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What we heard : summary of the community conversations, December 2011 – May 2013

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The Aboriginal Engagement and Strategy (AES) division was formed in the department of Human Services in the fall of 2011 to enhance the capacity and cultural competency of the child intervention... More ≫

Description

The Aboriginal Engagement and Strategy (AES) division was formed in the department of Human Services in the fall of 2011 to enhance the capacity and cultural competency of the child intervention system to serve Aboriginal children and families. The division decided on the Community Conversation model to gather information as part of the process to meet this mandate. Community conversations bring together people with diverse perspectives to share their insights on a topic of common importance. Between December 2011 and May 2013, the Division met with over 1,300 people throughout the province. This report summarizes the information that was gathered by AES through these conversations.

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Together we raise tomorrow. Children's charter : summing up : what we heard from aboriginal partners

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From June 19 to October 31, 2013, the Together We Raise Tomorrow unified engagement took place on the Children’s Charter, Poverty Reduction Strategy and Early Childhood Development. Over 6,400... More ≫

Description

From June 19 to October 31, 2013, the Together We Raise Tomorrow unified engagement took place on the Children’s Charter, Poverty Reduction Strategy and Early Childhood Development. Over 6,400 Albertans provided feedback through 302 community conversations, survey’s and on-line participation. In May 2014, the draft Children’s Charter was posted to childcharter.alberta.ca for Albertans to comment. In addition, discussions with members from the following Aboriginal partners took place across the province. Upon conclusion of the engagement, the notes from all conversations were reviewed and grouped into common themes: importance of language and identity, role of families and communities, acknowledgement of residential school experience; respect for the land and indigenous worldviews; educational inequities and issues of access.

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