Introduction



Introduction

The 2002-2003 Youth Work Experience (YWE) Program encouraged First Nations youth to have valuable work experiences, explore their future employability, experience higher learning opportunities and education, and consider their long-term goals. This program also does strongly supports First Nations by playing an important part in building strong, self-reliant communities.

The YWE Program is one of four youth programs administered jointly by the First Nations Education Steering Committee (FNESC) and the First Nations Schools Association (FNSA), funded annually by the Department of Indian and Northern Affairs (DIAND). In 2002-2003, we received 49 proposals for YWE Program funding, and we were able to fund 14 separate initiatives (representing fourteen First Nations), demonstrating the great demand on this resource.

The FNSA Board of Directors was responsible for reviewing the YWE Program proposals. A sub-committee reviewed all proposals and selected the programs to receive allocations for the year 2002/2003. The sub-committee also determined the amount of funding for allocation to each successful applicant, ensuring sufficient funding to foster success.

In order to ensure that the process is free from conflict of interest, any member of the committee whose institution or community submitted a proposal was ineligible to participate in discussions about or vote on that proposal. All of the program applicants received the results of the committee’s decision.

Individuals eligible to participate in the program included youth between the ages of 17 and 24 who live on reserve and are unemployed at the time a project begins. Exceptions were made for youth under age 17 if they have completed High School, or were for some other reason not legally required to attend High School.

The primary goal of this youth program was to provide unemployed and out-of-school First Nations youth with opportunities to increase their employability, confidence, and sense of direction. A community-based YWE Program might include workshops/components on job search skills, career counselling, work placements, academic upgrading, culture and personal counselling. Each year, we have seen a wide variety of topics in YWE Programs reflecting each First Nations’ efforts to address the distinct needs of their youth and their communities.

This report is a condensed collection of the final reports received from the funded 2002/2003 YWE Programs, and it features an overview of programming details, selected appendices, and a summary chart of participants.

Employment Skills and Training

The 2002/2003 YWE Program provided supervised work experience for out-of-school unemployed youth in community service, community businesses, or other work experiences settings that would contribute to the long-term success of young people. The YWE Program helped participants to attain valuable job search skills and training they required to be employable.

The YWE Program objectives intended to:

• Provide unemployed youth with work in a supportive environment, giving them valuable experience for future employability or encouraging them to return to school;

• Provide an opportunity for personal development for unemployed youth by helping them to develop individual plans to set the direction for their future;

• Provide young people with an avenue to contribute to their communities through their work in service projects (if that approach is taken);

• Allow communities to benefit form the energy, talents and creative strength of youth; and

• Establish partnerships with public and private organizations to increase employment opportunities for youth.

The YWE Programs included important workshops on resume writing; interview skills, cover letters, and job search strategies. Several YWE Programs also familiarized their participants with local organizations that would aid them in their current and future job searches.

The Lower Similkameen Indian Band for example, approached local businesses that were very receptive to their program and were ready to accept participants who expressed interest in joining their workforce.

The ‘Namgis First Nation approached their program based upon academic upgrading, life skills, outdoor leadership skills, the development of Individual Learning Plans, safety and outdoor wilderness first aid, as well as eco-tourism and eco-cultural tourism based activities. Through this unique approach, the participants gained personal development, insight, and confidence.

Youth participants at the Okanagan Indian Band had a comprehensive, diverse learning program that provided them with an opportunity to develop short and long-term achievable education, training and employment goals that ensured meaningful employment.

Work Placements

Program participants joined in work placements activities under the monitoring of a project coordinator and/or work placement supervisor. In several instances, participants received employment offers or inspired participants to further their education and pursue higher learning.

The length and type of work/community placement activities varied with the level of education of participants and the employment characteristics of the region in which the First Nation is situated.

For example, the Seabird Island Band found it extremely challenging to find employers who were willing to commit to providing work experience placements for their participants. Job opportunities are often scarce in and around First Nations communities and, as a result, the work placement options were sometimes limited.

For some community programs the participants were also faced with transportation issues. There was no public transportation, and the location of the community made it difficult for many of the youth to find transportation to training and employment opportunities.

Congratulations are due to all of the YWE program leaders for their creative solutions to many obstacles they experienced; they worked extremely hard to overcome the difficulties for the benefit of the participants in their programs.

Academic Component

Most participants came to the YWE program without the academic skills or credentials needed to enter post-secondary education programs. Through the YWE Program, many had the opportunity to upgrade their education and set goals for higher education.

YWE program leaders developed Individual Learning Plans with each participant, determining the youth's personal education goals and the actions necessary to achieve those goals. One example was the Yechooche First Nation Program whose participants were provided with individual career and education counselling and Individual Learning Plans, which were then placed in their school files. In addition, many participants received study skills training and completed academic assessment tests to identify their current strengths and challenges. Academic upgrading, whether through the regular school system, adult education, or distance education, was another common facet of the YWE Program. Many participants completed writing exercises and kept an informal journal during their work placements.

Life Skills and Counseling

Many YWE Program leaders demonstrated a strong commitment to fostering the participants' growth and personal development. Group discussions, individual counseling, and personal development workshops were a component of most YWE Programs and many program leaders expressed their intent to provide participants with support after the YWE Program ended.

The Campbell River Indian Band provided each participant with basic life skills that consisted of anger management, conflict resolution, time management, goal setting, career planning, medicine wheel, and financial management.

Some of the youth coming to the YWE Programs needed a great deal of personal attention and coaching to make lifestyle changes and to help them stay in the program. Young parents, in particular, often needed significant support to help them balance the responsibilities of work and family.

Community Participation

To varying degrees, guidance from community members shaped the YWE Programs in each participating community. Whether by contributing through a program advisory team, steering committee, acting as work placement supervisors, or facilitating workshops, a wide range of community members worked to make each program successful.

The Yekooche First Nation was an example of how a strong program advisory team made the YWE Program meaningful for the youth and the community. They also established a steering committee to develop selection and criteria or their program.

The Campbell River Indian Band gathered on the last day of their YWE program for a community luncheon. Each participant received a certificate of completion.

Conclusion

The FNSA/FNESC extend great appreciation to the local coordinators, steering committees and advisory teams for leading such valuable 2002-2003 YWE Programs. The program reports and summary table (located at the end of the final report) provided clear indications that many YWE participants are moving on to new education and employment challenges after completing a YWE Program.

FNESC and the FNSA appreciate the wealth of experiences that these reports represent and hope that this compendium will be a useful resource for future coordinators of YWE programs.

