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Aboriginal Studies in the remote regions of Canada

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Added on  2019-11-26

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Running Head: EDUCATIONAL STUDIES1 EDUCATIONAL STUDIES 3 Educational Studies Student ID> Student Name> University Name> Contents Step- 1 and 2 3 Step-3 4 Step-4 5 Step-5 9 References 12 Step- 1 and 2 People belonging to the Aboriginal groups in the remote areas of Canada have been getting involved and increasing their participation in the vocational training and education at increased rates with the advancement of technology and education in all spheres of the world.

Aboriginal Studies in the remote regions of Canada

   Added on 2019-11-26

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Running Head: EDUCATIONAL STUDIES 1Educational Studies<Student ID><Student Name><University Name>
Aboriginal Studies in the remote regions of Canada_1
EDUCATIONAL STUDIES2ContentsStep- 1 and 2....................................................................................................................................3Step-3...............................................................................................................................................4Step-4...............................................................................................................................................5Step-5...............................................................................................................................................9References......................................................................................................................................12
Aboriginal Studies in the remote regions of Canada_2
EDUCATIONAL STUDIES3Step- 1 and 2People belonging to the Aboriginal groups in the remote areas of Canada have been gettinginvolved and increasing their participation in the vocational training and education at increasedrates with the advancement of technology and education in all spheres of the world. However, ithas been observed that the learning ability or the retention power of the students belonging to theAboriginal groups with disabilities basically is found to be belonging from the lower socio-economic backgrounds. These groups also happen to belong to the rural areas. I was able toobserve that such students belonging to such backgrounds and groups were having diminishedlearning which denotes to the fact that these groups of students are slower in obtaining theleanings or lessons that are taught in the academics hours in the institution (Fabes, et al., 2013). The educational environment where I work deals with the providing educational programs fordeveloping and enhancing dynamic and best-performing leadership for ensuring that thegraduates receive and acquire skills that are tangible and can be put to implementationimmediately (Gherasim, Butnaru & Mairean, 2013). The educational institution to which I amcurrently associated with assist the students in understanding and using extensive researches ineducation and implementation of various applications to the practice problems in a wide varietyof settings of education. Graduates are given platforms to be well prepared for applying themethods those data-driven, strategies for developing, evaluating, implementing and researchingthe programs associated with education. It was found that the students belonging to the lower socio-economic status had less than 50percent chance of going to higher education than the students belonging to the higher socio-economic status. Around 25 percent of the students belonging Aboriginal groups residing in therural areas of the country and having lower socio-economic status, were found to havediminished leanings in the leadership education. It was also found that the rates of participationof the students belonging to Aboriginal groups with lower socio-economic status from the ruralbackground decreased from 15.1 percent to 14.6 percent from the years 2011 to 2006 (Häfner,Oberst& Stock, 2014). It was also observed that the rate of retention of the students belonging tothe rural areas and the Aboriginal groups had a decrease of around 7 percent to 10 percent low incomparison to the students belonging to the urban backgrounds.
Aboriginal Studies in the remote regions of Canada_3
EDUCATIONAL STUDIES4All of the decrease in the above rates incurred due to the diminishing learning and losingconfidence in them regarding retaining the knowledge (Hyland, 2014). It was also found fromthe assessments of the teachers in the institute that from in the years between 2001 and 2005,evidence stated that there was the reduced difference in the retention rate among the studentsbelonging to the Aboriginal group along with lower socio-economic groups. Only 30 percent of the students belonging to the Indigenous groups such as Aboriginal groupattained higher secondary education. The Canadian students belonging to the Aboriginal groupwould only account for 1.2 percent who receive higher education from the entire population of2.3 percent of the Indigenous population which is completely due to the diminishing learning ofthe Aboriginal students (Lau, et al., 2014). Step-3The educational institution where I happen to work has been integrating specialized seminarswhich are completely in the orientation of the of the establishment of the requirement of thespecialized education programs and session imparted to the students belonging to the Aboriginalgroup, lower socio-economic background and rural background so as to make them comfortablein retaining the knowledge. The format of these special sessions or classes were to teach andimpart the Aboriginal students the lessons regarding the leadership studies at a comparativelyslow pace so that these students shall be able to obtain the knowledge presented to them (Madjar,Nave & Hen, 2013). This seminar and sessions also have been helping the students in building ahealthier and more amicable relationship with their faculties which is helping them to grasp theknowledge in a better way. The sessions also include seminars that re only meant for the teachers and professors whichrecommended the professionalism of the faculty body working for the enhanced learning of thestudents belonging to the Aboriginal groups through various kinds of conferences, professionalassociations, and professional journal. The program also included curriculum materials ofleadership learning that was specially targeted for the better comprehension of the studies by thestudents belonging to the Aboriginal groups and diminishing learning (Patel, 2014). These seminars have also been correcting the attitudes of the teachers who are basically non-Aboriginals and their need to be aware culturally which is eventually posing an impact on the
Aboriginal Studies in the remote regions of Canada_4

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