By providing EDOs with the information they need and the education they desire, CANDO strives to contribute to the continued development of an Aboriginal economy that is strong, vibrant, competitive, and self-sustaining. For EDOs who work in Aboriginal communities and organizations, CANDO is committed to giving them the information they need, the training they desire, and the opportunity to network and serve their constituents in the field of economic development.

By providing EDOs with the information they need and the education they desire, CANDO strives to contribute to the continued development of an Aboriginal economy that is strong, vibrant, competitive, and self-sustaining. For EDOs who work in Aboriginal communities and organizations, CANDO is committed to giving them the information they need, the training they desire, and the opportunity to network and serve their constituents in the field of economic development.

CANDO is unique, because it is the only national organization that focuses on education and professional development for EDOs.

Vision Mission History Benefits CANDO is directed by a national volunteer Board of elected EDOs representing all provinces and territories in Canada. To build capacity which strengthens Aboriginal economies by providing programs and services to Economic Development Officers (EDOs) To be the leading authority on Aboriginal Community Economic Development Founded in 1990 to provide professional support to Economic Development Officers (EDOs). Aboriginal-controlled, community-based, membership-driven, non-profit organization. To provide training, networking, partnerships, and educational opportunities for EDOs across Canada that potentially leads to strong, vibrant, self-reliant communities. CANDO Board Members

Certified Aboriginal Economic Developer Process The Process The first national professional Certification Process designed, developed and facilitated by an Aboriginal organization. Being certified allows EDOs and others working in the field to identify and demonstrate their current professional capacity and competency standards based this on model. CANDO certified over 200 EDOs across Canada. Levels of Certification Technician Aboriginal Economic Developer (TAED) designation Professional Aboriginal Economic Developer (PAED) designation. History A national survey was conducted to gain a clear picture of EDOs education and training needs. The final report outlined EDOs felt relevant training was needed to provide them with the skills and knowledge required to effectively meet the demands of their jobs, and to fulfill the full potential of their communities.

Guiding Principles Relevant The Certification Process was developed through the DACUM (Developing a Curriculum) Process. It was used to identify the core competencies. CANDO brought in professors in the field together with EDOs to develop the Certification Process. They worked together and agreed on a process to ensure the content was relevant to the field of Aboriginal economic development. Accessible The Certification Process recognizes Prior Learning Assessment (PLA) through the individual assessment process. CANDO believes you should not have to return to school for what you've already learned. CANDO will guide you through the PLA Process. Affordable The Certification Process admission fees are very reasonable, and we provide reference to scholarships that may be available to you. Certified It is recognized by post-secondary institutions, Corporate Canada, and Aboriginal leadership. The Certified Economic Developer Process is currently being delivered through post- secondary institutions across Canada and in regional training workshops. Certified Aboriginal Economic Developer Process

Certified Aboriginal Economic Developer Process Certification Levels and Processes Technician Aboriginal Economic Developer (TAED Level) TAED requires a proficiency in the 16 core competencies demonstrated through completion of an Accredited Program or through a transcript review (course by course match ups) and/or Prior Learning Assessment (PLA). CANDO has 9 Accredited Institutions throughout Canada who you can apply to take a diploma, degree and/or MBA Program through. Completing such a Program through one of our Accredited Institutions ensures you will qualify for TAED Certification. Please note some institutions do offer online or distance education. Professional Aboriginal Economic Developer (PAED Level) PAED achieved upon completion of Technician Level Certification, a CANDO Professional Development (PD) Course, two years of work experience in Aboriginal economic development, and submission of an economic development final paper/case study. PAED Grandparent Designation Option 1 Individuals with 5+ years experience in Aboriginal Community Economic Development supplemented by relevant education credentials Option 2 Individuals with 10+ years experience in Aboriginal Community Economic Development. Deadline to apply for PAED Grandparent Process is September 15, 2011.

Algoma University: Ontario Community Economic and Social Development (CESD) Diploma/Degree Nicola Valley Institute of Technology: British Columbia Aboriginal Community Economic Development (ACED) Program Diploma Aurora College: Northwest Territories Business Administration Program Community Economic Development Stream Diploma Nunavut Arctic College: Nunavut Management Studies: Concentration in Community Economic Development Diploma Cape Breton University: Nova Scotia Business Administration in Community Economic Development (CED) Diploma/Degree/MBA Saskatchewan Indian Institute of Technology: Saskatchewan Professional Development: Extension Diploma University of New Brunswick: New Brunswick First Nations Business Administration Certificate (FNBAC) Diploma/Degree/MBA Assiniboine Community College: Manitoba Aboriginal Community Development Program Diploma University of Lethbridge First Nations Governance Program Diploma TAED Accredited Institutions