Boothroyd Indian Band

Boston Bar, BC

Introduction

A primary goal of the Boothroyd Indian Band Youth Work Experience (YWE) Program was to assist youth in gaining confidence, training, and work experience for their future entry into the workforce.

The YWE program objectives were:

• To provide youth with job shadowing opportunities; and

• To provide unemployed youth with work in a supportive environment, giving them valuable experience for future employability or encouragement to return to school.

Program Outline

The youth participated in job shadowing with a social worker, health nurse, a health provider, and a fisheries/forestry resource worker.

Program Participants

There were two males and one female participant in the YWE Program.

Program Implementation

Criteria for selecting youth to participate in the YWE program were as follows:

• Job posting

• Interviewing all applicants

• Selection of the best applicant

• Point system selection

The youth that were selected to enter in the YWE program were provided with program expectations as follows.

• To determine how the position they chose fit within their long-term goals and learning plans;

• To know what educational needs were required to fulfill their goals with the assistance of an Education Counselor;

• To report for work on a daily basis and in a timely manner;

• To provide the Band with monthly reports compiled from their weekly reports/evaluations;

• To respect all mentors, professionals, contractors, and Band staff;

• To try make the YWE as pleasurable as possible; and

• To complete the program with confidence, knowledge, and the opportunity for future employment.

Work Placements

The duration of the YWE program was 8-9 months.

Participant One (1)

Future Goal: Smokejumper (Firefighter)

Participant 1 will now be applying at the British Columbia Institute of Technology.

Work Placement Duties

|Boothroyd Indian Band |Maintenance Assistant |

|Boothroyd Indian Band |GIS Mapping/Capacity Initiative |

|Golder & Associates Ltd |Archaeology |

|Teal Cedar |Forestry |

|Boothroyd Indian Band |Parks Crew |

Participant Two (2)

Future Goal: Computer Graphics/Mechanic

Participant 2 is now re-evaluating his goals and is considering enrolling in a trade position at the British Columbia Institute of Technology.

Work Placement Duties

|Boothroyd Indian Band |Maintenance Assistant |

|Boothroyd Indian Band |GIS Mapping/Capacity Initiative |

|Golder & Associates Ltd |Archaeology |

Participant Three (3)

Future Goal: Complete High School/enrol in Business Management

Participant 3 priorities are to complete high school and considered enrolling in a business management program at a post-secondary institution.

Work Placement Duties

|Boothroyd Indian Band |Assistant Youth Worker |

|Boothroyd Indian Band |Office Assistant |

|Kahmoose Gar Bar |Inventory |

|Boothroyd Indian Band |Tutor |

Program Evaluation

The youth were monitored and assessed including the following:

• On-site visits

• Completed Individual Learning Plans

• Completed daily log record of program activities

• Mentors evaluated each youth employee

• Youth evaluated each mentor in the program

• The program supervisor reviewed each program evaluation and distributed to the Band Manager and Chief and Council for review

• Youth assessments completed showing that two of the youth were meeting their goals

Overall, this was a very beneficial initiative for the Boothroyd Band youth. There were noticeable changes in attitudes, self-esteem, and confidence levels. They enjoyed in participating in the YWE program. This was a very valuable tool to give the youth work experience for their future entry into the workforce. The youth completed the program with new knowledge and skills that they obtained from each work placement position. This was a starting point for reaching their individual goals.

The Chief and Council were pleased with each youth and provided them with words of encouragement.

The program was a great learning experience for all involved and the community hopes to be able to provide future youth work experience for other youth in the community.

Campbell River Indian Band

Campbell River, BC

Introduction

The primary goal of the Campbell River Indian Band Youth Work Experience (YWE) Program was to provide training, instruction, and work experience that will enable the youth to take control of their own futures be through training in specific career fields to obtain long-term employment.

The program was to enhance the participants’ existing knowledge, skills and build participants’ confidence and abilities to prepare them for employment within the community.

The program objectives were:

• To provide four unemployed youth between the ages of 17-24 years with practical work experience, life skills, personal growth and development, and to maintain long-term employment;

• To provide youth with knowledge and skills that will their improve employability in the work place;

• To prepare each youth with attributes that will prepare them for future employment and post secondary education;

• To help youth to gain experience in the work place and develop a better understanding of work habits, and prepare them to deal with the day-today challenges of employees;

• To facilitate appropriate job search, resume and interview work experience activities;

• To allow the community to benefit from the youth in an employment readiness program; and

• To establish partnerships with public and private organizations to increase employment opportunities for youth.

Program Outline

The YWE Program consisted of twenty weeks of in-class work experience and pre-employment training, education, and upgrading. The program operated from September 16, 2002 to January 2003.

Program Participants

There were two female and three male participants in the YWE Program. The participants’ ages ranged from 19-22 with a Grade 12 education. Unfortunately, one participant died in a tragic accident and the rest of the YWE participants requested that the position not be replaced by another participant out of respect and for that participant to be remembered in the class.

Program Implementation

At the beginning of the program each participant started with Life Skills training. The participants also received Kwakwala language, Virtues, Alcohol & Drug, and Cultural Awareness training.

The second part of their training involved the following workshops:

• INAC Joint Forum/Treaty, Kwakiutl District Council

• Museum Research

• Windows 98 Intro

• Writing Skills

• Medic First Aid

• WCB

• First Host

• Super Host

• Fast Track Employment Training

• Food Safe

• WHIMS

• Outdoor Survival

Other training sessions included a Student Learning Plan and Learner Portfolio, which the participants had the opportunity to practice in a three-day workshop with the First Nations Education Steering Committee (FNESC).

There were many group discussions with input from the participants. Participants helped plan their own work experience, policies and contracts, providing them with a sense of ownership to the program.

Work Placements

The participants participated in a 12-week work experience. The employers provided positions for the youth in their chosen career field of interest. The work experience employer and duties for the participants were:

Work Placement Duties

|Yuculta Lodge |Attendant to Patients and Staff |

|Treaty Society |Research and Anthropology Studies |

|Uniglobe Travel |Customer Relations |

|JLM Construction and Olympic Forestry Ltd |Carpenter Assistant and Hook Tender |

|Steve Marshall Parts and Service |Mechanic Helper and Parts |

|Program Evaluation

One of the participants completed a Level III, Industrial First Aid, which was a two-week course. This participant worked very hard at his work experience at the Olympic Forestry.

