Call to Action 57 and the Indigenous Learning Roundtable Report
November 2020
Table of Contents I.
Background.................................................................................................................... 3
II.
Introductory Presentations ............................................................................................ 4 A. The Canada School of Public Service ........................................................................... 4 B. Banff Centre for Arts and Creativity ............................................................................ 7 C. National Centre for Truth and Reconciliation .............................................................. 9
III. Reconciliation Initiatives and Learning Activities .......................................................... 11 IV. Issues and Lessons Learned .......................................................................................... 14 A. Effective approaches to learning ............................................................................... 14 B. Capacity of institutions and partners ........................................................................ 15 C. Inclusion of Indigenous and non-Indigenous employees............................................ 15 D. Mandatory and voluntary training ............................................................................ 16 E. Buy-in and institutional support ............................................................................... 17 F. Where to begin?....................................................................................................... 18 Appendix ............................................................................................................................ 21
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I.
Background We call upon federal, provincial, territorial, and municipal governments to provide education to public servants on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism. — TRC Call to Action 57
On March 3rd, 2020, the National Centre for Truth and Reconciliation (NCTR) and the Canada School of Public Service (CSPS) held a full day Indigenous Learning Roundtable for representatives from federal, provincial, territorial and municipal public service organizations. Twenty-five participants attended the event at the University of Manitoba’s Fort Garry campus in person, while other public servants participated remotely through live-streaming. The purpose of the Roundtable set out to promote effective responses to Truth and Reconciliation Commission’s Call to Action 57 which called on federal, provincial, territorial and municipal governments to provide education to public servants on the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal-Crown relations.
The day began in a good way with an opening prayer by Advising Elder to the NCTR, Harry Bone. Elder Bone also provided a closing prayer.
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This report of the Roundtable is divided into three sections: 1. In the introductory presentations, each of the three opening presentations, from the NCTR, the CSPS and the Banff Centre for Arts and Creativity, are summarized. 2. The second section summarizes information shared by participants about learning activities undertaken at the federal, provincial, territorial and municipal levels, as well as in the corporate sector. 3. The third section summarizes the perspectives shared on challenges in promoting Indigenous learning and the related lessons learned. It is important to note that much of the day was spent in large and small group discussions, individual reflections and the development of individual workplans. The full agenda is available as Appendix A. II.
Introductory Presentations
The session began with presentations by the co-hosts, Ry Moran on behalf of the NCTR and Myriam Montrat on behalf of the CSPS, as well as a presentation by invited guest speaker, Brian Calliou of the Banff Centre for Arts and Creativity. A.
The Canada School of Public Service
The Canada School of Public Service is a federal government department created in 2004. It provides a range of learning activities to federal public service employees to build individual and organizational capacity and management excellence within the public service. Indigenous Learning is one of five streams of activity within the CSPS. Myriam Montrat, Director General of Indigenous Learning for the CSPS, identified the three primary drivers for the prioritization of Indigenous Learning within the work of the CSPS. The first driver is the Call to Action 57. The second driver is Many Voices, One Mind, the federal whole-of-government strategy “to reduce and remove barriers to Public Service employment encountered by Indigenous Peoples; and capitalize on the diversity of experience and ideas that Indigenous Peoples bring to the public service.” The third driver is the Government of Canada’s priority of renewing relations with Indigenous Peoples.
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Myriam Montrat provides an overview of work being done at the Canada School of Public Service.
Ms. Montrat also expressly acknowledged the significant needs for Indigenous Learning within the federal public service. She identified three specific needs. First, she said that the public service needs to improve its understanding of its duties and obligations with respect to Indigenous Peoples. Second, she stated that within the federal public service “there is a lack of general knowledge and understanding of socio-economic barriers, history and cultural distinctions to work effectively with Indigenous Peoples.� Third, she stated that Indigenous employees within the federal public service are reporting higher levels of harassment, which that these employees have linked to managers’ lack of cultural competency.