Certified Economic Developer Process Stages Application & Membership Potential candidates must submit a Certification application form, along with a one-time $99.00 fee. Transcript & Resume Candidate sends in transcripts for any post-secondary courses attended at this time, the candidate also submits an up-to- date resume to keep on file. No Post Secondary transcripts to submit? You can also demonstrate competencies through PLA. Transcript Review Candidate transcripts are reviewed and competency match ups identified. Manager provides updates to candidate. 3 Prior Learning Assessment Candidates may choose to demonstrate any of the 16 core competencies through PLA. PLA allows candidates to identify the informal learning they have gained in non-transferable courses, workshops or training, and employment related learning. 4 1 Assessment Consultation Candidates may meet all 16 competencies through transcript review alone. Competencies not met through transcript review may also be demonstrated through PLA. Candidates may meet the 16 competencies through transcript review, prior learning assessment, or a combination of both. Once sufficient evidence is gathered to demonstrate a candidate’s competency in each of the 16 areas, candidate files are forwarded to the certification committee for final approval before Technician level or Professional level designation is granted. 2

TAED Competency Requirements Part A: Conceptual 1 The Nature, Structure, Functioning and Development of Economies Typical Course Description A course should provide an introduction to economics on both a micro and macro level (may require two courses - introduction to micro-economics and introduction to macro-economics). Students should be provided with the opportunity to explore today's current economic issues and learn how they relate to their lives, to Canada's economic goals, and ideally to Aboriginal economic development. Course Equivalent: A Micro/Macro Economics course 2 Community Economic Development Philosophy and Theory Typical Course Description A course should examine the theory and practice of community economic development and is a C.E.D. requirement. The course should also provide an introduction to the key components of community economic development, and enable participants to better understand the community planning process and the techniques and methods of analysis used in comprehensive community planning. Topics for discussion could include: concepts and principles of community development; community development programming; and the role of the CED worker in the implementation of CED programs in communities. Course Equivalent: An Introductory course addressing CED Philosophy and Theory

Part A: Conceptual 3 Community Economic Development Practices Typical Course Description A course should provide students with the opportunity to examine and evaluate the strengths and weaknesses of various approaches to CED undertaken by government agencies, research and planning groups, Band organizations, Band Councils, and individual entrepreneurs. Problem areas and alternative approaches should also be explored. Course Equivalent: An upper year course addressing CED practices 4 Community and Political Processes Typical Course Description Students should be provided with the opportunity to explore Aboriginal leadership practices at all levels. The course should provide an overview of Aboriginal governing traditions,the evolution of Aboriginal politics and changes in Aboriginal governance systems as well as current trends and issues associated with Aboriginal governments. Ideally, the course will look at other issues related to Aboriginal governance such as women, justice, financing, and relationships with other levels of government (federal, provincial, and municipal). Course Equivalent: An Introductory Political Science Course TAED Competency Requirements

Part A: Conceptual 5 The Nature, Structure and Functioning of Organizations Typical Course Description The course should provide an overview of legal forms of organization including corporations, partnerships, joint ventures, and governments. The course should also study the nature of work, people, and organizations. Topics may include: leadership motivation, group dynamics, communication, job design, organizational design, culture and climate, organizational change, stress and time management, and human resource management/development issues. Course Equivalent: An Introductory Business or Organizational Behavior course 6 The Context of Aboriginal Economic Development Typical Course Description The course should provide an historical background to contemporary Aboriginal issues in Canada, and should provide a discussion of the theory and practice of self-government and CED. The role of economic development planning should be discussed in community, regional, and organizational contexts. Course Equivalent: An Introductory First Nations/Native studies course TAED Competency Requirements

Part A: Conceptual 7 Contemporary Aboriginal Economic Development Approaches Typical Course Description A course should provide students with the opportunity to study one or two subject areas in depth. Preferably organized as a case-study participation course, it should be designed to evaluate the strengths and weaknesses of various approaches to Aboriginal economic development, and address issues related to establishing and operating an economic development corporation at the community and regional levels. Course Equivalent: An upper year course addressing Aboriginal development and Issues 8 Financial Accounting Typical Course Description An introduction to financial accounting covers the principles and procedures for recording and reporting financial information. It blends accounting concepts and methods and is aimed at both the preparer and user of financial reports. Course Equivalent: An Introductory Financial Accounting course TAED Competency Requirements