The Coordinator visited the work sites collecting evaluation forms, and meeting with the employers and participants. The employers and participants both expressed appreciation for the site visits.

The commitment, completion and respect of participants and employers were evident during the program. The participants and employers remained interested at all times, with creativeness and reliability through the whole program. This program proved to be a valuable experience and was very successful once again.

Chehalis Community School

Agassiz, BC

Introduction

The Chehalis Community School Youth Work Experience (YWE) Program reflected the philosophy of the community school. The YWE program goals were to address the:

• Academic and vocational needs of identified youth in order to facilitate the integration of youth into the workforce or suitable academic institutions that will meet the needs and expectations of the learners.

The program objectives provided the:

• Academic needs of youth through the implementation of the GED programs, computer education programs, Success Maker computer assisted learning programs;

• Life skills, personal development, and relevant workshops in order to address personal and vocational needs;

• Unemployed out-of-school youth an opportunity to develop personal skills, academic skills, and work experiences in a variety of opportunities;

• Youth a foundation to develop self discipline and positive self esteem that is so necessary for re-entry into either institutions of learning or the workforce; and

• Youth with a variety of work placements to stimulate interest.

Project Implementation

The selection of eligible youth was determined through the Chehalis Education department. This coordinated effort utilized the schools’ databank as well as a Human Resource Counseling office.

Through the interview process (3) three participants were selected for entrance into the program. The implementation of the YWE program included the following services/opportunities for the participants.

I. Timeframe – all activities were initiated on time.

II. Counselling – personal and occupational

III. Support Activities – career placement workshops

IV. Clothing – required for work placements

Week Duties

Week 1

Orientation |School/staff orientation and develop education plan

Student goals and objectives: upgrading, college or G.E.D.

Introduction to academic program | |

Week Two-Three

Academics/Work Preparation |Students worked on Computer Assisted Learning Program through the Success Maker for GED and upgrading programs

Students worked on the development of their resumes, cover letters for potential work placements | |

Week Five

Academics

Job Readiness |Continued work in either the Computer Based Learning Program and/or GED

Students identified potential work placements, submitted letters of introduction and resumes

Students called and interviewed with potential work placements | |

Week Six-Sixteen

Work Placement/Night School |This initial placement was scheduled as a five-week placement. Students had the option of remaining in this placement or selecting an alternative placement | |

The participants completed their first five-week placements. Upon work experience completion participants returned to school to finish program requirements that included:

• Academic component – Success Maker Computer Learning Program for enrichment and/or GED studies; and

• Computer courses – evening courses in a variety of areas.

Week Duties

Week Seventeen

Academic Completion

Evaluation |Students were responsible for completing all program requirements regarding logbooks, placement evaluations and academic course expectations.

Employer evaluations, academic evaluations and program summaries were completed. | |

Work Placement Duties

Chehalis Village Maintenance |Maintenance Worker | |Sts’ailes Early Education Center |Childcare Worker | |Unitech Construction Management |Carpenter Assistant | |Chehalis Community School |Teacher Aide

One-on-One Worker

Office Assistant | |

Program Participants

There were two male and one female participant in the YWE Program. Ages ranged from 18-24 years and their education level was Grade12.

Program Implementation

Support services were implemented for the 2002-2003 school term to provide support and assistance to students enrolled in the program. Students took full advantage of the support services. Historically, several participants experienced difficulties with both work and education so any questions or concerns that arose were addressed by implementing the following.

Cultural Circle

The group met in the Pit House to converse with each other and discuss plans, goals, and fears about entering into a new program.

Counselling Services

Services were provided to participants to address personal and professional issues.

Child Care

Daycare costs for one participant were included in the program budget to allow participation in the program full-time without the worry of childcare expenses.

Clothing

The Maintenance department can be a messy place, as well as tough on the clothes. The program covered the cost of providing coveralls, boots and gloves.

Program Evaluation

The YWE participants were monitored throughout the program in both the academic and work placement areas. Program monitoring included:

• Review and assistance in the academic components;

• Site visitations by the Program Coordinator; and

• Communication between employers, employee and Program Coordinator.

During the work placement and academic component of the program participants were evaluated.

This program continues to be a vital part of the transition for community youth from the formal education program to the workplace. The YWE program continues to be a huge success within the school and community.

Fort Nelson First Nation

Fort Nelson, BC

Introduction

The Fort Nelson First Nation Youth Work Experience (YWE) Program goals and objectives were:

• To assist the youth of the community to begin exploring their career opportunities, and healthy life choices, expressing and accepting individual personalities; and

• To conduct a systematic search of all education goals.

The youth focused on the following:

• Developed an understanding of employment standards and importance in taking the appropriate steps for effectively dealing with conflict in the workplace;

• Gained employability skills to access and meet the demands of all workplaces;

• Acquired knowledge in the workplace and achieved success in making career decisions;

• Understanding employment expectations, flexibility and acceptance of change; and

• Enhanced each individual long-term career goal based on the knowledge, experience and guidance they had received from this program and self-discovery.

Program Participants

There were four female participants in the YWE Program. Ages ranged from 18-24 years and their education level was between Grade 8-11.

Program Implementation

The program consisted of the following:

• Education – September 2002 to March 2003 included implementing workshops on Life Skills and Personal Development;

• Job Placements - January 2003 to March 2003; and

• Career Exploration – Throughout the program, with participants also volunteering their time to the community for local activities.

All the youth in the program had limited experience in terms of job placements. This program allowed these participants the support to recognize the importance of education and preparation for the workforce. The participants participated in the following program activities:

• YWE group discussion

• Fort Nelson First Nation public meetings

• Northern Lights College (ABE)

• Personal Development workshops

• Education and Career Planning workshops

• Introduction to the Internet

• Basic Computer workshops

• Resume. Cover Letters and Job Interview workshops]

• Tour of Duke Energy Natural Gas Plant

• Tour of Slocan –OSB Plant

• Fort Nelson Community meetings

• Volunteer services in the community

• Aboriginal Dream Catcher Conference

Work Placements

All job placements began with the participants submitting their own resume and covering letter to their desired job sites. All job placements were for 14 days in duration and site visit were made to ensure the participants followed their roles and responsibilities. The participating employers and positions were as follows:

Employer |Position(s) | |Fort Nelson First Nation |Program Assistant, Receptionist, Events Assistant, Cultural Assistant, Web Page Designer | |Eh-Cho Dene Enterprises |Receptionist | |Chalo School |Teacher Assistant | |Women’s Resource Centre |Receptionist | |Aboriginal Women’s Centre |Receptionist | |Friendship Centre |Program Coordinator | |

Evaluation

All the participants in the program faced a number of personal challenges in their lives. All of them completed several courses and have done exceptionally well in the YWE program.