Leadership and Cultural Competencies Understanding Obligations
Awareness and Core Knowledge
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The learning framework outlined by Ms. Montrat has three components. The first is the foundational learning requirement for all public servants that includes awareness and core knowledge of Indigenous realities, cultures and history. The second is specialized training for public servants which includes, for example, understanding government obligations in respect to Indigenous Peoples. The third is leadership development which includes cultural competency as a well as a specific focus on partnership and co-development with Indigenous Peoples in policy and decision-making. The work is supported by a Circle of Elders, internal and external Indigenous Advisory Council, and ongoing partnerships, including with the NCTR. Ms. Montrat described these various external supports as “a very robust governance structure” essential to ensuring that the content of all training is accurate and culturally appropriate. Ms. Montrat outlined that part of the CSPS approach is to provide public servants with as many tools as possible. She described an “Indigenous Learning Ecosystem” that includes modules for classroom-style learning, online learning resources, organizing specific learning events, and attention to opportunities for engagement with Indigenous Peoples and other partners. Some specific examples are provided below. Classroom modules include Modern Treaty Training; Cultural Competency Training; a program on individual learning and accountability called Reconciliation Begins with Me; and use of the Blanket Exercise, a popular education tool developed by the Canadian ecumenical organization KAIROS. Online resources include courses on acknowledging bias relations with Indigenous Peoples and the history of the relationship between the Government of Canada and Indigenous Peoples, as well as a podcast series, Sitting by the Fire and Indigenous Perspectives: Stories from Indigenous Public Servants. In the latter, public servants give voice to diverse experiences - and struggles - around what it means to be Indigenous in the federal public service. Events have included speakers’ series, discussion panels, and webinars on topics such as missing and murdered Indigenous women and girls and Métis culture and history. Also, a learning compendium, called Indigenous Learning Community: Building Bridges Through Learning, has been developed to provide an inventory of what resources and opportunities are available for public service employees across the Government of Canada. Additionally, Indigenous Learning provides leadership development training through the CSPS Premium: Leadership and Indigenous Relations Course. This course is intended for executives within the public service and is an intensive four-day course emphasizing experiential learning.
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Leadership and Indigenous Relations Course Day 1
Day 2
Day 3
Day 4
An opportunity to engage in transformational and principle centred leadership development experiences delivered by Indigenous leaders and Elders.
Dedicated to the participants’ perspectives, Indigenous relations, and reconciliation. Indigenous representatives share the legacy of the past, important teachings, and the path forward.
Spent learning in an Indigenous community and is raw, honest, and very often emotional.
Integrates all the learning that has taken place and touches on intercultural awareness and understanding the Calls to Action, the call for change, and working on a policy planning framework.
The CSPS also supports programs developed specifically for public servants in the north including Pilimmaksaivik: Inuit Learning and Development Program, a pre-employment training for Inuit in Nunavut, and Sivuliqtiurnimut Ilinniarniq, which provides leadership training for Inuit public servants. Finally, Ms. Montrat shared CSPS’s success indicators. The first is that Indigenous employees will have access to dedicated learning and leadership development opportunities to support career development and progression. The second is that public servants will have access to relevant learning to assist them in enhancing their understanding of Indigenous Peoples, their contemporary experiences, history and rights, as well as access to cultural awareness and sensitivity training. The third is that executives within the federal public service will have access to learning opportunities that will assist them in fostering a change in attitudes and behaviors towards a more inclusive workplace and be better equipped to integrate cultural competencies in their leadership practices so that they can work more effectively with Indigenous Peoples. Finally, federal organizations will have access to learning tools to enhance partnerships and sustain positive relationships with Indigenous Peoples. B.
Banff Centre for Arts and Creativity
The Banff Centre for Arts and Creativity is a post-secondary institution provided non-credit courses for artists and arts leaders. The Centre has been working on Indigenization for many 7
years. Its work includes specific courses in Indigenous arts and leadership. Banff Centre Director of Indigenous Leadership Brian Calliou reported that Indigenous knowledge is now woven into every program offered by the Centre.
Brian Calliou explains how the Banff Centre for the Arts has helped build momentum for local action for reconciliation.
