It is no secret that the Native Territories have been largely forgotten by the federal government and the successive political administrations (including the DPL) which frequented the halls of power in Kensington. This “betrayal” of the dream of former President Andrew Neilson of the mashacara people of Lodamun being wholly independent, yet connected to the idea of the Commonwealth is no better encapsulated than the state of education within the NT. Recent statistical data from the Bureau of Native Affairs denotes that compared to their Artanian-Lodamese and Esinsundu-Lodamese counterparts, Mashacara students were 65% less likely to be able to enrol in college/university and were 78% less likely to graduate. The BNA chalked these statistics up to various factors including poorer-than-average academic performance among university-age persons within the Native Territories and a lack of resources among schools within native communities to enhance student performance and build well-roundedness among individuals. Although some have come to agree with the BNA’s sentiment, the vast majority of tribal and community leaders have countered, proffering that the state of education, particularly higher learning within the Native Territories was not only as a result of poor academic performance and a lack of resources but was also as a result of discriminatory practices by major Lodamese universities both on the national and state level. Noshi Aldrich, who has been a vocal advocate for social issues within the Mirowak Nation, particularly on education noted that compared to their Artanian-Lodamese counterparts, Mashacarans were less likely to come from households making over $50,000 a year and were more likely to be living in conditions which could otherwise be categorised as “on the brink of poverty.” He added that the nature of poverty, destitution and the general “forgottenness” of the Native Territories was such that it was often overlooked by wealthy private-sector endowments which instead went to Artanian-Lodamese students. “I mean, there are no programmes to support Mashacaran students financially. The clear elitism of some of this country’s more prestigious institutions virtually locks people like myself out of the system. Compared to everyone else, we are forced to pay higher tuition fees by the state universities for some unknown reason. The system has been set against us making any meaningful improvements to our own material conditions. They [the system], want us to remain wholly dependent on their charity and goodwill,” Aldrich lamented.
Sted fast in its determination to become wholly independent of support from the Federal Government and the State Governments wherein the vast majority of its communities intersect, the Native Territories is laying the foundation for a transformation of the way in which education is managed throughout the territory and its subordinate communities. At the most recent conference of the Tribal Economic Forum (TEF), tribal leaders and delegates representing the various Mashacara nations signed onto the “Charter of the
Sovereign University of the Native Territories” and the “Common Education Policy (CEP)”, in a move which has kickstarted fervour surrounding the state and nature of education among mashacaran-lodamese citizens. In ratifying the charter, tribal leads and the Governor formally constituted the Native Territories’ own public research university, which once fully established would be able to serve the higher education needs/requirements of native students. The charter was the brainchild of Governor Kono Stone, who stated that the idea had been proposed to him during a meeting with the Director of the Bureau of Native Affairs who stated that the Native Territories should develop its own higher learning network similar to the highly acclaimed university networks in St. Christopher and Barrington. Although the Director of the BNA Thomas Kincaid, was not present during the TEF summit, Governor Stone stated that he was nonetheless a major proponent of the university’s creation, going as far as to designate the university as a land grant university wherein it will be capable of securing land from the federal government to construct the university. The charter’s signing was met with resounding positivity among those present as it alongside the CEP became the highlight of the event. The NT’s Secretary for Education and Cultural Preservation, Wayne Swiftwater stated that the University granted the Native Territories a unique opportunity for human capital development, pointing to the fact that numerous disciplines including Tribal Economics, Indigenous Architecture and Indigenous Arts could become fully accredited degrees within Lodamun and potentially the wider Seleyan continent.
The Common Education Policy (CEP) as explained by Secretary Swiftwater seeks to establish a degree of standardisation among schools within the various tribal territories. He noted that although it was important for the tribes communities to maintain a degree of uniqueness/independence in what is taught to their cohort of students, the only way in which education in the Native Territories could make any meaningful progress towards potentially matching the quality of education seen throughout Lodamun was to adopt and adhere to pre-determined principles. He pointed to four (4) core areas in which education in the native territories should be advanced, namely language, history, culture & arts and technology. The CEP promotes/encourages the revitalisation of native languages particularly those used by the various native tribes including the Inuwatu, Mirowak, Ilutat, Sarnaaq, Paasat and Paluk. Part of the policy mandates the establishment of an online dictionary and translation software for these languages. Swiftwater noted that the Department of Education and Cultural Preservation continues to engage the Office of Digital Policy and Governance on technical assistance in building out such a library. The CEP also notes that Mashacara history must be taught to all children entering the Native Territories’ education system, as it points to the fact that the vast majority of children within the NT are either not aware of their history or are not appreciative of the sacrifices made by their ancestors. The CEP ultimately mandates that communities work with their respective libraries, elders and museums in crafting historical curricula specific to their culture. On technology, the CEP notes that students throughout the education system must be technologically competent and digitally literate. The NT’s Department of Education and Cultural Preservation is said to be working with the Department of ICT and Digital Innovation on building out an advanced ICT curriculum which could rival that taught in even the most well-funded schools in Lodamun as well as granting each high school and university age student with their very own laptop.