As a result of their deliberations committees may make recommendations which they include in their reports for the consideration of the House of Commons or the Government. Recommendations related to this study are listed below.

Recommendation 1

That the Government of Canada convene a national conversation on the state of Indigenous education with First Nations, Inuit and Métis partners, and provincial and territorial governments with the objective of increasing Indigenous graduation rates across the country.

Recommendation 2

That the federal government work in collaboration with Indigenous organizations, and that it provide for a mechanism to administer eye exams beginning in early childhood and elementary school. Children need to be able to see properly in order to learn. However, there are many gaps in the health care system, particularly in Indigenous communities, given the lack of access to optometrists in some regions.

Recommendation 3

That the Government of Canada work with First Nations, Inuit and Métis community members, leaders and experts to review its funding models for Indigenous early learning, and elementary and secondary education and ensure that they are sufficient, flexible, based on actual needs, predictable and long-term; and that the Government of Canada work with Indigenous people and communities to identify ways to achieve equality and equity in education.

Recommendation 4

That within one year of the tabling of this report, the Government of Canada update the House of Commons Standing Committee on Indigenous and Northern Affairs to provide an overview of the formats, duration and long-term financial commitments related to the different types of agreements that are currently in place for Indigenous education (sectoral agreements, regional education agreements (REAs), and land claims agreements that address education).

Recommendation 5

That within one year of the tabling of this report, the Government of Canada update the House of Commons Standing Committee on Indigenous and Northern Affairs on the status of negotiations with the Métis National Council through the bilateral mechanism and/or separate Métis governments or communities not affiliated with the Métis National Council about potential agreement(s) for self-governance in Métis K‑12 education.

Recommendation 6

That the Government of Canada recognize that Jordan’s Principle and the Inuit Child First Initiative are not ordinary government programs and that their funding should not be allowed to sunset.

Recommendation 7

That the Government of Canada consider urgent, strategic, short-term measures to improve retention rates for Indigenous teachers to ensure quality education for Indigenous students in K‑12.

Recommendation 8

That the Government of Canada work with First Nations, Inuit and Métis partners to support Indigenous-led initiatives to revitalize and strengthen Indigenous languages in education in areas under federal jurisdiction.

Recommendation 9

That the Government of Canada work with First Nations, Inuit and Métis partners and the provinces and territories to improve the integration of Indigenous pedagogies and worldviews as well as language-immersive, community-supported, culturally relevant and land-based learning practices throughout curricula and education systems to the extent possible.

Recommendation 10

That the Government of Canada collaborate with First Nations, Inuit and Métis partners, as well as with provincial and territorial governments, to enhance training programs for teachers in the local Indigenous language where they will be teaching.

Recommendation 11

That the Government of Canada provide a national framework to deliver appropriate educational opportunities and programs to Indigenous students living in urban communities off-reserve that focus on protecting their culture and their language—which would include access to education and education support—as well as transferring Indigenous knowledge and providing the long-term support that students need throughout their education.

Recommendation 12

That the Government of Canada work with First Nations, Inuit and Métis partners, and provinces and territories to explore innovative ways to further strengthen housing strategies and to prioritize housing and education infrastructure, including where needs have been identified by Indigenous students as directly affecting education outcomes; and that the government ensure that this housing is adapted to their needs.

Recommendation 13

That the Government of Canada work with First Nations, Inuit and Métis partners, and provinces and territories, to address food insecurity among Indigenous children across the country.

Recommendation 14

That the Government of Canada assess the funding request from Inuit Tapiriit Kanatami for a school nutrition program in Inuit Nunangat and report its conclusions to the committee within one year of the tabling of this report.

Recommendation 15

That the Government of Canada work with First Nations, Inuit and Métis partners, and provinces and territories to explore how to support Indigenous-led solutions in providing mental health, wellness and healing supports to Indigenous students and teachers who are dealing with trauma.

Recommendation 16

That the Government of Canada work with First Nations, Inuit and Métis partners, and provinces and territories to support the integration of culturally relevant, trauma-informed and Indigenous-led approaches in the education of Indigenous students, using teaching methods that apply a holistic approach to Indigenous education and pedagogies that focus on culture, knowledge and language.

Recommendation 17

That the Government of Canada develop a strategy, in cooperation with provincial, territorial and Indigenous governments, to identify how to address the crisis in education infrastructure that continues to affect the education of First Nations students, especially on reserve, and Indigenous students in northern communities.

Recommendation 18

That the Government of Canada work with all relevant governments to determine how to better address systemic racism in the education system and support culturally relevant education, including the shameful legacy of residential schools for students.

Recommendation 19

That the Government of Canada work with First Nations, Inuit and Métis partners, provinces and territories, as well as the private sector, to support internet connectivity and access in northern, remote and Indigenous communities to improve access to quality K‑12 education.

Recommendation 20

That Indigenous Services Canada respect the agreements it signs with Indigenous communities or the organizations representing them in education matters, particularly regarding the student-teacher ratio, and that the necessary funds to build the required infrastructure be provided to them.

Recommendation 21

That the Government of Canada continue to support the sharing of information, lessons learned and promising practices related to Indigenous self-determination in education among Indigenous communities.

Recommendation 22

That the Government of Canada develop a strategy on hiring local community members in management positions with a view to ensuring that Indigenous education is overseen by Indigenous people.

Recommendation 23

That the Government of Canada increase data collection to ensure that Indigenous peoples have access to the information they need to make evidence-based decisions to support education and develop programs that meet the real needs.

Recommendation 24

That the Government of Canada work with First Nations, Inuit and Métis organizations and communities to address the inadequacy of federal funding for Indigenous post-secondary education.

Recommendation 25

That the Government of Canada work in collaboration with Indigenous organizations and communities to review Indigenous post-secondary funding models and to ensure that this funding is sufficient, flexible, needs-based, and long-term—and therefore predictable; that it work with them to identify ways to increase enrolment in programs offered near their communities; and that it provide for a program that gives them the ability to address exceptional requests so they can obtain the expertise they need in certain key areas to take responsibility for their community.