Division of Indian Affairs Presents “Successful Model in Business Development” Information Series The Division Created in 1953 when the Utah State Legislature adopted “Indian Affairs Act”, and the first director was hired in 1956.
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Created in 1953 when the Utah State Legislature adopted “Indian Affairs Act”, and the first director was hired in 1956.
Our primary role is to promote positive intergovernmental relations with and between all:Primary Role
Our primary service is
as it pertains to assisting Utah Indian Tribes.
To assist Utah Indian Tribes and Urban Indian Communities to seek alternatives in solving problems and to strengthen their way of life socially and economically.
In the past, attempts have been made to help Indian People, but those attempts have been based upon prescribed methods of helping white Americans.
Those methods don’t work.
Statistics extrapolated from the Dixie, Fishlake & Manti-LaSal National Forests Forest Plan Revision Social and Economic Assessment
American Indian people must begin to solve American Indian problems.
Indian people must begin the healing process, learn coping skills necessary to overcome systemic failures, acquire management skills and learn to become competitive in business. Take charge!
In the past, tribal governing bodies were entertaining complex business development opportunities prior to mastering governance and establishing stable governments. When tribes failed to follow-through with plans, it contributed to further failures.
Failure to address educational deficiencies and chronic social problems contributed to weak governments which lead to failed businesses
Social Dysfunction: economic plight, criminal behavior, substance abuse, maladministration
Highly complex governmental and corporate business models launched without allowing for Tribe self-determination
Mismanagement, Delinquency, Negligence, Exploitation
This requires self-examination and acknowledgement of the seriousness of:
1) educational deficiencies
2) chronic social problems
3) cultural differences that complicate all other circumstances.
A pattern of confusion and blaming will continue to dominate discussions about solutions to these problems
QualityManagement & Governance
Leadership & Community Development
The Harvard Project on American Indian Economic Development
The Choctaw Model of Success
Average schooling 6th grade level
No education offered after 10th grade and no kindergarten
70% without basic housing needs covered
No running water or indoor plumbing, homelessness high
80% unemployment rate – those employed are sharecroppers
Alcoholism, teen pregnancy, abuse prevalentChoctaw Model of Success
Indian student dropout rates in rural areas range from 60-80% statewide.
The current state of education for Indian children is appalling. They are consistently at the bottom of every standardized test given to Utah’s children.
Technical and professional assistance to tribes in the following areas:
Editing and Graphics by Rebecca Nelson