First level services are those services that happen and are delivered at the school-based level. These include and are not limited to, classroom instruction, classroom assessments/quizzes, building and playground infrastructure, etc.

Second level services are those services /programs that are delivered by a Tribal Council/District level. These include and are not limited to, IT/Network Services, Professional Development, District Assessment, Special Education and Finance Supports, etc.

Third Level Services are those services that are delivered through legislation, acts, and policies to support, assist and further develop Third level services are crucial to the implementation of the UNDRIP and the Treaty with respect to education, jurisdiction, and governance as these align with first and second services. These include tri-partite agreements, developments of First Nations Education Acts, incorporation of ISC, Indian Act Legislation, alignment with existing Acts, etc.


Guided by natural laws, inherent rights and treaty rights to education.  The autonomy, control and jurisdiction of each Nation is recognized and acknowledged in the delivery of FHQTC Education Services.

Directed by FHQTC member Nations’ chiefs, councils, portfolio holders, committees, elders, knowledge keepers, life speakers, families and students; Education Services are provided by the FHQTC Education team.

Life-long learning includes learner focused, holistic and strength-based approaches. Our educational philosophy reflects the traditional understanding that each child is born with inherent gifts. The purpose of education is to nurture achievement so maximum potential is successfully achieved. Therefore, success is defined by the individual, family and Nation.  Academic achievement and life success go hand-in-hand.

High Standards ensure students are empowered to pursue education and training opportunities of their choice. School Success Goals developed by each school/Nation, identify priorities to achieve annual outcomes to maximize student success.  Student data is used to drive decisions to allocate resources, services and programs. Culture and Language leading to the development of positive self-identity for each student is of critical importance.

Partnerships are critical to surrounding learners with enhanced education supports; including nutrition, career building experiences, home/family involvement and provincial education services.