Following the release of the TRC’s Final Report, the Banff Centre organized a one-day summit with the TRC Commissioners and invited participants from surrounding Indigenous and nonIndigenous communities. Participants were asked to share what they personally were going to do to advance reconciliation. The result was numerous concrete actions which continue to be implemented. For example, the town of Canmore now has a reconciliation framework that the Mayor and Council applies to its decision-making and planning, which is further operationalized by town managers and their staff. The process developed during that Summit has become the basis of the Centre’s Truth and Reconciliation through Right Relations Program. The Program provides participants with the opportunity to learn about Canada’s shared history with Indigenous Peoples; to engage in meaningful conversations about achieving reconciliation; to become inspired by examples of reconciliation actions and practices; and to take action to achieve reconciliation on an individual, community, and organizational level. The program concludes by asking participants to identify an initiative they will undertake when they return home. The program is open to anyone and people come from across Canada to participate. 8
The Banff Centre has undertaken its own internal learning processes for Centre staff and leadership. This has included hosting a full day session on Truth and Reconciliation with the Centre’s Board of Governors and the senior executive team to help them to begin work on a framework and a plan for the future. Banff Centre staff have also taken part in their Right Relations Program. Out of this learning, a Truth and Reconciliation working group has emerged led by non-Indigenous staff members committed to continuing to work on reconciliation moving forward. These are all examples of how, once you get started, you can build momentum. Most recently, the Centre hosted an Indigenous wisdom gathering where approximately 50 Indigenous Elders, thought leaders, philosophers, and artists were invited to dialogue about using Indigenous wisdom authentically, carefully and respectfully in institutions and organizations. A report from that gathering will be issued shortly. C.
National Centre for Truth and Reconciliation
NCTR Director Ry Moran stated that the Truth and Reconciliation Commission has awakened enormous interest across Canada in Indigenous histories, cultures and rights. He underscored that it is going to take all of us working together in a collaborative way to ensure that the material supporting this learning is high quality, authentic, rigorous, locally responsive, and grounded in the broader principles that have been pushing us along the path of truth and reconciliation. Mr. Moran said that from the NTCR’s perspective, there is a fundamental challenge in honouring all of those statements and documents that have been entrusted to the Centre. The Centre has such a vast collection of statements and other records. The Survivors have asked that we never forget what they have shared. The challenge is now to ensure that the stories that they have shared get into the hands of public servants, educators, and learners across the country. The NCTR website houses a wide range of educational resources. These include an interactive map and timeline of residential schools, records and photographs from the schools, the TRC reports and seminal historic documents, such as the reports by the Aboriginal Healing Foundation, and Survivor statements and mini-documentaries.
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Ry Moran discusses the need for greater collaboration.
The NCTR has taken part in extensive surveys and polling to better understand what content elicits the best public response. What has been shown is that one of the most effective ways to engage learners is through video content. Survivors’ statements help non-Indigenous Canadians to relate and empathize with the experiences of Survivors on an emotional level. A large part of the work of the TRC was to help people walk the proverbial mile in another person’s shoes. Mr. Moran also emphasized the power of primary documents. He encouraged learners not just to read about documents like the Indian Act or the White Paper but to read the documents themselves. He noted that these documents become “very powerful when you see the actual words on the page and just how glaring and frankly awful some of the history is that we have in this country.” Referring again to the surveys and polling that the NCTR has taken part in, Mr. Moran encouraged the public service to evaluate the success of any training undertaken by polling the attitudes of their own employees and comparing the results to available national polls. Mr. Moran observed that the demand for education on Indigenous cultures and histories has put considerable strain on acknowledged experts like the TRC Commissioners. He said one of the priorities must be to find better ways to share this burden through collaboration and resource sharing. He also acknowledged that there is a need to develop specific strategies for 10
each region of Canada to better address the unique challenges, realities, and histories that exist. Partnerships are key to actualizing necessary reconciliation work across the country. III.
Reconciliation Initiatives and Learning Activities
Participants in the Learning Roundtable reflected the large and growing number of reconciliation initiatives taking place at all levels of government, including training and learning for public servants. The following are just some of the examples shared during the plenary sessions. In the Yukon, training started before the TRC as Treaty education. There is a nine-day training session for all Yukon public servants. Between 5,000 and 6,000 people have been trained with a suite of courses that cover many different topics. Manitoba Child and Family Services includes a history of Indigenous Peoples in their orientation manual and offers a lending library of Indigenous books and resources. Manitoba’s Sustainable Development department created a one-year Certificate of Indigenous Relations Program which includes learning about traditional law, histories, and Treaty education through the Treaty Relations Commission of Manitoba. Manitoba’s 2016 Path to Reconciliation Act is the first legislation in Canada to require regular evaluation and reporting on measures taken to advance reconciliation. At the University of Manitoba, a graduate course for faculty was created to cover the breadth of Call to Action 57 but also to cultivate interpersonal skills. Questions around privilege, fragility, and intersectionality are touched upon as well as specific barriers at the University for Indigenous achievement. One private sector organization described efforts to meet Call to Action 92 (which includes education for corporate management staff), beginning with their executive team. A one-day new-hire orientation has been developed which includes awareness and education. This has also been embedded in their respectful workplace training certification. The cities of Toronto, Yellowknife, and Saskatoon all provided some type of foundational training to staff, including through workshops and conferences. Saskatoon has released: Ayisiyiniwak: A Communications Guide, to support Indigenous learning. In Toronto, the Indigenous Affairs office is working on a strategy which is being revitalized and reviewed with the community, the Indigenous Coalition, the Aboriginal Affairs Committee, and 11
the Council. They will tweak and change the strategy since their last engagement, if needed. Increasing the number of Indigenous employees in the public service is a priority.