The main program focus was to address personal development and interpersonal skills. Without these, anything the participants attempt would have been struggle, whether it was work, education or relationships.

The YWE program included a participant evaluation survey and each participant received a participant evaluation

Lower Similkameen Indian Band

Keremeos, BC

Introduction

The goal of the Lower Similkameen Youth Work Experience (YWE) Program was to help participants develop work-related skills that would increase their opportunities for future employment and also help them make informed decisions regarding career choices. The work experience opportunities during this program increased the participants’ self-motivation toward employment versus unemployment. This program targeted “youth at risk,” defined in labour market terms as those who have limited work related skills and face barriers to employment.

The program objectives were:

• To provide unemployed youth, between the ages of 17 and 24 years, with the opportunity to work in a supportive environment, giving them valuable experience for future employment or encouraging them to return to school;

• To provide an opportunity for personal development for the youth by helping them to develop individual plans to set a direction for their future;

• To establish partnerships with public and private organizations to increase employment opportunities for youth;

• To demonstrate and encouraged interpersonal skills; and

• To allow the community to benefit from the energy, talents, and creative strength of the youth.

Program Outline

The YWE program consisted of a total of 29 weeks. Pre-employment training, education upgrades and workshops took eighteen weeks. A total of five weeks were actual work placements. The program was in effect from September 9, 2002 to March 28, 2003.

Program Participants

There were (6) six participants selected from a group of nine applicants. Selection was based on the criterion that was provided for the program. Our group consisted of four females and two males ranging from ages 18-21 years old. One participant had a Grade 12 education, two participants had completed Grade 11, and the remaining three participants had a Grade 10 level of education.

Program Implementation

The YWE was advertised through a Band newsletter and posted on an information board in the main band office.

Applications were received up to and including the closing date. Applicants were notified where and when to attend interviews for the positions available.

The first four weeks of the program were directed to job readiness skills in preparation for work experience. Other topics in the program included:

• Program Orientation

• Structure of Intellect Testing

• CAPP 11/12

• Identifying personal skills

• Individual Learning Plans

• Education Learning Plans

• Interview Skills

• Competency Testing

• Visit to Employment Access Centre

• Job Tours

• Work Placements

• Job & Career Exploration

• Criminal Records Check

Work Placements

A total of eleven weeks were designated as work experience and the participants chose to participate in five weeks of work experience and use the remaining weeks to pursue their educational requirements.

A Project Supervisor was responsible for arranging the work placements. A variety of businesses were contacted prior to the participants actually applying for the positions in the community.

Businesses in the local area were very receptive to the program and were ready to accept the participants who expressed an interest in joining their work force. The employers completed an evaluation of the participants upon completion of a work placement.

The Project Supervisor visited the participants on-site and was in direct communication with the employers. The participants were encouraged to experience as many different jobs as possible, although some participants pursued jobs relevant to their career choices or personal interest.

The participants’ work placements were as follows:

Employer |Position |Duties | |SPCA |Animal Care Attendant |Cleaning cages, exercising animals, serving customers | |Staples |Sales Associate |Serving customers, faxing and photocopying | |Lower Similkameen Indian Band |Office Assistant |Researching. Typing and filing of information | |Hanna’s Bakery |Bakery Assistant |Baking and preparation products for sale | |Similkameen Elementary/Secondary School |Gym Teacher Assistant |Assisting the teacher with gym classes and coaching sports teams | |Ranch Restaurant |Kitchen Helper |Preparing food, washing dishes, assisting waitresses | |Pharmasave |Sales Associate |Cash Register, assisting customers | |Mervin Dennis Construction |Carpenter’s Helper |Renovating older homes, building new homes and roofing | |Terry Sawiuk Construction |Carpenter’s Helper |New Home Construction | |Sarah Peterson- Community Elder |Assistant |Learning about tradition, gathering berries, canning foods and speaking the language | |Lower Similkameen Indian Band |Office Assistant |General office duties, filing papers, researching and typing | |

Workshops

The following workshops were included in the program:

• Stress Management

• Okanagan University College Tour

• Flag Person Training

• True Colors Workshop

• Serving it Right Certification

• Medicine Wheel Beliefs/Teachings

• Super Host Training

• Local Education Survey

• Leadership & Team Building

• Active Listening

• Motivating Employees

• Decision Making & Problem Solving

• Resolving Conflict

• Finding the Balance

• Speaking with Confidence

• Visit to Nicola Valley Institute of Technology

• Blue Print for the Future

• Cashier Training

• Community Development Workshop

• Overwaitea Tour with a Nutritionist

• Drum Making

Program Evaluation

The Lower Similkameen Indian Band and Education Centre were very supportive of this program. It was felt that the best thing that could be done for the youth was to support them, encourage them, and offer them as many opportunities as possible to achieve success.

The strengths of the YWE program were that the participants were willing to work after the program ended to achieve their academic requirements.

The program challenges were that the participant’s work ethics and attendance needed to be developed in order to be successful in securing solid employment.

With these thoughts in mind, for them it was felt that some extra time spent on developing these areas would be beneficial to the participants.

Four participants successfully completed the program. Two participants will continue their education goals as they work toward Grade 12 diploma. One participant applied and was accepted to a post-secondary facility this upcoming fall. One participant has found full-time employment in the local area.

It was felt that the YWE program was successful in that it helped the participants identify areas that showed their strengths and also the areas that needed improvement.

‘Namgis Health Centre

Alert Bay, BC

Introduction

The Namgis Health Centre Youth Work Experience (YWE) Program provided unemployed youth in the community, between the ages of 17-24, with a supportive academic environment that stimulated an interest in developing individual education goals and in applying this learning to the workplace.

The Namgis Health Centre YWE program objectives were:

• To address the high unemployment rate among community youth;

• To provide an environment that encouraged youth to continue trades and/or post-secondary education;

• To provide youth with an opportunity to gain work experience in a positive and supportive environment;

• To provide youth with an opportunity to contribute to the community

• To establish partnerships with local service organizations and businesses and establish additional employment opportunities;

• To provide youth with information about educational opportunities in outdoor recreation, rediscovery programs, eco-tourism, and related career-training options;

• To encourage personal development by assisting in developing individual learning plans; and

• To provide youth with the opportunity to develop self-discipline and self-esteem to allow for a return to the academic program or entry into a vocational training facility to meet their needs and interests.

