REPORT: Roundtable: Murray Sinclair / TRC, Educ, Empl




– Program
– Roundtable Report
– Commentary by Gabrielle Fayant
– Commentary by Susanna Cluff-Clyburn
– List of TRC Calls to Actions that address education, training and employment
– List of additional resources


Roundtable with
Senator Murray Sinclair
Chair of the Truth and Reconciliation Commission

To discuss the Education, Training and Employment sections of the Report

Wednesday, June 1, 2016; OTTAWA
8:30 am: Coffee & Networking (Joined by the Hon. Irwin Cotler)
9:00 to 11:00 am: Roundtable: Panel and discussion
11:00 to 11:30 am: Networking
Location: Room C-120, One Wellington Street, Parliamentary Precinct. Ottawa


Professor Kahente Horn-Miller, School of Canadian Studies, Carleton University
Honourable Sergio Marchi, President & CEO, Canadian Electricity Association

Keynote: Honourable Murray Sinclair

J.P. Gladu, CEO, Canadian Council for Aboriginal Business
Pierre Gratton, President & CEO, Mining Association of Canada
Jim Madder, President, ‎Confederation College, Thunder Bay
Discussant: Gabrielle Fayant, Project Mgr., ReachUp North, Digital Opportunity Trust

The Roundtable will focus on the Report’s calls to action related to Education, Training and Employment for Indigenous Peoples. Invitees include representatives from business, labour, industry associations, Indigenous Peoples, education associations and academia. This will be an opportunity for participants to gain a better understanding of the issues identified and of the range of solutions, some of which are being implemented by the public and private sectors, the education system and Indigenous communities. It will also be a chance to meet potential partners and collaborators on the journey of reconciliation and advancement.



A Roundtable with
Senator Murray Sinclair on
The Truth and Reconciliation Report
Calls to Action on
Education, Training and Employment

June 1, 2016, Ottawa, ON

Report prepared by: Jennifer David, Stonecircle Consulting 

TRC Calls to Action on Education, Training and Employment
The Pearson Centre for Public Policy hosted a Roundtable with Senator Murray Sinclair on June 1, 2016 to discuss the education, training and employment Calls to Action in the Truth and Reconciliation report. Four panelists representing different sectors and industries were also invited to weigh in on this topic.
Context and Participants
Professor Kahente Horn-Miller, School of Canadian Studies, Carleton University
Honourable Sergio Marchi, President & CEO, Canadian Electricity Association
Keynote: Senator Murray Sinclair.

Senator Sinclair was the Chair of the Truth and Reconciliation Commission (TRC), along with two other commissioners, Chief Wilton Littlechild and Dr. Marie Wilson. Together, they travelled across Canada for more than three years listening to and documenting residential school stories through national and community events as well as individual statement-taking/truth sharing opportunities. In 2015, the TRC published a six volume report and 94 Calls to Action. A National Research Centre for Truth and Reconciliation was also opened at the University of Manitoba in Winnipeg in 2015. The Centre houses all of the statements, documents and other materials gathered throughout the TRC’s years of operation.

J.P. Gladu, CEO, Canadian Council for Aboriginal Business
Pierre Gratton, President & CEO, Mining Association of Canada
Jim Madder, President, ‎Confederation College, Thunder Bay
Discussant: Gabrielle Fayant, Project Manager., ReachUp North, Digital Opportunity Trust

Opening Remarks
After a brief introduction by Pearson Centre President Andrew Cardozo, co-chair Sergio Marchi spoke about the work of reconciliation starting in his sector, as President and CEO of the Canadian Electricity Association. He pointed out that there are some 100 electricity projects in Canada on Indigenous lands, estimated at $50 billion with another 200 projects valued at over $120 billion in the works. “So if we can align Indigenous Chiefs with our CEOs in a spirit of collaboration and mutual respect, the economic benefits that can flow are huge,” he said.

Mr. Marchi highlighted the huge education and income gap that exists between Indigenous and non-Indigenous Canadians. He welcomed the panelists and audience and encouraged everyone to consider how “employment, training and education policies, together with political and community commitment, be harnessed, in an effort to bridge that gap.”

Co-chair Dr. Kahente Horn-Miller then introduced all the panelists and welcomed Senator Sinclair.

