Report on the Proposed Federal Charter for Haskell Indian Nations University and its Alignment with Sustainable Development Goals

Executive Summary

This report examines the proposed legislative action to grant Haskell Indian Nations University an independent federal charter. Currently operating under the Bureau of Indian Education (BIE), the university faces significant operational and financial challenges that impede its educational mission. The transition to a federal charter is presented as a critical reform to enhance institutional autonomy, improve educational outcomes, and align with key United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions).

1.0 Institutional Background and Current Challenges

Haskell Indian Nations University possesses a unique history, evolving from a 19th-century government boarding school designed for assimilation to a modern, baccalaureate-granting institution. However, its current administrative structure under the BIE creates systemic barriers that are inconsistent with modern principles of self-determination and sustainable development.

1.1 Operational Inefficiencies and Mismanagement

The university’s operation as a line-item program within the BIE subjects it to a bureaucratic framework ill-suited for a higher education institution. This has led to:

• Chronic underfunding and mismanagement of resources.
• Burdensome federal procurement and hiring regulations that stifle innovation and responsiveness.
• An inability to effectively recruit and retain qualified faculty, including Indigenous scholars.

These issues directly undermine the delivery of high-quality education, a central tenet of SDG 4, and perpetuate systemic disadvantages for Native students.

1.2 Contradiction with Self-Determination Policies

The current paternalistic oversight model conflicts with the 50-year federal policy of supporting tribal self-determination. By treating the university as a federal program rather than a sovereign educational entity, the structure fails to advance SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice and Strong Institutions) by limiting the capacity of Native peoples to govern their own institutions.

2.0 The Federal Charter Proposal: A Framework for Sustainable Advancement

The proposed legislation, sponsored by Senator Jerry Moran and Representative Tracey Mann, seeks to establish Haskell as an independent entity under a federal charter. This model, similar to that of Howard University, is designed to provide the operational autonomy necessary for educational excellence while maintaining federal support and accountability.

2.1 Key Components of the Proposed Charter

1. Establishment of an Independent Board of Trustees: This measure directly addresses SDG 16 by creating an effective, accountable, and transparent institution. The board would assume fiduciary responsibility, replacing direct BIE control and ensuring governance is aligned with the university’s mission and the needs of Tribal nations.
2. Creation of a Fundraising Foundation: The charter would empower Haskell to establish a foundation to secure supplementary funding. This aligns with SDG 17 (Partnerships for the Goals) by enabling partnerships with tribal governments, private foundations, and international Indigenous networks, thereby diversifying revenue and enhancing financial sustainability.
3. Autonomous Faculty and Staff Recruitment: Free from restrictive federal hiring procedures, Haskell could implement competitive and streamlined processes to attract and retain premier Indigenous scholars and educators. This autonomy is fundamental to achieving SDG 4 (Quality Education) by ensuring the faculty possesses the cultural and academic qualifications essential for effective Native education.

3.0 Alignment with Sustainable Development Goals

Granting Haskell federal charter status represents a significant opportunity to advance multiple SDGs within Indigenous communities.

3.1 Promoting Quality Education and Economic Opportunity (SDG 4 & SDG 8)

An autonomous Haskell can better tailor its academic programs to preserve Indigenous knowledge while providing skills for the modern economy. This enhances the quality and relevance of education (SDG 4), leading to improved outcomes and fostering decent work and economic growth (SDG 8) for its graduates and their communities.

3.2 Reducing Inequalities and Building Strong Institutions (SDG 10 & SDG 16)

The reform is a definitive step toward dismantling outdated, paternalistic structures and reducing the institutional inequalities faced by Native peoples (SDG 10). By establishing Haskell as a self-governing entity, the legislation builds a strong, resilient, and effective institution capable of serving as a model for Indigenous higher education globally, directly contributing to the objectives of SDG 16.

4.0 Conclusion and Recommendation

The current administrative structure for Haskell Indian Nations University is an impediment to its potential and a relic of a past era. It fails to meet the federal government’s trust and treaty obligations to provide for the effective education of Native peoples.