The YWE program intention was to provide the youth with a combination of theoretical, outdoor leadership, and safety and wilderness first aid training. Program participants participated in practical work experience in a related field at the end of their training program. The trainees were also provided with an orientation to the operations and administrative practices of the ‘Namgis First Nation.

Program Implementation

The YWE program had three male and two female participants, ages 18-24, with grade levels 9-12 and who completed the program from September 9, 2002 to March 28, 2003. This year’s program was divided into two parts: practical and theoretical, which the participants had for 30 hours per week. During this period, the participants were in school in the mornings and in workshops/training sessions in the afternoon.

The participants did a variety of job training skills such as first aid, wilderness first aid, firearms safety course, resume writing, life skills, and outdoor leadership training. The participants also participated in an Eco-Tourism Symposium. This provided the participants with first-hand experience to meet many tourism operators, who have run very successful businesses.

The first ten weeks of the YWE included outdoor leadership training, which included outdoor activities. The participants worked on personal/career planning, job search, cultural research/awareness, and life skills training.

Orientation

• Program goals overview

• Participants present education and future goals

• Potential work placement hosts to discuss the program goals

• Discussion about a Continuing Education Program

Workshops

The workshop topics included:

• Alcohol and Drug Orientation

• Namgis Treatment Centre, Anger and Stress Management

• Budgeting, Computer and Internet Training

• Physiology of Vision

• Resume Writing, Legal Aid and Your Rights

• Namgis Treaty and Land Claims Research

• Child Protection, Family and Childcare Services

• Cultural Awareness

• Small Business Management

• Provincial Health Nurse Careers

Work Placements

Each participant met with their employers and reviewed their goals and expectations. At the end of their work experience participants received an evaluation from their employers.

Work Placement Employers

• Wa’as Eco-Cultural Tours/Guides

• G. Cook’s Tours/Guides

• Seasmoke Whale Watching Guide

• Nimo Bay Resort Guide

• Telegraph Cove Resort Guide

• Kwakiutl Territorial Fisheries Commission

• Namgis Salmoid Enhancement Program

• Namgis Treaty Society

• Tlisalagi’lakw School

• Destiny River Rafting Company

• Woss Adventures Eco-Cultural Tours/Guide

• Village Island Tours/Guide

• Namgis Community Development Department

The ‘Namgis First Nation YWE Coordinator and the Employment Placement Officer were responsible for negotiating work-based training sites with the owner/operator and/or the First Nations department involved. They also conducted weekly site visits and checked on the employer and participants.

Evaluation

The ‘Namgis First Nation YWE program was very successful as the participants had gained personal development and insights, and were more confident than before the program. The confidence of the participants as well as, their commitment and energy will help them succeed in their future goals.

Nuchatlaht Tribe

Zeballos, BC

Introduction

The Nuchatlaht Tribe Youth Work Experience (YWE) Program objectives was a part of the overall community vision:

“To create healthy individuals, families, and a health community where there is strong sense of unity, inclusion and action.”

This vision was a long held hope and the active direction of the Nuchatlaht People. Specifically, this program was:

• To build on the individual strengths, aptitudes and visions of two young women in the small Nuchatlaht community of Oclucje;

• To create an opportunity for meaningful employment within their home community as part of the career/education investigation;

• To create connections and work experiences outside the community in the fields of interest of the two young women; Early Childhood Education and Youth Recreation Work;

• To support their educational and career investigation activities; and

• To prepare and build confidence in and with the youth, to take on the challenges of leaving their home communities for higher education and broader work experiences.

Program Implementation

The YWE program had two female participants, ages 20-24, with Grade 12. They completed the program from August 19, 2002 to March 28, 2003.

Work Placements

The employers who participated in providing work placements for the two participants were:

Employer |Duration | |Nuchatlaht Tribe |Sept 2, 2002 – Jan 3, 2003 | |Campbell River Aboriginal Head Start Program |Feb 3, 2003 – Mar 14, 2003 | |First Nations Education Program Coordinator with School District #72 |Feb 2003 | |Esperanza Family Development Centre, A Ministry of Shantymen International |Sept 2-2002 – Mar 3, 2003 | |

Evaluation

This was the first occasion for the Nuchatlaht Tribe to provide YWE program for youth in the community. The two participants acquired valuable skills in the program that included the following:

• Interpersonal interaction with people younger and older than themselves

• Daily routines within their areas of responsibilities

• Theme-based approach teaching of young children

• Classroom space planning

• Child focused activity planning

• Child first aid

• Leadership skills

• Public speaking and presentation skills

• Education research skills

• Business Administration procedures

• Stress management skills

• How to improvise and overcome challenges

Creating the structure for this program was challenging and the front-end planning was a very critical, essential and necessary component.

If the YWE program were in the community again, there would be more one-on-one counseling for the participants. The focus would be to empower youth to make choices and provide a safe environment to explore additional decisions during the program.

Okanagan Indian Band

Vernon, BC

Introduction

The Okanagan Indian Band Youth Work Experience (YWE) Program was to provide a comprehensive, diverse learning program for (4) four out-of-school, unemployed youth. The main goal was to provide an opportunity for them to develop short and long term achievable education, training and employment goals to ensure meaningful employment.

The goals and objectives of the program included:

• To provide an innovative learning experience that provided an opportunity for the development of effective work habits, including improved communication and organizational skills, for out of school, unemployed youth;

• To implement a comprehensive academic and aptitude testing process to determine learning problems and develop individual remedial programs to address learning difficulties;

• To facilitate a process to provide personal development and hands-on learning opportunities designed to teach self-responsibility and self-determination;

• To provide youth the opportunity for active participation and involvement to promote improved self confidence and an awareness of their own potential;

• To expose youth to a variety of experiences to promote interest in education, training and career opportunities that lead to meaningful career/employment opportunities;

• To give youth a strong sense of identity through providing the opportunity to explore their rich Okanagan history and to attain traditional environmental knowledge;

• To motivate youth to explore their strengths and potential and to provide opportunity for them to explore their career choices, education and training opportunities; and

• To provide personal and professional development opportunities to assist them in pursuing meaningful job and career opportunities.

Program Implementation

The YWE program had four male participants between the ages of 17-19 years of age, with Grade 8-12. The participants participated in the program from September 3, 2002 to February 28, 2003.