Warren Isbister-Bear, City of Saskatoon, shares initiatives from his table.
There is a ceremonial aspect to the work being done in Saskatoon which is one way in which Indigenous perspectives are being integrated. Knowledge gained is taken out to the community and shared through ceremony so that it continues to grow. The City of Saskatoon hosts the annual Wicihitowin Indigenous Engagement Conference, where they invite community organizations, governments, and businesses to learn about inclusive representation of Indigenous People as employees, volunteers, and decision-makers. The Be a ConnectR project was developed out of Reconciliation Saskatoon and is a starting place for people who want to learn about the Calls to Action. It lets people know about current events, readings, upcoming webinars and seminars, and other relevant reconciliation initiatives. The approach is based on a head, heart, body, and spirit model. Participants from the City of Montreal shared that Montreal’s reconciliation plan is almost complete and about to be put forth for approval by the Municipal Council. Work towards this strategy involved consultations with Indigenous partners, communities, and organizations. Measures, priorities, and ideas were presented to each municipal service and borough. The strategic plan was elaborated around seven main themes of relationships, historical and contemporary presence of Indigenous Peoples, support for the Indigenous urban community, arts and culture, economic development, public security and climate change. 12
Representatives from Manitoba and Nova Scotia discuss what training is currently available in their respective provinces.
In Nova Scotia, over 2,500 staff have gone through the Kairos Blanket Exercise over the past 18 months. The Deputy’s Committee in Nova Scotia has made it a priority to host their Strategic Planning sessions in Mi’kmaq communities and incorporate cultural aspects in their sessions. So far, they have hosted 5 of 13 Planning sessions in community. Lakehead University is also trying to create what it describes as “translation pieces” for faculty to help them better understand Indigenous students, including particularly those coming from remote communities, and to valuing the unique experiences they possess. A Prior Learning Assessment and Recognition (PLAR) plan is a way to open up opportunities for Indigenous youth who have valuable experiences, like working with Elders or living on the land, but who may not have completed high school or have the kinds of work experiences that are normally given merit. The Canadian Museum for Human Rights (CMHR) has hosted a number of events and learning opportunities, such as a learning event that combined speaker presentations, Elder discussions, and a tour of the museum for Indigenous Peoples Day. Indigenous content is spread throughout the museum because it touches on every aspect of human rights. For example, there is an Indigenous component to the Holocaust Gallery. They have a robust website with learning resources. The museum has partnered with the University of Winnipeg in developing and 13
delivering a powerful leadership program focussed on Indigenous human rights. They have offered it a few times and have been working with other organizations to deliver different versions of it. IV.
Issues and Lessons Learned
Some of the richest discussions of the day focused on common obstacles experienced in Indigenous learning and lessons learned about how to overcome them. In the following section, these discussions are summarized under 6 themes: effective approaches to learning; capacity of institutions and partners; inclusion of Indigenous and non-Indigenous employees; mandatory and voluntary training; buy-in and institutional support; and where to begin.
Table discussion on the different baselines of Indigenous education and knowledge at their organizations.
A.
Effective approaches to learning
Proper education is not just a matter of teaching static facts, it is about building awareness of what the learner does not know and fostering the skills needed to know how to get this information and how to better understand the issues. Particularly because of resources, there is often a heavy reliance on online learning. A critical area of discussion concerned the benefits and drawbacks of reliance on online learning. 14
Online Learning Positives
Can reach more people than in-person classes Can be done at leisure of participants Can be easier to mandate mandatory training More economically viable
Negatives Doesn’t allow for person-to-person conversation Doesn’t always break down barriers Difficult to create an emotional connection Requires access to a computer
Sharing on a visceral level is very important, as is experiential learning. Relationships and relationality were highlighted. It was noted that many organizations are placing increased priority on relationship building and modelling reconciliation in how they approach teaching and learning. Feedback is important as it assists in relationship building, which can be a slow process and requires reflection on lessons learned. It is crucial to have Indigenous voices present in training. B.
