Solution

The overall problem of Aboriginal education in Canada has been addressed here with a systemic solution that improves upon three main components required for success: Delivery, structure and communication. Delivery refers to the manner in which education is provided and presented. A successful delivery of education within these communities entails proper training of leaders, that combines Canadian standards as well as formally incorporating local community models, such as teaching based on each Aboriginal's respective language, customs and traditions. Structure is intended to provide a consistent and continual solution to the problem. This in part entails establishing an autonomy structure, that outlines the specific powers granted to all stakeholders ( i.e. local on-reserve communities, provincial and federal governments) with regards to education. It also entails a structural standardization of the education system within and across each of these local communities in order to provide a consistent level of higher-quality education. With reference to communication, this aspect of the solution entails creating a mediating institution that would ensure the maintenance of the stakeholders' relative autonomies. The establishment of a formal communication link would also allow these stakeholders to communicate arising problems, needs, successes and reforms in a constructive framework that would not only maintain the initial solution measurements, but also continually improve upon them.
 * __Aboriginal Education in Canada: A Systemic Solution__**

The objective of reforming education in Aboriginal on-reserve communities in Canada is to improve the overall quality of life for the individuals living within them. Many reserve communities in Canada face the issue of poverty in their daily lives, and education is known to be a great contributor in breaking this cycle. Education is correlated with health, employment and overall satisfaction. While the presented solution is systemic in nature, it requires the use of multiple sources of technology. The very nature of Aboriginal culture, in combination with experience, suggests that imposing technology on these communities often causes more damage than positive results. However, the systemic solution could make use of various technological tools, such as a collaborative website that allows members from these communities, such as students, educators and administrators to post their opinions, suggestions and other comments on it, which is to be used as a tool for government officials in creating their bi-annual reports on the Aboriginal education project. These reports can also be posted on this communal site for all to see. In addition, another suggestion for incorporating technology into this system design solution could entail the creation of a “Rosetta Stone”-type program in collaboration with elder members who are fluent with the language spoken in their respective communities. Such a technology could be incorporated into the ‘delivery’ aspect of the solution, as a learning tool for teachers among these communities, so that they may provide culturally-relevant instruction at a sufficient level. Regardless of specific technologies used in the solution to the Aboriginal education problem, the solution must be first approached as a process in reforming its current systemic structure.

// The following systemic solutions outlined below have been presented in the above solution web: //


 * Delivery**

We plan to establish a formal program that all instructors in Aboriginal communities must complete in addition to the credentials that are set in every province to become a teacher. This will ensure that students receive the same standard quality of education that other students in Canada receive. In addition, this localized program will ensure that Aboriginal students will receive a culturally-relevant education, leading to better overall academic performance. We also plan to form a localized curricula that provides instruction in a culturally-relevant context among individual communities. This will account for different languages, traditions and histories among different communities. These curricula will be based on teaching the same academic content at the same grade level as the rest of their respective provinces.


 * Structure**

We will establish a consistent structure of autonomy among all Aboriginal communities surrounding education. This entails a standard level of interaction between the Canadian government and all Aboriginal educational institutions, whereby the latter must comply with the credential and academic content standards of their respective provinces. All decisions otherwise rest with the local communities, such as additional content and academic calendars, among others. Implementing a standardization of Aboriginal school boards will allow for the structural reform that will ensure all students in all schools within these communities receive the same educational experience.


 * Communication**

In order to have proper line of communication with the government, a permanent committee will be created. It will act as a communication link between the government and local Aboriginal communities. As well as regularly convening with community leaders to generate bi-annual reports to the government, providing information regarding improvements, limitations, and specific financial allocation based on their findings ("Guiding the money"). Finally, the committee will be responsible for ensuring that the government implements their stated reforms.