The program consisted of four hours per day attending program activities and the remaining 3.5 hours of the day at the Pathfinders Education Centre where each participant was working towards their educational goal. Breaking up their day in this manner was beneficial for them as they were acquiring experience in working and attending school.

The YWE program had guest speakers who spoke to the participants about criteria for funding from a variety of programs for participants’ training and educational needs.

Mid-way through the YWE program the participants had selected specific areas of interest to go for their two-week work experience.

Work Placements

During the two-week placements, all the participants had developed a sense of pride in their accomplishments. They had utilized the communication skills they had learned as well as time management, and had shown respect for their employers. The four participants were pleased with the two-week work experience and were equally determined to train in their areas of interest. To see this type of attitude change in the participants was amazing.

The work placement employers and employment positions were as follows:

Employer |Position | |Auto Sound Plus |Stereo Installation | |Creekside Restaurant |Cook | |Dunas Snow and Skate Shop |Sales Representative | |Kla’howya Communications |Film | |

Evaluation

The participants completed the program and will be continuing on with their education. Upon completion of the program the participants were presented with Certificates of Completion. This program has been a success and has helped the participants to determine their educational and employment goals. Prior to the start of the program the participants were unsure as to what their future held and can now say they know what they would like to pursue.

Osoyoos Indian Band

Oliver, BC

Introduction

The Osoyoos Indian Band Youth Work Experience (YWE) Program provided training and encouraged youth to become confident and proud of who they are, and to understand what is needed to succeed in the workforce.

The goals and objectives of the program included:

• Work placement and Skill Enhancement Program;

• Provide necessary skills that allow youth to make decisions;

• Provide youth with an understanding of the importance of returning to school; and

• Enhance the youth’s ability to receive work experience in something they enjoy doing.

This program has operated for the last four years in the Osoyoos Indian Band community.

Program Implementation

The YWE program had two male and two female participants with an education level between Grade 10-12. The participants participated in the program from September 2002 to March 2003.

Work Placements

The employers who provided the work placements for the participants were as follows:

• Inkameep Gas & Convenience Store

• Nk’Mip Desert & Heritage Centre

• Sen* Pok* Chin School

Evaluation

The YWE Program has reduced the number of youth that are on social assistance and unemployed. Through the YWE Program, we were able to identify and meet a large portion of our youths’ work experience needs. The supportive relationship that this program has received was from our community services department. It was very beneficial to the program because the youth learn what services were available to them.

This program has been in operation for four years ago and has been a great success. The community hopes to offer this program in future years. Our school currently offers a similar program to its students, but it is only a small part of the school year.

The YWE Program for 2002/2003 provided the youth of Osoyoos Indian Band work-related experience that they would not have received without these types of training programs. Modifications to the YWE Program changed every year to fit the needs of the stakeholders and to support the need for job skills. Each participant benefited from this program by learning new skills, received new job opportunities, made choices about furthering their education, and learned about community resources.

We are proud of each participant in the YWE Program and we would like to thank all of the supporting businesses and funding agents for providing this program with the tools for success.

The Osoyoos Indian Band thanks the community, the youth participants, the participating businesses, the program coordinator, and the Employment Training Officer for their involvement in the YWE Program. We also like to make special thanks to the First Nations Schools Association for funding the YWE Program.

Seabird Island Band

Agassiz, BC

Introduction

The Seabird Island Work Experience (YWE) Program strongly believes in the philosophy that “it takes a community to educate a child.” Therefore we welcome your support in educating the children of our community.

The goals and objectives that were expected of the participants were:

• To develop an understanding of personal strengths and interest in their relation to potential careers;

• To take advantage of community resources through applying their newly developed skills to potential careers;

• To participate in opportunities to practice academics, teamwork, and personal management skills needed to succeed in the work place;

• To receive assistance in the transition from Secondary School to the workforce and/or further training and education;

• To increase the relevance of school by connecting classroom learning with skills and knowledge needed in the work place;

• To encounter relevant employment opportunities through curriculum-related workshops and work experience through job shadowing placements;

• To develop and maintain individual Student Learning Plans;

• To provide the opportunity to observe and practice the employability skills and attitudes required in the work place; and

• To explore possible career directions as articulated in the Student Learning Plans.

Program Implementation

There were four male participants, ages 17-19, grade levels of Grade 9-12 in the YWE Program. The program operated from October 6, 2002 to March 4, 2003. A newsletter was distributed to advertise the program and youth interested in the program were required to complete an application form. A Coordinator screened the applicants as set out by the program criteria requirements. The participants were required to complete an Individual Learning Plan with the assistance of the Program and Education Coordinator.

Work Placements

Participant |Gender |Education Level |Employer | |One |Male |Grade 9 |Seabird Island Band

Al Peters Trucking Lordco | |Two |Male |Grade 11 |Seabird Island Band | |Three |Male |Grade 12 |Seabird Island Band | |Four |Male |Grade 12 |Seabird Island Band

Seabird Island Community School | |

Workshops/Training

The participants received workshops and training that consisted of the following:

• Life Skills

• First Host

• Personal Management

• Resume/Interviews/Job Search Skills

• Drivers Education

• First Aid

Program Evaluation

The evaluation of the program was conducted through:

• Completion of personal portfolio

• Continued personal assessment by student, mentor and Coordinator

• Written journals of personal experiences

• Program evaluations with program specific questions

It was extremely challenging to find employers who were willing to commit to providing work experience placements for Aboriginal youth. Many employers agreed to the idea, then canceled for various reasons - ranging from not enough work for youth to do, takes too much time/staff/employees; many local organizations/businesses/agencies were approached by other youth/school organizations for work experience placements.

As with many of the Seabird Island community members, the participants faced transportation issues during their participation in the program. There is a lack of public transportation, and the location of the community made it difficult for most of the youth to find transportation to training and employment.

Snuneymuxw First Nation

Nanaimo, BC

Introduction

The Snuneymuxw First Nation Youth Work Experience (YWE) Program focused on positive approaches to youth unemployment. This community-based project was beneficial to the personal development and self-esteem of the youth involved. The YWE Program provided an excellent opportunity for the youth to gain the skills necessary to pursue further education and employment.

The program goals and objectives were:

• To identify youth between the ages of 17 and 24 who are currently out of school and unemployed;

• To facilitate the development of Individualized Training Programs (ITPs) for youth participants to chart their paths for future training, education and employment;

• To provide youth participants with supported work experience placements in career fields of interest;

• To provide youth with a core set of transferable work-skills that they can use for further education or employment;

• To build upon linkages with on and off-reserve organizations established in the previous program; and

• To assist the community to prepare for self-government.

