 The project is called I NOU RACONTE. The project was presented within a partnering program financed through a measure dedicated to reading 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 with kids from aged 0 to 9 years old promoting literacy but adapted to the Inou culture. Obviously there's a direct development of literacy for the 0-9-year-old and when we talk literacy, that's why we say zero reading an adult tell the story has an impact even for little ones who are a few months 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. There is that goal in Inou Academy. But there is also a goal to include the parent. That's why we have family activities so that later at home the parent can continue the same activity with the child to develop the literacy even more. Usually an activity of Inou Academy lasts about an hour divided into three hours. In the first part, a person who speaks the first nation's language, in this case Inou, will come in 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 reprised by a person who will read the story. And then the same theme is reprised by a reader who will read a tale. We're talking about stories on helping, for example, that come from First Nations literature. We target this being like this one. So the elder will tell a story in Inou about something that happened to Inou with courage and then a reader reads a book in French, a same theme. In that end, older kids that are of age to do some activities, for example, will have to do a drawing on what they understood the story and told you. And all this time, the family is there. The family activity with the little ones, the older ones, the parents and even the grandparents. So for the project this year, there were five activities in Inou Hakon, once a month in each of the Inou communities, from Ispit to Pakar Shibu and Sheffer Bill to the north. So we targeted five stories from authors from First Nations in Canada and from elsewhere. We're not limited to Canada, either. The first one is the Ibovalé that speaks to the importance of conserving the native language. And then we have the Cadou de Wabouche that deals, like I said, with courage. We had the Exploit de Nika, a legend of the Nika, a legend on neutral aid. Then Monon et Tonnerre, on identity. Finally, La légende de Carcajou, on neutral 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. And again, we will find themes that could be interesting to the Unicloak. In fact, we are making a great effort to promote, in fact, we are making a great effort to promote First Nations literature. I think you need projects that are community-oriented. That kind of spirit is very present in the Inou 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 include oral at the beginning because the measures dedicated to reading from the education ministry do not include an oral part, but 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. It always makes me smile. 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 or other places for various reasons. It was the first year for this project and, like I said, we will resubmit. 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 solved. It is really on a long-term basis that we will see the benefits to group families to get the right activities concerning language conservation and reading. Developing the reading abilities of the children and of the families. So I think that it's really in the long term that parents will be at ease with these different aspects that 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. We did find the formula that can have very positive effects. Education for me is everywhere, not just within the four walls of the school. It's in life, it's at home, it's with friends, it's in nature. Education is everywhere, and more particularly in the indigenous communities. Education is more particularly for the communities in Ottawa. I think it's true. We here, for example, in Quebec, when we talk about education, we usually base our discussions on schools, but I don't think it is the same for the Inus or 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 land. It would be nonsensical. I hope that in the next 10 years we'll be able more and more 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 a content, but the way to teach the content must be different for it to be significant for the students. So I hope that in the next 10 years 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 old or so I would say. The history of indigenous takeover of education is fairly recent. The history of indigenous takeover of education is fairly recent. One cannot have everything immediately or all completed on a short time. You need to take the time to understand what is needed and 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 but it doesn't lead. I think we have self-confidence and I think we need to be confident.