Senator Murray Sinclair
When a highly acclaimed and accomplished judge and recently appointed Senator invites people to call him ‘The Justinator’, anyone privileged enough to hear him speak quickly realizes that Senator Murray Sinclair is not only wise and humble but has a trickster kind of humour. And his sense of humour is welcome when the subject he most often speaks about is anything but humorous: Canada’s legacy of Indian Residential Schools and the inter-generational trauma that is its aftermath.
Just as our Indigenous Elders and storytellers would often begin a day or season of storytelling by inviting listeners to remember where they came from and bring to mind a time in the distant past, so Senator Sinclair began his lecture by placing the history of Residential Schools in a long line of policies, laws, processes and broken promises, going back nearly 300 years. He looked at three relationships between the newcomers to this country and Indigenous people: social, political and legal relationships. He said in the early days before Confederation, the legal relationship was one of equals; the social relationship had numerous challenges; and the political relationship was already starting to deteriorate. While the Royal Proclamation of 1763 assured the Indigenous people that the British government would not interfere with their lands and the Treaty of Niagara a year later confirmed this once again, the agitation for land, the sovereignty over land and the rights to land have been at the forefront of the Crown-Indigenous relationship ever since.
When the Constitution Act came into law in 1867, it gave the federal government certain powers and proclaimed sovereignty. This was the impetus for a rapid succession of treaties that, for the government, were land transfer deals but for Indigenous people were about sharing the land and living peaceably together.

The seeds of destruction that became residential schools was embedded in Treaty No. 1 in which First Nations demanded a schools clause. They wanted to be able to educate their own children in their own communities without giving up sovereignty. Citing the constraints and costs of building schools on every reserve, the Federal Government reneged on that treaty obligation and instead followed the American model of regional, residential schools. The result, said Senator Sinclair, was a concerted effort to “indoctrinate rather than educate.” He said residential schools were more like child welfare institutions than educational institutions where children were stripped of their identity, their pride, their language, their culture and their connection to family, community and land. And so, successive generations have suffered the ripple effects of these residential schools. The TRC has laid bare this ugly truth about Canada and now it is up to all Canadians to engage in reconciliation.
According to Senator Sinclair, “reconciliation is establishing relations founded on mutual respect.” It is imperative, he said, to do what is required to put Indigenous people in a position of self-respect. Senator Sinclair then challenged the panelists and the audience to get the message out and make the changes that need to happen. He pointed out that the panelists gathered in the room represented ‘leaders who can influence leaders’, particularly in the areas of education, training and business.
Each of the four panelists assembled were then given an opportunity to outline how they were planning to implement the TRC’s Calls to Action.

Jim Madder, President, ‎Confederation College, Thunder Bay
Mr. Madder discussed a conference he recently attended for Colleges and Institutes Canada at which the TRC Recommendations were a key element. He said it is important for everyone at colleges and institutes to understand the context and history of residential school.
He said this is a critical issue and some have yet to see the relevance. He provided an example. “I have people say to me, ‘why should a civil engineer, for example, have to learn about residential schools?’ and I say, engineers deal with land, don’t they? And what is the critical issue that we’ve been talking about? Land.”
Mr. Madder said it is imperative that Indigenous stories be embedded in all programs at colleges and institutes; not just a stand-alone course on Indigenous people.
Mr. Madder added that we all need to be part of the change but it won’t happen overnight. He told the audience that an Elder once told him that 300 years of ‘crappy’ history can’t be undone in three days.

JP Gladu, President and CEO of the Canadian Council for Aboriginal Business
Mr. Gladu began his presentation remarking that both of his grandmothers attended residential schools so he understands the impacts they have had on families.
He pointed out that TRC Call to Action #92 clearly calls on businesses to adopt and implement the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). He outlined a number of ways to do this:
• Provide additional incentives for Aboriginal businesses such as set-asides or additional points on requests for proposals or contracts for Aboriginal businesses or for partnering with Aboriginal businesses
• An equity stake in resource development must become part of the lexicon. Moose Cree First Nation is an example of a community that negotiated, under the leadership of Chief Norm Hardisty Jr., for a 25% stake in the lower Mattagami hydroelectric project in northern Ontario
• Change how we do business with Indigenous people including adding more Indigenous people to corporate boards