Program Implementation

The YWE Program hired six female participants, age range between 17-24 years. The program was offered for a 36-week duration.

The first phase of the program focused on personal development and learning to take care of self. On the first day of the program the participants did introductions, icebreaker games, guidelines and goal setting for the group as well as the individual. The group had time to hear about some career information during this timeframe. They listened about occupations in tourism, lands and resources, nursing, counseling, and policing.

The variety of training/workshops provided included the following:

• Alcohol and Drug Abuse

• Personality testing (Myers Briggs)

• Self Esteem

• Boundaries, Attending Behaviors, Facing your Fears

• Values, Giving and Receiving, Feedback, Arguing Fairly

• Self Determination, Problem Solving, Goal Setting

• Types of Abuse, Healthy Relationships, Feelings

• Anger Solutions, Anger Volcanoes, Anger Management

• Communication Skills, Dieting, Self Image

• First Aid

• Food Safe

• Super Host

• Reiki

The employment workshops focused on career planning and labour market research. Some job search strategies included: resume writing, transferable skills, interview skills, and networking skills.

Work Placements

The next component was work placements, and the various training contained information about job hunting, resources, and resume writing. This helped the participants find their own work placements.

The employers provided the following positions:

Employer |Position | |Qwam Qwum Stalicut School |Teacher’s Assistant | |Literacy Nanaimo |Stock Person | |The Gap |Stock, Sales | |Four Seasons Unisex Casual Clothing |Bookkeeping, Sales | |Bonds Fish & Chips |Waitress, Prep Cook | |Penningtons Superstore |Stock, Sales | |Snuneymuxw First Nations Day Care |Childcare Assistant | |

The participants were guided and supported in finding their own work placements. This was to show them the procedures for job search. Two of the participants changed their placements in the middle of the placement for various reasons.

Evaluation

An evaluation process involved all of the participants sitting together and discussing what they learned, liked and things that could be changed or improved. They also worked on a written evaluation form, which will be completed by the participants and the coordinator. The Coordinator sat with each participant and completed a written evaluation.

Ucwalmicw Centre Society

Lillooet, BC

Introduction

The Ucwalmicw Centre Society Youth Work Experience (YWE) Program operated from September 2002 to March 2003 for a six -month duration.

The goals and objectives of the program included the following:

• To hire a Project Coordinator to develop training and a work plan and to supervise youth between the ages of 17 to 24 years of age;

• To develop a holistic supportive learning environment involving life skills, pre-employment training, work experience, personal development, and cultural training for unemployed youth between the ages of 17-24 years of age;

• To support the youth in identifying blocks that may have been a barrier to completing education or further training and to move beyond these blocks to achieve success;

• To identify resources that were available to the youth that may assist the youth in goal setting and achieving success in one’s life; and

• To teach the unemployed youth between the ages of 17 to 24 years of age the skills, attitudes and behaviors that are successful and acceptable in a work and training environment.

Program Implementation

The YWE Program hired two male and two female participants, ages ranged between 17-24 years of age. The participants had grade 12. The position of Project Coordinator was advertised in a newsletter, employment office, local bands, and HRDC. Applicants for the program were recruited and guest speakers and special training was arranged.

Work Placements

The list of employers who provided work placements and activities were as follows:

Employer |Employment Activities | |Mike Leech Contracting |Carpentry | |Stacy’s Construction |Carpentry | |Lillooet Friendship Center |Victim’s Assistance, Food Bank Coordinator, Special Projects | |Lillooet Recreation Center |Office Administration | |T’it’q’et Administration |Receptionist | |Lillooet Glass an Tire |Glass/Tire | |Fountain Security |Security | |St’at’imc Tribal Police |Policing | |

Evaluation

The Uwcalmicw Centre Society has been offering and promoting the YWE program since 1999. Each semester offers unique dynamics, depending on the choice of Coordinator and the choice of youth. This semester was no exception. All four youth were individuals with different talents and personalities. The interest in this program is expanding, as more youth each year apply to be considered for the program.

Upper Nicola Band

Merritt, BC

Introduction

The purpose of the Upper Nicola Training and Career Development Youth Work Experience (YWE) Program was to provide youth between the ages of 17-24 who were currently unemployed with the opportunity to undertake life skills training and employment development and career development training.

The goals and objectives of the YWE program included the following:

• Provide life skills training;

• Employment and career development;

• Equip youth with knowledge and skills to market themselves in the employment workforce both on and off-reserve;

• Reduce the level of social assistance dependency by creating an opportunity for youth to develop their personal and professional skills; and

• Increase youth’s self-esteem and self-confidence, which results in healthier families and contributes to a healthier community.

Program Implementation

The YWE program hired four female participants with ages ranging between 17-24 years of age. The participants completed Grade 11 and 12 completed.

Applicants were required to undergo a screening and interview process as part of the selection process. Selection took into account personal suitability for the program to undergo employment and career development as well as personal development through a life skills training component.

Life skills training and employment and career development training was provided for 34 weeks starting on July 9, 2002 and ending on February 28, 2003. The life skills component was tailored to meet the needs and issues of the participants. The curriculum focused on the following components:

• Basic Communication Skills

• Self-awareness, Self esteem and Self-development

• Goal Setting, Personal Accountability, and Self Care

• Family Violence, Trauma, and Resiliency

• Health Issues, HIV/AIDS,

• Suicide, Gay & Lesbian Issues

• Addictions

The employment and career development training provided an opportunity for participants to learn job readiness skills and to explore their career aptitudes and interests. Training included the following components:

• Career Aptitude Testing

• Career Choices

• Individual Interests and Abilities Matching Job Requirements

• Assessing Labor Market

• Preparing Resumes, Application Process, Interviews

• Personal and Professional Goal Setting

Work Placements

Employers |Participant | |School District #58 |Participant 1 | |Spirit of Youth |Participant 2 | |Art Knapps Nursery |Participant 3 | |Kamloops Volunteer Society |Participant 4 | |

During the work placement, the site for each youth was visited by a Coordinator and was available by phone for any questions or concerns that arose. More follow-up was done at the end of the work placements to address the participants’ transitions from the program to assisting them in obtaining or keeping employment, continuing on with their education, or any other relevant goals the participant may had identified.

Evaluations

Overall, the expected results of this program provided knowledge, skills, and employment training through life skills training, cultural training, and on-the-job training over a 34-week period.

