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National Aboriginal Achievement foundation CEO Roberta Jamieson with 2007 recipients.Fred Cattroll

Roberta Jamieson, a Mohawk from the Six Nations and CEO of the National Aboriginal Achievement Foundation, visited the Globe and Mail editorial board to talk about the importance of aboriginals and education. Her personal list of accomplishments is long and includes being Canada's first aboriginal woman to earn a law degree, first female Chief of the Six Nations, and first woman to be appointed Ontario's Ombudsman.

Q: What is the state of education for Canada's aboriginals?

A: We are the fastest growing demographic, three times the national average, yet only one third of aboriginals finish high school.

One in five non-aboriginals can expect to get post-secondary education, compared with one in 33 First Nations. The gap is huge and it will take 28 years to close, according to the Auditor General. This adds up to a tremendous loss, when we have labour shortage looming and an aging population. With 350,000 aboriginal kids under the age of 14, there is a tidal wave coming. Unless we get these kids into post-secondary, they aren't going to be able to contribute to our own communities, or to the country at large.

Q: What needs to be done?

A: We need to make an investment to change the picture. The number one barrier is the lack of financial support. If we were to close the gap in 15 years, we would add about $400-billion to Canada's GDP, and would save $105-billion on the expense side. My work isn't about rights or benevolence but about investment for outcomes that will benefit all of us.

Q: What does your organization do?

A: One of things I'm excited about is work we do as Canada's largest and most effective aboriginal charity in Canada.

I've been a lawyer, an ombudsman and a chief. I'm doing this now because I think the single most effective way to change aboriginal people in Canada is to educate our kids. I've seen it and I've lived it. We have given $42-million to 11,500 recipients who are studying. We do at-risk round tables, mentorship framework. We are turning our attention to the kindergarten to Grade 12 stream to share with educators what is working.

Q: What do you think about the election so far and the messaging around aboriginal issues?

A: There has been precious little discussion of aboriginal issues and aboriginal education in the election so far. It is disappointing, especially because educating our young people is such an important part of our economic well being. If you have huge segments of the population not positioned to contribute to their region's economy and to the country, then we are losing. It's a loss we are all going to feel.

Q: Who supports you?

A: We have been able to leverage contributions from corporate Canada, from the public sector, and increasingly from the aboriginal corporate sector to help aboriginals go to school. We are meeting twenty per cent of the need of students who come to us.

Q: What goes on politically?

A: Federal and Provincial Ministers meet with national aboriginal leaders all the time. They all declare aboriginal education to be at the top of their list of aboriginal issues. What I'm waiting to see is for that to translate into long-term investment. We are supported by Ottawa and provincial governments but more needs to be done.

Q: What is your goal?

A: I'd like to see the current envelope for post-secondary education at the federal level double. I 'd like to see Ontario put $75-million forward and I will match it. We know that is the shortfall.

There are still some comfortable myths out there: "Don't these aboriginals get their education paid for, cradle to grave?". This is not true. There are some funds for some people who qualify, but it is woefully inadequate. Our average student is a 27-year-old aboriginal woman. Many have children. Often they have to re-locate and may need funds just for daycare.

Q: Do you think further reform is needed in way the federal government funds aboriginal education?

A: Jurisdictional issues should be set aside. If we're not graduating students, we are producing social-assistance dependent individuals in large numbers and somebody will have to pay for them.

Q: When is the drop off?

A: There is a huge drop off between Grade 8 and Grade 9. Partly because there is a shift of school. That's when a lot of my classmates faded away and we were bussed to seven different high schools. There is culture shock, racism, lack of ability to stay for extra-curricular activities, a curriculum that didn't recognize who you were. But it's different in different parts of the country.

Q: Have you looked to global success stories?

A: Yes, the Maori in New Zealand. It centres on the importance of identity. That is the single key to success. You have to know who you are, then you can dream and do anything.

Q: What impact have the aboriginal awards had?

A: What we do well is celebrate and showcase success. In March we had the achievement awards in Edmonton, and it was preceded by an education day. We want to instill a sense of pride and identity. Some of these experiences are life-changing. One of the students at our youth round table said, this was the best day of my life.

Q: What is the role of media?

A: There are still too many sensational, negative, stereotypical stories. We're either drug-addicted or we are wearing Gucci shoes, and ripping off the community. There are many other stories to be told.

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