Pierre Gratton, President and CEO, Mining Association of Canada (MAC)
Pierre said the MAC has adopted UNDRIP and has a number of initiatives that support Indigenous relations.
MAC adopted an Aboriginal community outreach framework and an Aboriginal and Community Outreach Protocol, both of which consist of several performance indicators to confirm that mining companies have processes and protocols in place to engage with Aboriginal communities and organizations.
Mr. Gratton said there are currently 300 active agreements with Aboriginal communities and organizations which must follow the protocol and framework. Mining is also the top industry employer of Aboriginal people in Canada.
For MAC, reconciliation in action includes:
• Protocols—outreach protocols and framework
• Procurement—partnering with Aboriginal businesses and seeking products and services from Aboriginal businesses
• Education—increasing Aboriginal awareness among MAC staff and stakeholders
• Training—providing and supporting Aboriginal training and skills development in mining, including development of a mining readiness program called Mining Essentials: A Work Readiness Program for Aboriginal Peoples. MAC is currently working with the Mining Industry HR Council (MiHR) to develop a standardized list of tools to promote a more inclusive mining workplace

Gabrielle Fayant, Project Manager., ReachUp North, Digital Opportunity Trust
Ms. Fayant acted as discussant and commented on Senator Sinclair’s lecture as well as the panelists’ presentations. She said she is encouraged by discussions such as this one but that there is still much work to do. She said while some people use the word reconciliation, she gave the example of a reconciliation event she attended in which there was no recognition of Elders and there can be no reconciliation without this acknowledgement. She reminded participants that there are still ‘many things that hurt’ including too many Aboriginal people still in the foster care system and the jails, the fact that Indigenous people are still seen as statistics, and that there is still a lack of understanding of what really constitutes success.
Ms. Fayant said people have to “live reconciliation and not just make policies of what you think is best. You have to let go of control.”

She ended her presentation by saying that while she still sees ‘things that hurt’, she also sees beautiful things, such as the willingness to listen to stories from young Indigenous people such as herself and the willingness to understand our Indigenous history through projects such as KAIROS’ blanket exercise and the important work of the TRC. She said, as a Métis person, she is proud of her heritage and not afraid to talk about who she is. She says her ancestors visit her in her dreams and teach her about her role and the importance of her history and story.
“I’m here because my ancestors went into hiding to make sure the next generation survived,” she said.

Closing Remarks
Senator Sinclair provided some additional context and answered several questions with the following observations and comments:
• There are different types of documents from the United Nations; a Declaration is at the lowest end, meaning there is no legal impetus to adopt or implement it. It will only be truly implemented if governments do what UNDRIP recommends; this is the same for the TRC’s Calls to Action
• It is important for the media to understand these issues. They are impatient with the complexity of the issue but ‘getting to the truth is hard’ and it takes time and patience.

The following recommendations represent practical ideas put forward by the panelists and by individuals who participated in a question and answer session at the end of the presentation. These are related specifically to education, training and employment.

Training and Education
• Incorporate and integrate Indigenous perspectives, stories and processes into all courses at colleges and institutes across Canada, beyond stand-alone courses on Indigenous history
• Ensure Canadians understand the importance of terminology (for example, the term First Nations is not a blanket term for all Indigenous people as it excludes Métis and Inuit)
• Support initiatives for community-driven, community-developed education. Communities themselves must answer, ‘what do we want our children to know by the time they are 18?’ This may not be what the government or others say but reflects what it takes to educate children in a way that they are productive in First Nation, Inuit and Métis communities
• Increase public education on the history of residential schools, and how reconciliation in action means allowing Indigenous people to have control over their own lives and communities
• Challenge thought leaders and other industry and educational leaders to understand the history and context of residential schools and speak out

Industry and Employers
• Industries can develop frameworks and protocols to systematize engagement and consultation processes so that rights are respected and Indigenous people are involved, particularly in resource development projects
• Put Call to Action #92 into practice, specifically: the corporate sector should adopt UNDRIP; commit to meaningful consultation; ensure Aboriginal people have equitable access to jobs, training and educational opportunities; and provide education for management and staff on the history of Aboriginal peoples.
• Industry can provide additional incentives to Aboriginal business in the areas of procurement and partnerships
• Industry can be open to Indigenous equity ownership of resource development companies and corporations
• Provide industry-specific skills development and training aimed particularly at increasing the Aboriginal workforce
• Industry associations can prepare position papers or other documents to provide value to the conversation about engagement and consultation and implementing UNDRIP
• Consider future sessions that focus in on one topic such as education or employment in order to discuss in more detail
• Address the ongoing and disproportionately high number of Aboriginal children in care
• UNDRIP has to be implemented in consultation with Indigenous peoples and not done unilaterally
• Look at ways to make meaningful policy changes (example provided of how a new policy implemented by the RCMP allows new recruits to be posted near or in their home communities)
Senator Sinclair ended the roundtable discussion by saying that every Canadian should read the TRC’s Calls to Action and pick one or two that they can implement. “Only through that can we effect the kind of change we want to see,” he said.