The program provided academic, practical and hands-on experiences, which gave the participants the tools and skills to become employable and suitable for careers based on their aptitudes, interests and inventory.

The participants know how to prepare resumes and how to undergo an interview and application process for employment. They now have basic communication skills and presentation skills. The participants were more familiar with the businesses and workplace settings in the community, both on and off reserve, and developed a network of people.

The community of the Upper Nicola Band and the broader community see positive spin-offs from this program and the benefits it brings to the participants and the community as a whole. When adults are healthy and have goals and a vision there will be positive spin-offs to the children. Cycles of disempowerment will be broken and people and families will feel better about themselves and their cultural identity, they can gain skills and knowledge to assist them in developing their careers.

Yekooche First Nation

Fort St. James, BC

Introduction

The Yekooche First Nation Youth Work Experience (YWE) Program was to provide youth between the ages of 17-24 who were unemployed with the opportunity to successfully complete a seven (7) month program. The goals and objectives for the YWE participants included the following.

• To acquire an understanding of their personal aptitudes;

• To identify their personal interests and temperaments;

• To identify potentially satisfying and appropriate careers by cross-referencing their personal interests and aptitudes with appropriate occupations;

• To determine what occupational fields they wish to pursue;

• To receive career counseling focused on their specific strengths, aptitudes, interests and temperaments;

• To identify education and training required to pursue their chosen occupations;

• To complete an up-grading program designed to address their immediate personal needs;

• To develop individual action plans to pursue their educational/training and employment goals;

• To develop their own resumes;

• To acquire an understanding of job search skills; and

• To experience work environment demands and employer expectations through their work experience placements.

The YWE program was governed by the following guiding principles.

• The delivery of training was adjusted to suit individual learning styles, interests, and training needs;

• The learning process was modified to suit the needs of the participants, without compromising the standard of training;

• A recognized method of assessing prior learning was employed, to include the full range of an individual’s life skills;

• A variety of ways for assessing individuals was developed to ensure high standards of training and mastery skills;

• Assessment in the workplace (work experiences/field work) was as important as in the classroom; and

• Learners were included in determining the evaluation process.

Program Implementation

The YWE program hired four female participants with ages ranging between 20-24 years of age. The participants had completed Grade 10-12. The program duration was from July 2002 to March 2003.

Program Component

We were able to keep the program components participatory, practical and experiential. Our goals of ensuring the employees/trainees were supported and provided with positive constructive feedback throughout the program were met.

We continued last year’s practice of providing mentorship, encouragement and support to the participants. The workplace supervisors, administrators and teachers of Jean Marie Joseph School, facilitators, instructors, program co-coordinator, program advisor, Elder resident and political leaders were committed to this practice.

Orientation Component

The delay in beginning the program and some staffing changes prevented delivery of the orientation component as planned. However, within six weeks of beginning the program, we were able to have all stakeholders in the YWE Program participate in a number of sessions where the following were discussed.

• The program’s goals and objectives in relation to the goals and objectives of the stakeholders;

• The program’s requirements and components;

• The scheduling of all class/group and work placements

• The means of evaluation (participants and program) and the employee/trainees’ input into the process;

• The program’s contribution to the participants’ career development;

• The relevancy or practicality of the academic up-grading component; and

• The responsibility of each stakeholder.

Workplace Foundation Skill Component

This component provided meaningful, relevant, and practical experiences designed to motivate and instill a sense of teamwork, and to emphasize the role the participants play in the success of the YWE program. Six training modules covered topics such as communication, motivation, team building, problem solving, and decision-making.

Career Exploration and Development Component

Participants were involved in the Career Exploration and Development component, consisting of Career Exploration and Counseling, Individual Action Planning, and Job Search Techniques.

Skill Development Component

The participants received training in First Aid, CPR, and successfully completed a Work Safe Program. This component was very popular with the participants. It provided them an opportunity to learn important skills and interact with some very experienced instructors.

Life/Employment Skills Component

In our proposal, we stated that there were many reasons for including a strong Life/Employment Skills component to the Youth Work Experience Program. We knew that all of the participants had experienced few successes in life. Since the program was to be classroom and work placement based, the experience could trigger negative feelings of anxiety, frustration and fear. We believed that the participants might enter the program with low self-esteem, low impulse control and difficulty concentrating and staying focused. For these reasons, we tried to include an ongoing support system.

During the course of the YWE Program two mental Health therapists, a social worker, and a family support worker worked with the participants on life and employment skills.

Evaluation

Continuing last year’s practice, we informally and formally evaluated participant performance and program effectiveness. Personal interviews proved, once again, to be the best way of obtaining clear and accurate information from the participants and other stakeholders. Members of the school administration team, the program advisor, and the workplace supervisors assessed the employees/trainees during their work placements.

Feedback from all the stakeholders – participants, supervisors, instructors, participating Elders, the Education Steering Committee members, and Chief and Council – was an essential component of this process. Four participants completed the seven-month program. All reported that the YWE Program was a success.

Table of Contents

Introduction 1

Employment Skills and Training 2

Work Placements 3

Academic Component 3

Life Skills and Counseling 4

Community Participation 4

Conclusion 4

PROGRAM REPORTS

Boothroyd Indian Band 5

Campbell River Indian Band 8

Chehalis Community School 11

Fort Nelson First Nation 15

Lower Similkameen Indian Band 18

‘Namgis Health Centre 22

Nuchatlaht Tribe 25

Okanagan Indian Band 27

Osoyoos Indian Band 29

Seabird Island Band 31

Snuneymuxw First Nation 33

Ucwalmicw Centre Society 36

Upper Nicola Band 38

Yekooche First Nation 40

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Evaluations and Supplementary Documents

Appendix A Boothroyd Indian Band

Appendix B Campbell River Band

Appendix C Chehalis Community School

Appendix D Fort Nelson First Nations

Appendix E Lower Similkameen Indian Band

Appendix F Namgis First Nation

Appendix G Nuchatlaht Tribe

Appendix H Okanagan Indian Band

Appendix I Osoyoos Indian Band

Appendix J Seabird Island Band

Appendix K Snuneymuxw First Nation

Appendix L Ucwalmicw Centre Society

Appendix M Upper Nicola Band

Appendix N Yekooche First Nation

Table of Participants

YWE Allocations

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Youth Work Experience Program

2002/2003

Final Report

Prepared by the First Nations Schools Association &

The First Nations Education Steering Committee Society

June 2003

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