• Unveiling of the results of the First Nations Regional Early Childhood, Education and Employment Survey (REEES)
Jun 20, 2017

Wendake, June 15, 2017 – The official launch of the results of the Regional Early Childhood, Education and Employment Survey (REEES) took place on June 13, 2017 in Trois-Rivières at a regional meeting on First Nations health and social services governance.

Deployed since 2011, the Survey examines the state of development in the areas of early childhood, education and employment among the First Nations communities in Quebec.

Following the presentation of the REEES highlights, four panellists who work for regional organizations proposed recommendations and shared their vision for the next seven generations:

- Prudence Hannis, Associate Director, Institut Kiuna;

- Nadine Rousselot, Early Childhood Sector Manager, First Nations of Quebec and Labrador Health and Social Services Commission (FNQLHSSC);

- Marjolaine Tshernish, Executive Director, Institut Tshakapesh;

- Mickel Robertson, Director General, First Nations of Quebec and Labrador Economic Development Commission (FNQLEDC).

The REEES is a pan-Canadian survey that is funded by the First Nations Information Governance Centre (FNIGC) in more than 250 communities in 10 regions and territories across Canada. In Quebec, 2,436 respondents from 20 communities voluntarily agreed to participate in this survey.

The FNQLHSSC has a mandate to coordinate the regional activities of the REEES in Quebec, in collaboration with the Institut Tshakapesh, the First Nations Education Council (FNEC) and the First Nations Human Resources Development Commission of Quebec (FNHRDCQ).

Among other things, the results are intended to support the First Nations governance process by providing scientifically and culturally validated information to the leaders and staff working with First Nations in order to support them in their planning and making informed decisions.

The development of population surveys is also part of a process focused on the reappropriation of research by First Nations and continuously improving research expertise among First Nations.

In Quebec, the process used as part of the REEES respects and applies the principles of Ownership, Control, Access and Possession (OCAP®) and complies with the First Nations in Quebec and Labrador’s Research Protocol.

Some highlights:

- Early childhood (0-5)

- About half of children age newborn to five receive childcare services. Nearly all respondents are “satisfied” or “very satisfied” with the care provided.

- About half of childcare services teach children traditions each week.

- In about two families out of five, the children are being raised by a single parent.

- Stories are read one to three times a week to about a third of the children but rarely or never to a little less than a quarter of them.

- Nearly one in five children has special needs. The main needs relate to chronic illnesses and language, development, or learning delays.

- Half the children live in households with incomes between $10,000 and $29,999.

- A quarter of the children are subject to moderate food insecurity.

- Education

- Nearly a quarter of the children and one in six adolescents live in overcrowded housing, which can interfere with their studies.

- Geographical remoteness greatly reduces the likelihood of earning a high school diploma or the equivalent.

- Although 86% of adolescents feel safe at school, 60% of them say bullying is a problem.

- About 60% of children always receive homework help from their parents when they need it, compared to only 25% of adolescents.

- About one in five adolescents and more than a quarter of adults had to go away to school.

- Nearly 40% of adults dropped out of school.

- Adolescents whose mothers graduated from high school are more likely to aspire to postsecondary education than those whose mothers did not.

- Adolescents whose siblings stayed in school are more likely to aspire to postsecondary education than those whose siblings dropped out.

- Employment

- While over 90% of adolescents said school was helpful for finding a job and doing the work, almost 60% felt that skills needed in the workplace couldn't be taught in school.

- A quarter of adolescents have jobs. Of this number, more than half say that their job compromises their academic performance.

- A third of adult dropouts have a job, compared to 90% of university graduates.

- About half of workers are stressed at work, especially permanent and temporary workers.

- A higher proportion of salaried workers than unemployed people said that their mental health was good, that their life was under control, and that they had good reading and communication skills.

- Over two-thirds of workers in communities were employed by band councils. This figure exceeds 85% in the most remote communities.

- Among adults, slightly more than half said they had a paid job (pay, salary, selfemployment) or had a job they would be returning to.

- Language and culture

- The languages spoken the most in childcare are a First Nations language (42%), followed by French (31%) and English (27%).

- Nearly half of the children who mainly use a First Nations language to express themselves are always exposed to it.

- Adolescents who go to school in the community attach greater importance to understanding a First Nations language than those who go to school outside the community.

- A little more than 40% of children take part in cultural activities at least once a month, compared to 23% who never participate.

- Children who often participate in cultural activities are more likely to benefit from the presence of more people (parents, extended family, elders, and educators) who can teach them traditions than those who participate less often.

- The main obstacles to learning or improving First Nations language proficiency are related to limited access to people who can teach a First Nations language.

- Close to half of adolescents and one third of adults mostly speak a First Nations language at work.

All REEES booklets can be found on the FNQLHSSC’s website at cssspnql.com.

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Source: Chantal Cleary, Communications Officer

www.cssspnql.com

Tel.: 418-842-1540, extension 2304