 The project is called INU RACONTE. The project is a partnership program financed through a measure dedicated to reading. It is an education ministry initiative to promote the development of literacy of children and adults outside the school setting. So we presented a series of activities for families who have kids aged 0 to 9 years old, promoting literacy but adapted to the INU culture. Actually, one objective is the direct development of literacy for the zero to nine-year-old. And when we speak about literacy, we say zero because we have never been to a school setting where we don't have to go to school or have a school. Actually, one objective is the direct development of literacy for the zero to nine-year-old. And when we speak about literacy, we say zero, because seeing an adult tell the story has an impact even for little ones who are a few years old. So when we talk about literacy development, it doesn't necessarily mean to learn how to read. Yes, we do learn how to read, but also how to develop the language. So there is that goal in Innu Raconte, but there is also a goal to include the parent. That's why there are family activities, so that later, at home, the parent can continue the same activity with the child to develop the literacy even more. That's why it's family activities, so that the child can then go home and continue the same activity with his child to develop as much literacy as possible. Usually an activity of Innu Raconte lasts about an hour, divided in three parts. In the first part, a person who speaks the First Nations language, in this case, Innu, who will come and tell a story, talk about an event orally and in its native tongue. Usually for that part, elders are invited to come and talk about historical events related to a given theme, and that theme is repeated by a person who will read a story. We are talking about stories on helping, for example, that come from First Nations literature. We target themes like this one. Wapouche's gift is on courage, so the elder will tell a story in Innu about something that happened dealing with courage. Then a reader reads a book in French on the same theme. In the end, older kids that are of a certain age can do some activities. Kids between four and nine years old, for example, they will have to do a drawing on what they understood the story told them. And all this time the family is there. It's a family activity with the little ones, the older ones, the parents, and even the grandparents. So for the project this year, there were five Innu raconte activities. Once a month in each of the Innu communities, from Esipit to Pakua Shippe and Cheferville to the north, Mademokosh. So we targeted five stories from authors from First Nations in Canada and elsewhere. We were not limited to Canada either. And all along, all the family is there. It's a family activity, so with the little ones, with the older ones, with the parents, sometimes with the grandparents. So for the project this year, there were five Innu activities to tell us. Once a month in each of the Innu communities, from the north, from Esipit to Pakua Shippe and then to Cheferville to the north, Mademokosh. So we targeted five stories from authors from First Nations in Canada or elsewhere. We were not limited to Canada necessarily. The first one is stolen words that speaks to the importance of conserving the native language. Then we have Wapushi's gift that deals, like I said, with courage. We had Nika's adventure, a legend on mutual aid. Then my name is Thunder on identity. And finally, the legend of Ikara Kajou on mutual aid and courage once again. So we targeted five themes and when we renew, because we are going to ask for a second grant to continue the project, again, we will find themes that could be interesting and sensitive to the Innu culture. In fact, we are making a great effort to promote First Nations literature. Because we are planning to ask for a second grant to continue the project, we will once again find themes that could be interesting and sensitive to the culture and us. And we are doing great efforts to at the same time promote the literature of the First Nations. I think you need projects that are community oriented. That kind of spirit is very present in the Innu community. And that's why we focused on family activities where families are grouped together. That is one thing. And having the elders that are present includes speaking at the beginning because the measures dedicated to reading from the Education Ministry do not include an oral part where someone tells a story. They were only about reading. So we adapted the measures to include an oral part. So we have to take into account the nation's culture when you do such an activity. There is no oral part where someone simply tells a story. It was only with reading. So we adapted the measure to include the oral part. So we have to take into account the culture of the nation when we do such an activity. It always makes me smile when we talk about evaluating success. It can be measured in different ways. Activities were held and participation in some places were greater than other places for various reasons. It was the first year for this project and like I said, we will resubmit it. I think one has to measure success in the long term. It is difficult to evaluate a project like this one, but it should be renewed because its principles are solid. It is really on a long-term basis that we will see all the benefits to group families together around activities concerning language conservation and reading at school, developing the reading abilities of the children and other families. So I think that it's really in the long term that parents will be at ease with those different aspects and will include them in their daily routine. I don't think it can have an impact after only one year, but the success, if you want to call it that, is in the formula, I think. This formula can have very positive effects. Education for me is everywhere. Not just within the four walls of a school. It's in life. It's at home. It's with friends. It's in nature. Education is everywhere, and more particularly in Indigenous communities. I think it's important to have a positive effect. Education for me is everywhere. Not just within the four walls of a school. It's in life. It's at home. It's with friends. It's particularly in Indigenous communities. I think this is true. We hear, for example, in Québec, when we talk education, we usually base our discussions on schools. But I don't think it is the same for the Inus or the First Nations. In general, we talk about education with a holistic approach taking into account different settings. That's how I see education. We can't learn science if we can't go on the land. That doesn't make sense. That's how I see it. I hope that in the next 10 years, we will be more and more able to take into account Indigenous values and Indigenous ways of learning, and we'll be able to adapt maybe not the content, but the educational practices within the programs. Dealing with a program will remain. Content will remain content, but the way we teach the content must be different for it to be significant for the students. So I hope that in the next 10 years or so, we will see more and more, even though we see some on a small scale. So I hope adapting the educational practices will become the norm. We need time. The takeover of education is only 30 years older, so I would say. The history of the Indigenous takeover of education is fairly recent. Of course, one cannot have everything immediately or all completed on a short time frame either. You need to take the time to understand what is needed, what works, and what doesn't. I think what we need most is time, and that is not a judgment because there are high points, low points, and successful instances. Some years there are less. It's not because the road is a little hard that it doesn't lead anywhere. I think we need to have self-confidence and take the time. Because it's not because there are ups, there are downs, there are successes, years go by. It's not because the course is a little difficult that the course doesn't go anywhere. I think we need to have self-confidence and take the time.