British Columbia Tripartite Education Agreement

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Table of Contents

Introduction
Discussion
Conclusion
References

Introduction

BC tripartite education agreement was signed by Her Majesty the Queen in Right of Canada as presented by the Minister of Indian Affairs and Northern Development. Minister of Education and First Countries Education Steering Council (FNESC) on Behalf of Her Highness the Queen in the Jurisdiction of the State of British Columbia (Kornelsen et al., 2021). This was after it was noted that First Nations students often transitioned between First Nation schools and provincial public schools and have a shared interest in ensuring a smooth transition. This article examines three provisions of the agreement that would have the greatest practical effect on Indigenous students: Build a scenario where one of these factors influences a Native American students schooling.

Discussion

Some agreements that may affect indigenous learners Daily include studying languages and culture. (BC Tripartite Education Agreement, 2021) People communicate using different languages all over the world. Learning different languages and cultures not only helps with communication but also helps the learners respect, value, and acknowledge diversity. Students would have been left in the shadows without this agreement, losing their interest in expanding their knowledge of languages and cultures outside of their own and focusing only on their own.

Studying languages and culture also helps the student understand each other and exchange their opinions without offending each other due to communication errors. The agreement also states that FNESC supports First Nation schools in British Columbia to implement research-based and relevant programs to support First Nation schools. (BC Tripartite Education Agreement, 2022) This research program allows the students to interact and exchange opinions as they develop solutions facing the modern world. The teachers also develop ideas of favorable learning methods for the student to ease the transition.

Conclusion

In summary, building a new government-to-government basis relationship is yet another significant agreement that impacts a students life. British Columbia and FNESC have developed a collaborative relationship that allows each partys opinion to be reviewed respectably. Hence, this aids in enabling the first-world nations to develop strategies to further improve their education systems by providing the best knowledge to the students (BC Tripartite Education Agreement, 2021). Without the mutual agreement, this could not have been accomplished.

References

BC Tripartite Education Agreement (BCTEA). First Nations Education Steering Committee FNESC. (n.d.). Web.

Kornelsen, J., Khowaja, A. R., Av-Gay, G., Sullivan, E., Parajulee, A., Dunnebacke, M.,& & Williamson, P. (2021). The rural tax: comprehensive out-of-pocket costs associated with patient travel in British Columbia. BMC Health Services Research, 21(1), 1-17.

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British Columbia Tripartite Education Agreement

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