deal with the study of educational issues in general, and including indigenous
education. Among them is the People's for-Education Organization, which studies the
education development of state, Catholic, French-language secondary schools in the
province of Ontario, and Best Start Resource Center, which studies early childhood
education and training in Ontario and many other organizations.
In addition, organizations that study only indigenous education, such as BC
Aboriginal Child Care Society, the First Peoples’ Heritage, Language, Culture
Organization, and many others, continue to make a significant contribution to the study
of the functioning and the state of modern Canadian indigenous education. Among
them, organizations that conduct historical research and analysis of the effects of
resedential schools in Canada, are offering a number of ways to overcome
psychological trauma: The Truth and Reconciliation Commission of Canada, the
Aboriginal Healing Foundation, and others.
In Canada there are many organizations that study the education of specific
anthropological categories of Indigenous people of the country, in particular First
Nations: the Assembly of First Nations, the Federation of the Saskatchewan Indian
Nations, the First Nations Education Council; National Committee for Inuit Education,
Inuit Tapiriit Kanatami; Gabriel Dumont Institute, Rupertsland Center for Metis
Research, etc.
The results of the studies of the listed organizations are used to predict the
development of Indigenous education and to provide educational opportunities
throughout their lives. They are a valuable source for developing a legal framework for
the education of Indigenous peoples, and for using effective education management
mechanisms and its implementation in different provinces and territories in Canada. It
is also a significant contribution used by scholars to carry out further research.
Educators use these valuable insights to improve the methodology used in the
educational process at schools for children of indigenous and non-indigenous origin in
Canada and to develop curricula based on the principles of multiculturalism and which
reflects the realities of pupils' lives.
The relevancy of the development and provision of education to Indigenous
peoples in Canada is evidenced by the availability of documentation and research
materials covering its various aspects. Among them reports from international and
Canadian organizations exploring the issue of indigenous education: Assembly of First
Nations (1991), Canadian Council On Learning 2009), Canadian Bar Association
(2005), Native Women's Association of Canada (2017); legal documentation of the
federal government and the governments of the provinces and territories of Canada,
according to which the indigenous education is implemented: The Constitution Act
(Government of Canada, 1867), The Constitution Act (Government of Canada, 1951),
Canadian Charter of Rights and Freedom (1982), Learn Canada 2020 (Learn Canada
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