Redefining how success is measured in First Nations, Inuit and Métis learning : Redéfinir le mode d'évaluation de la réussite chez les Premières nations, les Inuits et les Métis

The report: vision on the ground, but are confident that the inherent • outlines the key characteristics of holistic lifelong depth and scope of the Holistic Lifelong Learning Models learning for First Nations, Inuit and Métis as provide a solid foundation for identifying specific aspects identified in the literature; of learning that need to be measured appropriately. [...] The blanket’s circular shape reflects the Inuit belief in the interconnectedness of all life—the continuous cycle of life, The Inuk emerges from each learning opportunity with death and regeneration that links the past, present and a deeper awareness of Inuit culture, people and sila and future. [...] The interconnectedness of these environments For the Métis people, learning is understood as a process is depicted by the roots’ convergence at the base of the of discovering the skills, knowledge and wisdom needed tree—where Indigenous Knowledge and Values provide a to live in harmony with the Creator and creation, a way stable foundation for the Métis learner. [...] The components are: and that the Métis vision for education is woven in.136 determinants of community well-being (the roots), the stages of lifelong learning (the learning rings), the sources The five outer rings illustrate the stages of lifelong learning of knowledge and knowing (the branches), and the domains from early childhood through to adult. [...] In this way, The clusters of leaves on each branch represent the the well-being of the entire living tree, or learner, and the domains of knowledge, such as knowledge of Michif and family of trees, or community, is sustained.