Capacity of institutions and partners
Capacity, both human and financial, and initiatives, is a critical challenge. This is especially true because Indigenous learning requires the involvement of Indigenous partners who can face many competing demands on their time. Learning initiatives can get stalled if local communities are not involved. In many settings, these communities are very diverse. Getting all the right people on board for a project can be difficult. Patience is instrumental. It is important to recognize from the outset that it takes time to build relationships and trying to work too quickly is often unhelpful, if not outright impossible. C.
Inclusion of Indigenous and non-Indigenous employees
Organizations must be conscious of balancing and blending worldviews without falling into existing, colonial ways of doing things. Balancing and blending Indigenous and non-Indigenous worldviews requires everyone to have a voice and a seat around the table. The diversity of Indigenous Peoples and the number of groups who need to be around the table presents a particular challenge in terms of respectfully and authentically including everyone. At Lakehead University, training is inclusive of all people. The first module in one course is on creation stories and worldview. Everybody has a worldview, so participants are asked to bring their creation story to the conversation. When the course examines Indigenous literature, it also asks participants to match this literature to something from their own culture. The effort is to get to the biases and beliefs through conversation and inclusion. 15
Cynthia Wesley-Esquimaux shares her experiences at Lakehead with the table.
In Nunavut, the majority of public servants are Inuit, so there is a need to develop content relevant to them. Indigenous public servants have lived experience with the topics covered in Indigenous learning programs and there needs to be awareness of how those experiences continue to reverberate and impact them. Participants recognized the importance of having more Indigenous staff within organizations. Discussions focused on how organizations change recruitment processes to support Indigenous Peoples to obtain public service positions. The hiring process, from the application to how interviews are conducted, can be highly colonial in nature with clear power dynamics at play. Interviewers often do not understand Indigenous worldviews and Indigenous candidates are expected to prove themselves based on value systems which prioritize competition and individual accomplishments over teamwork and community collectivity. D.
Mandatory and voluntary training
The question of mandatory versus voluntary training was discussed at length. Some Manitoba departments have made certain types of training mandatory, but it depends on the department. The vast diversity of Manitoba poses capacity and resource challenges in delivering in-person training. If training is mandatory, then the only way to reach every civil 16
servant is through an online format. The Civil Service Commission in Manitoba is developing an online training module that will be mandatory for all public servants. At the City of Toronto, there is mandatory training in certain areas, such as senior leadership, but training isn’t mandatory for the whole organization. Work on reconciliation in Montreal started about three years ago and one of the main challenges they face is the lack of mandatory training. It is difficult to establish online training because not everyone has a computer. To compensate, a one-day training class was created but only 60 of 26,000 staff have participated so far. In Toronto, the fact that less than 1% of city staff are Indigenous makes it difficult for administration to buy-in to the reconciliation and Indigenous training. The CSPS is in a similar situation, as in-person training cannot be delivered to the entire federal public service. The challenge with mandatory training is balancing the need to provide an opportunity to create a meaningful impact without repelling staff because they are forced to do it. There are many institutional settings where health and safety training is mandatory and this is simply accepted as a requirement of employment. When we talk about Indigenous learning, we are talking about creating safe spaces for Indigenous employees - emotionally, culturally, physically, and spiritually. If Indigenous training is framed in the concept of safety, then mandatory training may seem more acceptable. Organizations can include Indigenous education without making it mandatory by embedding it in on-boarding/new staff orientation and in training for trainers, as well as by providing incentives for staff participation. Under the previous Ontario government, training was mandatory for its 60,000 staff. To reach them, training was done on-line and in partnership with San'yas Indigenous Cultural Safety Training. Indigenous facilitators, Elders, and Knowledge Keepers engaged with Indigenous and non-Indigenous staff. E.
Buy-in and institutional support
As highlighted by the discussion of mandatory versus voluntary training, there will always be individuals who are resistant to training. One suggestion was to look more closely where the resistance lies within the organization and to develop specific strategies to tackle different sources of resistance. 17
The most successful efforts are generally those that have been championed at the executive level or other leadership. Leadership should be encouraged to demonstrate their dedication to change and to ensure this attitude is embedded across all sectors of the workplace.
