 My name is Jean-Pierre Ashley, I've been involved with the education committee with Seha Jidino Bank Council. I don't know for how long, I've been five years, I believe. So what I understood from the curriculum that the education had undertaken, with regard to the INNO curriculum, and far as I understand that the young kids today have been taught with mostly non-INNO education. For example, the history of Newfoundland, Canada, the world history. But I haven't seen any young people, particularly with the high school students being taught INNO history, INNO culture, INNO value, except the craft and a little bit about INNO reading and writing. That's all I understand. But there are other activities like experiential learning. But I'm not sure if that's been taught as well, but the only thing that I have heard being taught outside, you know, just fishing, doing activities and stuff like that. But in reality, it's not been taught in school that I think that the INNO education should have taught, because we have a rich history that we have been here for thousands of years, and none of that has been taught in this school. And what I understood that it's all confusing for all young people, because they're teaching in one English world. What I was thinking, I guess the others also pointed out that we should have some kind of equal balance between INNO curriculum and the non-INNO cultures. So if we have that balance, that it would be very essential for the young people to understand both cultures, but if they don't, you will lose most of the INNO history or INNO culture that I believe that you can barely see some young INNO kids being taught in INNO. But it's gradually losing their INNO language and their talking English in our houses. What is unusual for me to see my young grandchildren or my great-grandchildren talking English, but they still talk INNO, but they use post-language, but it's gradually losing the INNO part. So I think that's a dangerous part or dangerous issue to deal with, because if it's not being taught here that we'll be losing our culture and our values altogether, it's the same that's what we are right now, because the INNO history that we've been gathered over the years, well actually the non-INNO people like the archaeologists, linguists, and the other educational non-INNO consultants who have been working with the INNO people in the past 50, 60 years, but gradually that they're taking over what we have. It seems that when we, like for an example, I'm writing a book, and the consultant center, the non-INNO consultants are the ones who are telling us, that's what you should do, you should change, we should do editing, but I'm an INNO person, I'm an INNO writer, I can speak fluent English, I can speak for myself. Why would any non-INNO person tell us how to read and write our own language, and to teach our own history, you know? And none of those people know who they are, I mean, that know about INNO people, to teach INNO people. Like for an example, the non-INNO consultant came over telling us, or telling me and the others that we'll be teaching the new DON agreement in high school curriculum, but it seems to me that I oppose that, because, you know, I don't, there are a lot of flaws, a shoddy piece of work that has been done by the legal advisors and the other non-INNO consultants who have been working with us in the past 40 years, that they're not telling the truth about the new DON agreement, and there are about six or seven points that will be detrimental, will have a long-term impact on the INNO people, particularly with the young people that we are teaching, that they teach here. So I think that needs to be pointed out. Again, me and my other friend, who also educate one of the advisory, with one of the advisory committee, feel the same way. But, you know, that we've been ignored by those people, the non-INNO consultants, who are producing work to have a non-INNO person teach our children or grandchildren, and I think that's a very difficult or unfair, you know, to teach young people, without, you know, the real people, like us, that were qualified to do that. But in the government policies, in their structures, that were not qualified because we're not certified, I think that I totally disagree with that, because how come they're just ignoring us, you know, what we want to teach, except those non-INNO consultants and the others, can just come in here and teach our own children how to become non-INNO people. So another thing that, what I think about indigenous education, perhaps it means innoeducation, but there's a lot of rich inno-history, like we have a blackboard. We used to have a blackboard, you know, which is over 200,000 square miles. We had biology, geology, archaeology. You know, all of those things that we have learned in this land since we've been here for thousands of years, in archaeology, that archaeological evidence shows that we've been here for over 10,000 years. Again, that the archaeologists from Niflland and from Canada, from the United States, telling us that there's a big gap between who the inno people were 10,000 years ago. But our grandfathers told us that the artifacts that they find in the inno territory, over 200 square miles of inno land, that the remnants of inno people, that we already knew that from, we didn't know that from non-INNO people. We already knew that before they came here. And now that they're teaching us who we are, where we came from, which doesn't make sense to me, because we have our own religion, which has been destroyed by the missionaries or the governments. That history shows that they have destroyed all cultures, you know, just to become a non-inno person, or a non-inno person, which means that I think that this is the whole plan here in this education to brainwash the young people so that they won't know who they are. And I never understood this curriculum, but actually that I've been involved with it. And I spent 35 years, over 35 years in the country. And I teach young people, I teach history, archeology, and all those things that have been taught by non-inno people. But it seems that my grandchildren are going with me in the country. And my other sons and daughters knew about the country, they grew up one of them. So he spoke and can survive in the country and become independent. But over here that, you know, there are about 90% of young people who does not have a proper education, a proper English to speak. And 90% of young people don't speak or don't know their culture. So there's a parallel where there's, I would say about 100% will be we will not know English or inno culture at all. And that's what is happening right now. So in the question with your division of education, I think that to me that the way I see it, that we're losing our culture and our values, you know, the first time that the Europeans came, they've been trying hard to push us to become like animals, being taught in cages as what we are right now, like we're in the reserve. The same thing that the Canadian government taught the South African government about apartheid. That's where it comes from. And it seems that in Canada might be the best country in the world which is in the backyard or in the background that is not a good country. So the only thing that I would like to see is that, like I said, that I don't see any future if this is continued to be taught. I believe the inno curriculum behind because right now, look around. You won't see any young children from K to Gratow being taught inno history which I just mentioned. So I think that we need to review this all together. The main thing, as I keep saying about the new dawn agreement, same thing, it all leads to a long-term impact on the inno people. So I think that we won't have any cultural left if all three of us won't be here. That's how I see it. But I'm not trying to make a speech or anything. I just, that's how I see it. I grew up in the country and I grew up in the non-inno world. So in order to live and to live normal, you have to have a balance between inno and non-inno world. But it's difficult to do that. But you hardly see any inno young person to be on that balance. But how do you do it? You can't block one culture. So I think that's how I see it. And I don't have any more to say, but I can say that. I can say more, but I won't. Thanks. That's how I see it.