“We must have improved relationships with Indigenous people. Otherwise it is not reconciliation.” Senator Murray Sinclair, Chair, Truth and Reconciliation Commission.

Please note that the Pearson Centre has prepared a list of links to other reports, documents and resources related to Indigenous employment, training and education. See below.


Discussant Thoughts RE: Roundtable with Senator Murray Sinclair
BY Gabrielle Victoria Fayant

On June 1, 2016, I had the honour of attending a roundtable discussion with Senator Murray Sinclair along with other Indigenous leaders, Professor, Kahente Horn-Miller and Canadian Council of Aboriginal Business (CCAB), CEO, JP Gladu and fellow Canadian business developers and presidents from the energy, development and education industries.

The event began with a few words from co-chair, Honourable Sergio Marchi. He commented on the potential Aboriginal people had to contribute to the labour market and estimated amounts, in the billions, that Aboriginal people, if successfully trained and educated, could bring to the Canadian economy.
Senator Murray Sinclair then began as the keynote speaker for the event. Senator Sinclair led his discussion with important historical events that have so often been left out of Canadian history books such as events surrounding the Doctrine of Discovery in 1492 and how the Roman Catholic Church viewed Indigenous people at the time to voting rights and the Indian Act to how Canadians were led to believe Indigenous people were inferior and how Indigenous children were led to believe they were inferior. His keynote was powerful and brought up a lot of emotions for me personally. Even though I am well educated in these untold stories as I am a Blanket Exercise facilitator, it still brings up a lot of emotions to hear the impacts of colonization on my relations.

Senator Sinclair’s address was then followed by a panel with Jim Madder, President, Confederation College, JP Gladu, CEO, CCAB, and Pierre Gratton, President & CEO, Mining Association of Canada and myself, as a discussant following the panel. Jim Madder discussed the ways that the colleges and training programs leading to jobs in the trades are tackling deeper understandings of the land that may be the focal point of these jobs. For example, he mentioned the civil engineering programs he is working with that are now taking time to understanding the traditional territories they may be working on and the impacts the infrastructures and development projects may have on the land for future generations. He talked about the layers of red tape many programs need to go through to reach better understandings and that there is a growing urgency from the public to ensure proper protocol is followed in these industries. JP Gladu discussed CCAB findings in GP levels, closing employment, training and education gaps and statistics referenced also by Mr. Marchi at the beginning of the event. Mr. Gladu mentioned that there are more and more discussions between industry and Indigenous communities; he used Chief Hardsty from Moose Cree First Nations as an example of cooperation between development companies and First Nations Chiefs. Chief Hardsty was able to acquire 25% equity in a recent development project for his community. Lastly, Pierre Gratton, discussed the evolution of the way the Mining Association of Canada has done business, especially over the course of the last 10 years. He noted that their members have reached overall levels of 60% best practises and 90% good practises in their understandings of working with Indigenous peoples and land. He said there has been a deepened understanding of the importance of working with Indigenous peoples. He also commented that many of his members now consult Indigenous people prior to any developments in their communities and brought up questions around current proposed development projects on Algonquin territory on Lebreton Flats.

I have to compliment the organizers of this event, even though I do not represent all youth or all grassroots, having me as a young, grassroots voice was very important in this dialogue. So often we are disregarded and forgotten, treated like we do not know what is best for us and our communities because we are young or lack “experience” or a degree. As a young, Metis woman, I am often overlooked at these types’ events by professionals and politicians and this event was no different. As my bio was read a lot at the beginning of the panel and the words Idle No More were associated to my experience, I could hear the tension and nervousness of the people around me. Some maybe writing me off as a trouble maker and some nervous, knowing that grassroots people hold an untapped power. I have to admit, it is very hurtful to hear statistics of Indigenous people as though we are an eye sore or a part of the population that is not holding up their part of the bargain. A bargain that many of us were never included in to begin with. I know those people that are referred to as high school dropouts or homeless or poor or not contributing to the economy, I was one of those statistics and maybe I still am. We have to look at what success means to Indigenous people.

