Council; local staff (mental
health worker, teachers, nurses, etc.); families; Elders; and
children and youth.
The assessment team identified the resources and existing capacity
of the communities to deal with problems. We quickly understood
that the solutions exist within the communities themselves, and
that what was needed were specific additional supports and resources.
Community members do not want outsiders to assign prescriptive
solutions or solutions. Rather they want to shape the future of
their own communities and to work in partnership with interested
parties to bring in the needed resources.
In addition, community members reported that this "outside"
perspective was helpful. They also said that, at times, while
living in a day-to-day reality, it is difficult to see how existing
or recent efforts are having a positive impact.
Difference from Prior Assessments
We were able to gather specific information on two communities.
Other assessments have gathered information on First Nations communities
as a whole, without looking at the individual needs of each community.
In addition, the model/approach was unique. In a very short period
of time, rather than months or years, and at a low cost, we gathered
substantial information and gained valuable insight into the specific
needs of the two communities. We also documented the capacities
of the communities - not just their problems.
Furthermore, this information is available to everyone interested
in supporting the communities.
What Were the Findings of
the Community Assessments?
Key Issues and Common themes
Both Webequie and Mishkeegogamang presented unique challenges.
(Webequie has managed to retain its language, Mishkeegogamang
has not; Webequie is a fly in community and relies on winter roads
Mishkeegogamang has year-round road access.
However, both communities are coping with similar issues and challenges,
including:
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Low
income levels and high cost of living (esp. food/fuel) |
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Lack
of paid employment opportunities |
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A
desperate need for housing, including new construction, repairs
and maintenance, and dealing with serious mould problems,
and ownership issues |
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Lack
of physical resources for recreation, including the lack of
facilities and other alternatives (e.g., arts and crafts) |
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Need
for children and youth programs, including sports and recreation,
arts and crafts, and especially land-based programs to reunite
the younger generation with their cultural heritage |
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Addictions
to gambling, drugs and alcohol, especially among young people |
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Suicide
and its impact on the wider community |
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Effects
of intergenerational abuse and trauma, including stress, depression,
anxiety and unresolved grief |
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Health
concerns, including diabetes, nutrition, respiratory illnesses,
mental health |
Root causes
Contributing to these common challenges are some overarching issues
and root causes:
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Livelihoods
- there are currently few opportunities to be employed. Economic
development very much needs to be better understood and plans
explored. |
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Roles-the
traditional/cultural roles of Elders and of men and of women
are not being well supported. |
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Trauma
- the impact of historical trauma and day-to-day crisis is
not being effectively addressed. The intergenerational devastating
impact of residential schools continues. |
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Lack of adequate funding
to provide for housing, education, and community infrastructure
and services in the First Nation communities. |
What are the Key Findings in the Community Assessments?
The many issues identified ranged from housing shortages to mental
health issues to lack of youth programming to children without
warm footwear in school.
A key outcome was identifying the process by which voluntary organizations
in the South can support remote First Nations. It was clear that
we need to build relationships and trust and ultimately understanding.
A key challenge will be to ensure that efforts remain a true "partnership"
and that communities and their leadership remain as truly equal
participants. A related challenge is to ensure that old practices
of assigning solutions or exploitation are not repeated. For this
to work, an atmosphere of clear and transparent communication
and planning needs to be realized.
Initiatives must be community led.
What Has Happened Since the Assessments Took
Place in January?
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(1)
Some recommendations from the Assessment have already been
realized. For example, this summer we will be coordinating
a summer camp in Mishkeegogamang; individuals and groups have
sent various donations to the communities, including food,
sports equipment and shoes; we are looking into plans to do
housing repairs in Mish and invest in the library in Webequie.
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(2)
Members of the assessment team have revisited both communities,
and completed a community visioning and planning process,
identifying the goals and strategies for achieving them.
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(3) We are making the
assessment results and the means to cooperate on action available
to the voluntary sector. |
What are the Next Steps?
Many projects are either underway or in development, e.g., housing
repairs, agricultural assessments, additional donations (canoes),
youth projects/summer camps.
We have revisited the communities to look at next step and priorities.
We will continue this dialog and continue to support communities
moving forward based on their desires
The North-South Partnership, more generally,
is going through a strategic planning process and has established
focused efforts in the following key areas:
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Youth
programming |
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Infrastructure
and economic development |
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Healing
and treatment |
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Advocacy
and communications |
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Youth
engagement |
Are There Plans to Conduct Additional Assessments?
At the request of northern First Nations communities, the Partnership
is looking at developing a community self assessment tool. Using
key learnings from the Assessments done in January we will develop
a tool to capture key information in a specific community. Our
plan is to pilot the tool in the fall of 2007.
Have a question for us? Please e-mail it to: advocacy@northsouthpartnership.com
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