Common barriers to leadership buy-in Executives who are too busy to engage in training Executives who do not see the benefit of Indigenous education/training Executives who express they do not need additional training
Pam Sveinson, United Way Winnipeg, shares what was discussed at the table.
F.
Where to begin?
There is work happening in churches and rotary clubs where people are interested in making change but have no relationship with Indigenous communities. The most frequent question they ask is, “What do we do?� Organizations need to start with educating their own communities through book clubs and other processes. They often have large communication channels where they have the considerable influence and can reach out to support Indigenous communities.
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Inviting university, staff, and students into communities to have conversations and create connections was also suggested. Prospective Indigenous students can visit campus while staff can go into communities and present on their field. It works both ways by introducing staff to community and community to the programs. There are more northern Indigenous students coming to Lakehead University now because it is opening up gateways for the northern students and providing mentors who meet them at the door and take them through their programs.
Municipal representatives in discussion on what their cities are engaging in.
At the close of the day, participants emphasized the need to continue conversations as well as develop relationships among each other in the hopes that they may be able to support and develop reconciliation efforts in their organizations. Elder Harry Bone concluded the day with a prayer in Anishinaabemowin and explained that that prayer says we will do the things that we are gifted for action to make sure they count.
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Appendix A National Centre for Truth and Reconciliation – Canada School of Public Service Federal, Provincial, Territorial and Municipal Representatives Indigenous Learning Roundtable Tuesday, March 3, 2020 - 8:30 am to 4:30 pm University of Manitoba, Marshall McLuhan Hall Time
Activity
Speakers
8:00
Participants arrive at Fort Garry campus
8:30
Welcome and opening prayer
Elder
8:45 9:00
Introductions National Centre for Truth and Reconciliation Opening remarks and orientation to the day
Participants Ry Moran
9:10 9:30
Canada School of Public Service – Presentation Banff Centre for Arts and Creativity – Presentation
Myriam Montrat Brian Calliou
9:40
Responding to Call to Action 57: Exchange on progress made to date - Small group discussions and plenary Health break
Participants
11:00
Responding to Call to Action 57: Challenges, lessons learned and best practices - Small group discussions and plenary
Participants
12:00 1:00
Lunch Reflect on the morning’s discussions Large group discussion
1:15
Responding to Call to Action 57: Gaps Small group discussions and plenary Health break
Participants
2:35
Responding to Call to Action 57: Opportunities for sharing and partnerships - Small group discussions and plenary
Participants
3:35
Individual action plan Individual reflection and small group discussions Reflect on the day Large group discussion
Participants
Closing Remarks and Appreciations
Ry Moran Myriam Montrat Elder
10:40
2:15
4:00 4:15
Closing prayer
Participants
Participants
Centre national pour la vérité et la réconciliation – École de la fonction publique du Canada Table ronde sur l'apprentissage autochtone avec les représentants fédéraux, provinciaux, territoriaux et municipaux Le mardi 3 mars 2020 - 8h30 à 16h30 University of Manitoba, Marshall McLuhan Hall Heure
Activité
Conférenciers
8h00
Participants arrivent au campus Fort Garry
8h30
Mot de bienvenue et prière d’ouverture
Aîné
8h45 9h00
Présentations Centre national pour la vérité et la réconciliation Mots d’ouverture et orientation de la journée
Participants Ry Moran
9h10 9h30
École de la fonction publique du Canada – Présentation Centre des arts de Banff – Présentation
Myriam Montrat Brian Calliou
9h40
Répondre à l’appel à l’action 57 : Échange sur les progrès réalisés à ce jour - Discussions en petits groupes et discussion en plénière Pause-santé
Participants
11h00
Répondre à l’appel à l’action 57 : Défis, leçons retenues et meilleures pratiques - Discussions en petits groupes et discussion en plénière
Participants
12h00
Dîner
13h00
Réflexion sur les discussions de l’avant-midi Discussion en plénière Répondre à l’appel à l’action 57 : Lacunes Discussions en petits groupes et discussion en plénière
10h40
13h15 14h15 14h35
15h35
Pause-santé Répondre à l’appel à l’action 57 : Occasions de partage et partenariats - Discussions en petits groupes et discussion en plénière Plan d’action individuel Réflexion individuelle et discussions en petits groupes
Participants Participants
Participants
Participants
16h00
Réflexion sur la journée Discussion en plénière
Participants
16h15
Mot de la fin et remerciements
Ry Moran Myriam Montrat Aîné
Prière de clôture