If you're suggesting in part of your chapter that it's a social context
that gives rise to these things, would you say to the Department of Indian Affairs and Northern Development or to the provincial minister in Ontario, “Is it more important to develop an indicator in terms of success, or to look at building capacity within those communities?”, and that the anteced
ent for the problem really is not an educational indicator, but other kinds of t
emplates within the community ...[+++] that prevent those kinds of things from happening?