Canadians have to understand that residential schools were assimilation policies, made by non-Indigenous people who thought they were just doing what they thought was best for Indigenous people, in their understanding of what success is.

Canadians, politicians, industry leaders and CEOs, need to ask themselves “Are we still asking Indigenous people to assimilate to our standards of success and at what sacrifice to their beings?”.


Comments by:
Susanna Cluff-Clyburne
Director, Parliamentary Affairs| Directrice principale, Affaires parlementaires
The Canadian Chamber of Commerce | La Chambre de commerce du Canada

Thank you for the opportunity to attend this roundtable.

Priority issues for action

· The TRC’s recommendations – particularly calling for eliminating education (including funding) and employment gaps between Indigenous and non-Indigenous Canadians – have been advocated by the Canadian Chamber of Commerce. These measures are good for Indigenous peoples, business and Canada.

· Seeking clarity regarding the role of business in reconciliation.


· The federal government should work with business and Indigenous peoples to create tools that businesses (particularly SMEs) can use to fulfill the TRC’s Recommendation 94.iii (Provide education for management and staff on the history of Aboriginal peoples, etc.)
What the Canadian Chamber can do

· Following on the above recommendation, provide tools to its members throughout Canada so they, in turn, can adapt core materials for their members that reflect their respective relationships with Indigenous peoples and communities.

The focus of this Roundtable was on select sections:

Truth and Reconciliation Commission Report

Calls to Action that focus on three aspects: Education, Training and Employment


Rec. 7: We call upon the federal government to develop with Aboriginal groups a joint strategy to eliminate educational and employment gaps between Aboriginal and non-Aboriginal Canadians.

Rec. 8: We call upon the federal government to eliminate the discrepancy in federal education funding for First Nations children being educated on reserves and those First Nations children being educated off reserves.

Rec. 9: We call upon the federal government to prepare and publish annual reports comparing funding for the education of First Nations children on and off reserves, as well as educational and income attainments of Aboriginal peoples in Canada compared with non-Aboriginal people.

Rec. 10: We call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples. The new legislation would include a commitment to sufficient funding and would incorporate the following principles:

i. Providing sufficient funding to close identified educational achievement gaps within one generation.
ii. Improving education attainment levels and success rates.
iii. Developing culturally appropriate curricula.
iv. Protecting the right to Aboriginal languages, including the teaching of Aboriginal languages as credit courses.
v. Enabling parental and community responsibility, control, and accountability, similar to what parents enjoy in public school systems.
vi. Enabling parents to fully participate in the education of their children.
vii. Respecting and honouring Treaty relationships.

Rec. 11: We call upon the federal government to provide adequate funding to end the backlog of First Nations students seeking a post-secondary education.

Rec. 12: We call upon the federal, provincial, territorial, and Aboriginal governments to develop culturally appropriate early childhood education programs for Aboriginal families.

Language and Culture

Rec. 13. We call upon the federal government to acknowledge that Aboriginal rights include Aboriginal language rights.

Rec. 14. We call upon the federal government to enact an Aboriginal Languages Act that incorporates the following principles:

i. Aboriginal languages are a fundamental and valued element of Canadian culture and society, and there is an urgency to preserve them.
ii. Aboriginal language rights are reinforced by the Treaties.
iii. The federal government has a responsibility to provide sufficient funds for Aboriginal-language revitalization and preservation.
iv. The preservation, revitalization, and strengthening of Aboriginal languages and cultures are best managed by Aboriginal people and communities.
v. Funding for Aboriginal language initiatives must reflect the diversity of Aboriginal languages.

Rec. 15. We call upon the federal government to appoint, in consultation with Aboriginal groups, an Aboriginal Languages Commissioner. The commissioner should help promote Aboriginal languages and report on the adequacy of federal funding of Aboriginal-languages initiatives.
Rec. 16. We call upon post-secondary institutions to create university and college degree and diploma programs in Aboriginal languages.

Professional Development and Training for Public Servants:

Rec. 57: We call upon federal, provincial, territorial, and municipal governments to provide education to public servants on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.

