Karen Andrews, PhD is the Executive Director of Research and Reporting, Government of Alberta, Canada. She is responsible for setting the direction and leading research that informs policy and practice. Dr. Andrews is an advocate for collaborative research partnerships focused on improving outcomes for high-need communities. She supports research across Alberta and provides leadership on Canadian and international studies; representing the Canadian research and innovation systems on boards and committees. Karen’s work has been recognized through awards, publications and international organizations. Address: Edmonton, Alberta, Canada
Indigenous peoples are diverse, within and across nations. However, the Indigenous peoples have e... more Indigenous peoples are diverse, within and across nations. However, the Indigenous peoples have experienced colonisation processes that have undermined Indigenous young people's access to their identity, language and culture. At the same time, Indigenous children have not generally had access to the same quality of education that other children in their country have had access to. These two forces in combination have undermined the educational opportunities and outcomes of successive generations of Indigenous children and young people, at times with catastrophic effect. The six Canadian provinces and territories that participated in this study, along with New Zealand and Queensland (Australia), are actively seeking to better meet the educational needs and aspirations of Indigenous students and their families. The report seeks to identify promising strategies, policies, programmes and practices that support improved learning outcomes for Indigenous students and to build an empirical evidence base on Indigenous students in education. The study investigates four areas in Indigenous education: well-being, participation, engagement and achievement in education. These outcomes are interconnected and mutually reinforcing, and each is essential for the success of every student. ISbn 978-92-64-27941-4 91 2017 09 1 P Consult this publication on line at http://dx.doi.org/10.1787/9789264279421-en. This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases. Visit www.oecd-ilibrary.org for more information.
Indigenous peoples are diverse, within and across nations. However, the Indigenous peoples have e... more Indigenous peoples are diverse, within and across nations. However, the Indigenous peoples have experienced colonisation processes that have undermined Indigenous young people's access to their identity, language and culture. At the same time, Indigenous children have not generally had access to the same quality of education that other children in their country have had access to. These two forces in combination have undermined the educational opportunities and outcomes of successive generations of Indigenous children and young people, at times with catastrophic effect. The six Canadian provinces and territories that participated in this study, along with New Zealand and Queensland (Australia), are actively seeking to better meet the educational needs and aspirations of Indigenous students and their families. The report seeks to identify promising strategies, policies, programmes and practices that support improved learning outcomes for Indigenous students and to build an empirical evidence base on Indigenous students in education. The study investigates four areas in Indigenous education: well-being, participation, engagement and achievement in education. These outcomes are interconnected and mutually reinforcing, and each is essential for the success of every student. ISbn 978-92-64-27941-4 91 2017 09 1 P Consult this publication on line at http://dx.doi.org/10.1787/9789264279421-en. This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases. Visit www.oecd-ilibrary.org for more information.
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