Congressional action to pass the federal charter legislation is imperative. This reform is not merely an administrative adjustment but a fundamental step toward honoring tribal sovereignty, fulfilling the promise of self-determination, and achieving critical Sustainable Development Goals. Enacting this bill will empower Haskell to realize its full potential as a beacon of Indigenous scholarship, cultural preservation, and sustainable development for generations to come.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article is entirely focused on Haskell Indian Nations University, an institution of higher education. It discusses the need to improve its operational effectiveness to better serve its students, recruit premier faculty, and fulfill its potential as a “beacon of Native higher education.” The core issue is enhancing the quality of and access to tertiary education for an indigenous population.
2. SDG 10: Reduced Inequalities
   • The article frames the university’s struggle within the historical context of policies designed to “forcefully assimilate and eliminate America’s indigenous population.” It argues that the proposed change to a federal charter is a move away from “paternalistic federal policies” and towards “tribal sovereignty and self-determination,” directly addressing the empowerment and inclusion of a historically marginalized group.
3. SDG 16: Peace, Justice and Strong Institutions
   • A central theme is institutional reform. The article critiques the current governance structure as being “grossly underfunded, mismanaged,” and stuck in a “bureaucratic maze.” It proposes creating a new, independent, and accountable institution with an “independent board of trustees with fiduciary responsibility” to replace the ineffective and non-transparent system currently in place.
4. SDG 17: Partnerships for the Goals
   • The article explicitly states that the proposed reform would enable new collaborations. It notes that federal charter status would allow Haskell to “gain support from tribal governments, private foundations, and international Indigenous education networks,” which are partnerships “currently constrained by federal contracting limitations.”

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 4 (Quality Education):
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The article’s focus on improving Haskell, a “baccalaureate degree-granting university” for Native peoples, directly supports this target by aiming to enhance the quality of and access to tertiary education for a specific population.
   • Target 4.5: Ensure equal access to all levels of education and vocational training for the vulnerable, including indigenous peoples. The article is exclusively about improving an educational institution for “Native peoples” and “Indian Country,” a group explicitly named in this target.
   • Target 4.c: Substantially increase the supply of qualified teachers. The article states a key goal of the reform is to “Recruit and retain faculty through competitive compensation packages” and make Haskell the “premier destination for Indigenous scholars and teachers.”
2. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: Empower and promote the social, economic and political inclusion of all… irrespective of… ethnicity. The proposed legislation is described as a “fundamental recognition of tribal sovereignty and self-determination,” which is a direct act of political and social empowerment for Native peoples in governing their own educational institutions.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… policies and practices. The article argues that current “paternalistic federal policies” and the “bureaucratic maze” are hindrances. The proposed bill is presented as the “appropriate legislation” to remove these barriers and create equal opportunity for the institution to thrive.
3. Under SDG 16 (Peace, Justice and Strong Institutions):
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels. The article criticizes the current system for “waste, mismanagement and… mistreatment” and proposes a new model with an “independent board of trustees with fiduciary responsibility” to create an effective and accountable institution that balances “independence with accountability.”
   • Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels. The proposed reform mandates that trustees be nominated “following consultation with federally-recognized Indian tribes,” making the university’s governance inclusive and representative of the community it serves, unlike the current “direct control… by the Bureau of Indian Education.”
4. Under SDG 17 (Partnerships for the Goals):
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships. The article directly mentions that the new charter would enable Haskell to form partnerships and “gain support from tribal governments, private foundations, and international Indigenous education networks,” which are currently blocked by federal rules.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For SDG 4 (Quality Education):
   • The ability to offer “competitive compensation packages” to faculty.
   • An increase in the number of “Indigenous scholars and teachers” recruited and retained.
   • Haskell’s establishment as a “premier destination” for Native students and faculty, which could be measured by application rates and faculty qualifications.
2. For SDG 10 (Reduced Inequalities):
   • The successful enactment of the legislation to grant Haskell a federal charter.
   • The removal of Haskell from the direct operational control of the Bureau of Indian Education, ending the “paternalistic policies of the past.”
3. For SDG 16 (Peace, Justice and Strong Institutions):
   • The establishment of an “independent board of trustees.”
   • The implementation of a formal “consultation with federally-recognized Indian tribes” for board nominations.
   • The “efficient use of federal dollars,” which could be measured through independent audits and financial reporting.
4. For SDG 17 (Partnerships for the Goals):
   • The establishment of a “foundation to raise funds.”
   • The number of new partnerships formed with “tribal governments, private foundations, and international Indigenous education networks.”
   • The amount of supplemental funding raised from these new partners.

4. Table of SDGs, Targets, and Indicators

Source: cjonline.com