Part B: Technical 9 Managerial Accounting Typical Course Description An introductory managerial accounting course should be designed to equip students for administrative work. How cost behaviour is related to managerial decisions, and how to use accounting information for long-range planning and capital budgeting decisions should be covered. Students should also learn how to: use financial statements for planning, prepare budgets, analyze investment options, and determine the best means of financing business endeavors. Course Equivalent: An Introductory Managerial or Finance Course 10 Community Impact Analysis and Assessment Typical Course Description Community analysis is a key source of data for CED staff and committees. An essential component of community analysis is the development and updating of community profiles. A course should provide the student with an in-depth study of a variety of research tools, both qualitative and quantitative, that will be useful to someone working the field of Aboriginal economic development. Course Equivalent: An upper year course addressing Community Impact TAED Competency Requirements

Part B: Technical 13 Community Based Research Methods Typical Course Description EDOs need current and relevant information about their communities to successfully implement economic development initiatives. A course should provide students with a good understanding of how to gather social, demographic and economic data, and how to effectively interpret the results. Course Equivalent: An upper year course in first Nations/Native community-based research issues and approaches 14 Aboriginal Business Law and Politics Typical Course Description A course should provide a general introduction to Canada's legal system and the legal principles that govern business relations. Upon completion of the course, the student should: have a good understanding of legislative and judicial processes in Canada; be able to analyze problems and identify relevant legal issues; and be able to conduct legal research. Aboriginal law case studies should be used for critical analysis. Course Equivalent: A course in business law with emphasis on Aboriginal case law TAED Competency Requirements

Part B: Technical 11 Marketing Typical Course Description Students should learn market analysis and assessment and the basic techniques of market research and product market planning. The introduction of these three areas provides students with an understanding of how markets work, how to assess the demand for a product or service, and how to develop and implement a consistent focused marketing plan. Course Equivalent: An Introductory Marketing Course 12 New Enterprise Development Typical Course Description A course should provide an intensive examination of the components of venture development including opportunity identification, community selection criteria, pre-feasibility, feasibility and business planning. Course Equivalent: An upper course addressing new venture development issues and approaches TAED Competency Requirements

Part B: Technical 15 Written and Oral Communications Typical Course Description Ideally, a course will provide practical written and oral communication skills required by business people today. It may review basic grammar and go on to cover techniques that will make letters, memos and reports clear, concise and appealing to the reader. Course Equivalent: A course in effective written and oral communication 16 Computer Applications Typical Course Description A course should cover basic computer applications, with an emphasis on their use in business. Instruction on developing skills in word processing, spreadsheets, database development, and other forms of communication will be useful. Students should also be introduced to the huge networking, information sharing, and research capacity of the Internet. Course Equivalent: An Introductory computer science course, word processing andspreadsheets TAED Competency Requirements

CANDO Training The Council for the Advancement of Native Development Officers (CANDO) would like to design, develop and deliver a regional EDO capacity building process over the next year by delivering 2 accredited courses and 4 non-accredited workshops throughout 11 regions across Canada. (Ontario, Quebec, Nova Scotia, Nunavut, New Brunswick, Prince Edward Island and Newfoundland and Labrador, British Columbia, Alberta, Saskatchewan, Manitoba, Yukon and the Northwest Territories) Accredited Competency Training Delivery CANDO would like to deliver 22 training opportunities in the next year. CANDO and the nine Accredited Programs have been partnering to deliver accredited competency training opportunities to EDOs and others working in the field. CANDO training has been offered at various communities and at the Annual CANDO National Conference. Each training opportunity is designed to meet one of CANDO’s 16 core competencies and trainees receive 3 credits per course towards the accredited program delivering the course. Non-Accredited Competency Training Delivery CANDO would like to deliver 44 non-accredited training opportunities in the next year. CANDO and various sub-contractors will be partnering to deliver the non-accredited training opportunities to EDOs and others working in the field. Each training opportunity will be designed to meet partial credit for one of CANDO’s 16 core competencies and apply to have the course processed through TAED Level prior learning assessment process for partial.

How do the competencies relate to the jobs of EDOs? The 16 competencies identified for the job of an EDO are also applicable in other fields and are transferable to other occupations such as Business Administration, Finance and Human Resources or are useful in ones personal life. The competencies are the ones that EDO’s believe to be the most common and important to their work. They are the primary areas of knowledge and skills that are needed to do the job well. Although the majority of EDOs involved with developing this process feel capable of doing their jobs, almost all said that there are areas that they need to improve their competency in . They felt that having a more detailed description of the competencies was a big help in thinking about their professional development as well as their job requirements.” CANDO Guidebooks Based upon feedback from our membership, one common concern expressed by EDOs is that there are few resources to provide guidance and tools. CANDO created the Guidebook series as an accessible resource for EDOs to use on a daily basis. CANDO can deliver 5 day regional training workshops on any of the Guidebooks that we currently have in print.