Education for reconciliation

Rec. 62. We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:

i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.
ii. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.
iii. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms.
iv. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education.
63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including:
i. Developing and implementing Kindergarten to
Grade Twelve curriculum and learning resources
on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
ii. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history.
iii. Building student capacity for intercultural
understanding, empathy, and mutual respect.
iv. Identifying teacher-training needs relating to the above.

Rec. 64. We call upon all levels of government that provide public funds to denominational schools to require such schools to provide an education on comparative religious studies, which must include a segment on Aboriginal spiritual beliefs and practices developed in collaboration with Aboriginal Elders.

Rec. 65. We call upon the federal government, through the Social Sciences and Humanities Research Council, and in collaboration with Aboriginal peoples, post-secondary institutions and educators, and the National Centre for Truth and Reconciliation and its partner institutions, to establish a national research program with multi-year funding to advance understanding of reconciliation.

Youth Programs:

Rec 66: We call upon the federal government to establish multi-year funding for community-based youth organizations to deliver programs on reconciliation, and establish a national network to share information and best practices.

Media and Reconciliation

Rec 84.
We call upon the federal government to restore and increase funding to the CBC/Radio-Canada, to enable Canada’s national public broadcaster to support reconciliation, and be properly reflective of the diverse cultures, languages, and perspectives of Aboriginal peoples, including, but not limited to:

i. Increasing Aboriginal programming, including Aboriginal-language speakers.

ii. Increasing equitable access for Aboriginal peoples to jobs, leadership positions, and professional
development opportunities within the organization.
iii. Continuing to provide dedicated news coverage and online public information resources on issues of concern to Aboriginal peoples and all Canadians, including the history and legacy of residential schools and the reconciliation process.

Rec 85.
We call upon the Aboriginal Peoples Television Network, as an independent non-profit broadcaster with programming by, for, and about Aboriginal peoples, to
support reconciliation, including but not limited to:

i. Continuing to provide leadership in programming and organizational culture that reflects the diverse cultures, languages, and perspectives of Aboriginal peoples.
ii. Continuing to develop media initiatives that inform and educate the Canadian public, and connect Aboriginal and non-Aboriginal Canadians.

Rec 86.
We call upon Canadian journalism programs and media schools to require education for all students on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations.

Business and Reconciliation

Rec 92.
We call upon the corporate sector in Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a reconciliation framework and to apply its principles, norms, and standards to corporate policy and core operational activities involving Indigenous peoples and their lands and resources. This would include, but not be limited to, the following:

i. Commit to meaningful consultation, building respectful relationships, and obtaining the free,
prior, and informed consent of Indigenous peoples before proceeding with economic development projects.

ii. Ensure that Aboriginal peoples have equitable access to jobs, training, and education opportunities in the corporate sector, and that Aboriginal communities gain long-term sustainable benefits from economic development projects.

iii. Provide education for management and staff on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills based training in intercultural competency, conflict resolution, human rights, and anti-racism.


Resource List and Links

The following are resources, documents and links related to the TRC recommendations in the areas of Education, Training and Employment. This list will be updated with new recommendations and is not intended as an exhaustive list.

– Building Reconciliation National Forum. Report from University of Saskatchewan-sponsored forum on how the university can respond to the Calls to Action in the TRC.
– Questionnaire on Meeting Findings of the Truth and Reconciliation Commission. Responses to a questionnaire about what post-secondary institutions in BC are doing to implement the Calls to Action.
– Responding to the Truth and Reconciliation Commission Calls to Action: Faculty of Education. Paper from the University of Regina.
– Manitoba Collaborative Indigenous Education Blueprint for Universities, Colleges and Public School Boards. Signed blueprint to ‘make excellence in Indigenous education a priority.’
– Truth and Reconciliation Commission of Canada: Calls to Action Priority Areas for Provincial Government Action. List of recommendations from the Ontario Federation of Indigenous Friendship Centres to the Ontario government.

Employment and Training
– Ontario implementing new Indigenous Training and Education Requirements. Announcement from Ontario government.
– Cultural Perspectives Training. A course on developing actionable ideas to respond to the TRC’s Calls for Action.
– Mastering Inclusion. A suite of courses for managers seeking to make their workplace more inclusive and welcoming for Indigenous employees.

– Canadian Labour Congress Discussion Document: Framework for a Labour Plan of Action on Reconciliation with Justice.
– Canadian Chamber of Commerce: various resources for businesses in Canada:

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