Trained EDOs are able to: Conduct feasibility studies and pre-project analyses. Analyze, evaluate, and prepare business plans. Develop training plans. Understand the legal and fiduciary challenges of developing Aboriginal businesses. Develop marketing plans. EDO Tools Operating Planning/Budgeting Government Programs Opportunity Identification Needs Assessment Visioning Proposal Writing Leakage Studies Feasibility Studies Conflict of Interest Guidelines Grant/Funding Identification Code of Ethics EDO Job Description Governance Interpretation Board of Directors Roles & Responsibilities/Training Partnerships Joint Ventures Bonding Networking Contacts Business Plan Composition Business Plan Interpretation Financial Statement Analysis Strategic Planning Industry Standards Comparison Best Practices Sales & Marketing Self Employment Training Accounting Financial Reporting Financial Management Impact Benefits Agreement Procurement Environmental Impact Analysis/Assessment Economic Development Indicators/Stats Can

Economic Potential GDP Inventory Analysis Asset Mapping Human Resources Capacity building Wealth Creation Wealth Distribution Wealth Redistribution Negotiation techniques Lobbying Patents Industrial Design Money Management Community Readiness Infrastructure Certification Computer Software/Hardware Requirements EDO Tools Legal Requirements Industry Standards Industry Analysis Taxation/Auditing Angel Investment Venture Capital INAC Finance/Operating Plan Traditional Practices, Land use, Values, and Pursuits Culturally Appropriate Consultants Charity Status Site Selection Community Economic Development Business Development Economic Development

Ideological Issues of an EDO Ideological Issues of an EDO Cultural Literacy GDP Economic Potential Leakage Study Asset Mapping Needs Assessment Business Plan Financial Statement Analysis Feasibility Study Impact Benefits Agreement Environmental Impact Study Industry Standards Taxation Industry Analysis Opportunity Identification Proposal Writing Sales & Marketing Strategic Planning Cultural Literacy Leadership Governance Traditional VALUES Traditional Pursuits Traditional Land Use Elders INAC Programming Culturally Appropriate Aboriginal Case Law Isolation Language Community Roles Collective Ideology Spiritualism Stewardship Rural Setting Micro/Small Business

Recognize! Celebrate! Honour! Sharing our stories and celebrating our successes will ensure that economic development initiatives continue to grow.  In 1995, the CANDO Economic Developer of the Year Award was created to recognize and promote recent or long-standing Aboriginal economic development initiatives throughout Canada. Three outstanding examples of Aboriginal economic development are awarded for their hard work Over the year. Delegates at the National Conference will have voted for three categories: Individual EDO, Community & Aboriginal Private Sector Business. 2010 Individual Economic Developer of the Year Award Winner Rodney W.Hester, Cree Regional Economic Enterprises Company Inc., Oujebougoumou, Quebec 2010 Aboriginal Private Sector Business ED of the Year Award Winner Tribal Wi-Chi-Way-Win Capital Corporation, Winnipeg, Manitoba. 2010 Community Economic Developer of the Year Award Winner Chippewa Industrial Development Ltd., Aamjiwnaag First Nation (Sarnia), Ontario. CANDO ED of the Year Awards

Tom Maness, General Manager Carole Delion, Business Development Officer  

The National Indigenous Economic Education Foundation (NIEEF) provides scholarships, training and research funding for students involved in Aboriginal community economic development. NIEEF is the charitable organization of the Council for the Advancement of Native Development Officers (CANDO). The NIEEF Aboriginal Scholarships will be awarded to three successful applicants at CANDO’s 17th Annual National Conference & AGM. Each scholarship is worth $3,000.  Application deadline is July 31, 2011. NEEIF Scholarships CANDO is proud to announce the winners of the 5th Annual NIEEF Scholarships awarded at this year's National Conference & AGM: Leanne Joe, Douglas Lake, BC - Student in the Masters of Community Development Program, School of Public Administration, University of Victoria. Specializing in the stream of Community Economic Development and will focus her major project on a community economic development endeavour. Jennifer Perron, Whitefish River First Nation, ON - Bachelor of Business “honour” student at Algoma University, specializing in Marketing & Human Resources. Shermayn Menicoche, Liidlii Kue First Nation, NT - Bachelor of Management, University of Lethbridge. Planning on returning to university after getting her degree to get her masters in Management.  

CANDO believes it is imperative to recognize and honor leaders, particularly Aboriginal youth from across Canada.  One of the many highlights at the CANDO conference is our National Youth Panel.  Over the years CANDO has continually realized featuring a youth panel is essential and hosting this event has allowed Aboriginal youth who are pursuing their dreams to speak their ways of success at our conference. Youth are selected based upon their strengths, their initiatives, their accomplishments, their entrepreneurial spirit of launching their careers, and their participation within their communities.   Do you know an individual between the ages of 18-35 making a difference in your community? If so, this is your opportunity to share their achievements by simply nominating him or her for the 7th National Youth Panel. 2010 National Youth Panelist and moderator included: Tausha Esquega, Kiashke Zaaging Anishinaabek, ON Melanie Jacobs, Curve Lake First Nation, ON Delby Powless, Six Nations of the Grand River, ON Rob “Kasp” Sawan, Driftpile First Nation, AB Vanessa Tait, O-pipon-na-piwin Cree Nation, MB Massey Whiteknife, Mikisew Cree First Nation, AB National Youth Panel

Aboriginal Youth Projects The Aboriginal Youth Business Dream Catcher Program is designed to improve the economic, cultural and social prospects of urban Aboriginal youth. This program will provide an opportunity to Aboriginal youth to develop a business concept, increase business and entrepreneurial knowledge and increase their financial literacy skills. The program’s target audience will be to engage 150 Aboriginal youth in two series workshop series (based on different age groups 15-18 years old (high school students) and 19-24 year old (post secondary students and others) scheduled to be delivered in January and February of 2011. CANDO Youth Recruitment Strategy Focusing on Aboriginal youth activities and projects as youth are the future entrepreneurs, business owners and managers of First Nation enterprise. Qualified, skilled and educated Economic Development Officers are the cornerstone of all aboriginal business development. Our youth will become the new EDO’s. With this dynamic and growing workforce of Aboriginal youth, CANDO is looking to the future and has developed strategic direction for engaging and promoting careers related to Aboriginal Economic Development to Aboriginal Youth throughout Canada. CANDO recognizes that youth are truly the leaders of the future and that their knowledge and wisdom will help create strong vibrant communities that are self reliant and forward thinking.

Lateral Violence is the “elephant in the room” and has huge detrimental affects on business and economic development within Aboriginal communities. Destructive rivalries and resentment can squelch the healthy expression of sovereignty, development of institutions, expressions of cultural values and can disempower leaders. CANDO’s has worked with Aboriginal communities to address the issue of lateral violence by providing access to expert advice and creating a productive and safe environment that allows leadership to work together with the Nations’ citizens to set priorities for the future. The foundation of our approach is based upon reconciliation and an integration of cultural values that will positively drive the process of community economic development. Lateral Violencee Project

CANDO Conference Iroqrafts Store, the Six Nations of the Grand River Conference Highlights Kick Off Networking Charity Golf Tournament Community Tour & AGM Icebreaker Reception 6th Annual National Youth Panel Trade Show & Aboriginal Artisan Show & Sale CANDO Competency Training ED of the Year Award Presentations & Voting Interactive Workshops, Plenary Sessions & Keynote Speakers Certification Graduate Ceremony Local Cultural Entertainment CANDO’s 17th Annual National Conference & AGM “Embracing Change” was held at the Sheraton on the Falls Hotel & Conference Centre in Niagara Falls, Ontario from September 27-30, This year’s conference was hosted by the Six Nations of the Grand River and the Mississaugas of the New Credit First Nation.   To learn more about the upcoming 18th Annual conference or to register, e-mail skonoval@edo.ca or call us at 1-800-463-9300 or (780) 990-0303

Contact Us 9635 - 45 Avenue Edmonton, Alberta T6E 5Z8 Toll Free 1 800 463 9300 Phone 780 990-0909 Fax 780 429-7487 Web site www.edo.ca Email cando@edo.ca Ray Wanuch, PAED Executive Director ray.wanuch@edo.ca Svitlana Konoval Executive & Administrative Services Coordinator skonoval@edo.ca Anita Boyle, PAED Eastern Education & Research Manager anita.boyle@edo.ca Delilah Mah Eastern Education & Research Manager delilah.mah@edo.ca Breezy Locke Administrative Assistant breezy.amero@edo.ca Karrie Lazarowich Finance Officer klazarowich@edo.ca Jessica Sanderson Conference Coordinator jessica.sanderson@edo.ca Michelle White Communications Officer & Lead Researcher michelle.white@edo.ca