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The Partnership Challenge: The Partnership Challenge: Aboriginal Institutions and Aboriginal Institutions and Mainstream Colleges and Mainstream Colleges and
Universities Universities
ACCC Conference May 2007
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What are Indigenous What are Indigenous Institutions?Institutions?
Education and training institutions Established/mandated by Indigenous people
to address the unique needs of Indigenous people and communities i.e. intellectual, cultural, linguistic, social, economic
Owned and controlled by Indigenous people
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Indigenous InstitutionsIndigenous InstitutionsWhat do they do?What do they do?
Design, develop and deliver education and training programs to support the capacity development of Indigenous Nations
Ensure the spirit of Indigenous people remains a major influence in the delivery of education programs and services to all students
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Indigenous Institutions – Who Indigenous Institutions – Who are they? Where are they? are they? Where are they?
29 in British Columbia 10 in Alberta (Blue Quills First Nation College est. 1971)
3 in Saskatchewan 1 in Manitoba 8 in Ontario Other education and training initiatives i.e.
Mi’kmaq College Institute, community initiatives
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Characteristics of Indigenous Characteristics of Indigenous InstitutionsInstitutions
Offer a breadth of certificate, diploma and degree programs including: alternative secondary programs; literacy; adult education; apprenticeship; skilled trades; professional and community development programs
Constantly expanding program offerings to address current and changing needs
Deliver programs to address needs at a particular point in time
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Characteristics of Indigenous Characteristics of Indigenous InstitutionsInstitutions
Sample Program areas: Aviation; Computers; Human Services; Traditional Health Approaches/Nursing/Paramedic, other Health Services; Indigenous Languages; Language Instructor Apprentice; Media; Teacher/Educator Training; Public Administration; Cultural Interpretation; Indigenous Knowledge; Finance and Business; Human Resource Management; Pipe Fitter/Welding/Automotive; Policing; Horticulture; Renewable Energy; Law Clerk
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Characteristics of Indigenous Characteristics of Indigenous InstitutionsInstitutions
Holistic approach to education Community-based programs with flexible delivery
models Culturally rich, learner centered environments Focused on student retention and success i.e.
transportation to placements, tutors/mentors Elder and community involvement in curriculum
design, development and delivery Research departments i.e. community research,
curriculum development
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Characteristics of Indigenous Characteristics of Indigenous InstitutionsInstitutions
Curriculum infused with Indigenous history, culture, language, traditions and values
Indigenous faculty provide an Indigenous perspective and address Indigenous learning styles
Community involvement/integration throughout the educational process (support, referrals)
Small class sizes Tremendous support from communities and First
Nations leaders
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Student Profile DataStudent Profile Data
Of the First Nations students aged 20 - 34:
More female students in full-time programs
More male students in part-time programs
(estimates based on enrolment in PSE institutions at Canadian rates, 2003-04, Infometrica, 2005)
0200040006000800010000120001400016000
full-time
part-time
men
women
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Student Profile DataStudent Profile Data
Average age of First Nations students is older than all students
Male 36.5 Female 36.6 All Canadian students
male 30.9, female 30.3
0
5
10
15
20
25
30
35
40
college undergrad grad
men
female
Canadian
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Student Profile in Indigenous Student Profile in Indigenous InstitutionsInstitutions
Largely mature students, many with dependents and jobs
Largely women Students do not prefer to leave their communities Many students would not necessarily compete for
space in mainstream post-secondary institutions Many require support to increase self-confidence
for success in education Require multiple support services
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Indicators of Student SuccessIndicators of Student Success Students inquire and register in programs Boost in self-confidence Good study skills Desire for continued learning Increased understanding/acquisition of Indigenous
history, culture, language Retention and course completion Application of knowledge and skills for
meaningful, long-term employment
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Why are Indigenous Why are Indigenous Institutions Successful?Institutions Successful?
Support Nation/community capacity – education and training, economic, social
Highly supported by Indigenous communities Building reputation for the delivery of quality
education and training Indigenous instructors Culturally relevant programs For our people, by our people, our way
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Why are Indigenous Why are Indigenous Institutions Successful?Institutions Successful?
Community-based program delivery Flexible delivery models Small class sizes Community reputation/delivery = enrolments i.e.
92% increase in enrolment over 5 years (Ontario
institutions) Focused on student success that are assisted by
community networks i.e. up to 98% success rates (Ontario institutions)
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Why are Indigenous Why are Indigenous Institutions Successful?Institutions Successful?
Get to know the students Wide range of student support services i.e.
housing; transportation to field placements; mentor/tutors on site and by email/phone; field visits to students in their home communities; healing circles; on-line bulletin boards; assistance with funding, accessing child care and other community services
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Partnerships/Linkages - LocalPartnerships/Linkages - Local
Professionals in the fieldCommunity agencies/individuals, eldersEmployers, unions, private sector i.e.
Chamber of Commerce, local MayorAlumniFunding Agencies i.e. AHRDA’s, PSSSP
administration organizationsMembers of Provincial Parliament
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Partnerships/Linkages - OtherPartnerships/Linkages - Other
Consortia of Indigenous Institutions i.e. Ontario, British Columbia and Alberta
National Association of Indigenous Institutes of Higher Learning
International – WINHEC, WIPCE Government departments – provincial, federal Colleges and Universities i.e. equipment, labs Assembly of First Nations/Political Organizations Members of Parliament
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Supply and Demand for Supply and Demand for Skilled/Educated WorkforceSkilled/Educated Workforce
Ever increasing Aboriginal population Huge demand for skilled labour Large demand to keep pace with a changing work
force i.e. multi-skilled, multi-talented, technology Students ready to learn, graduates ready to work
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Indigenous Institutes Respond Indigenous Institutes Respond to Supply and Demandto Supply and Demand
Proven successfulLack policy and legislative support from
government Lack secure and adequate fundingCurrent situation limits the capacity of
Indigenous institutions to address the depth and breadth of current and future needs
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Lack of Recognition from Lack of Recognition from GovernmentGovernment
Institutes lack of formal recognition from government = lack of recognition to grant certificates, diplomas and degrees
Recognition and portability of student credentials is questioned
British Columbia recognizes: Nicola Valley Institute of Technologies, Institute of Indigenous Government
Saskatchewan recognizes: First Nations University of Canada, Saskatchewan Indian Institute of Technology
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Lack of Recognition by Lack of Recognition by GovernmentGovernment
Forced partnerships with mainstream institutes = Indigenous institutions in a subservient position, lack of autonomy
High costs for partnerships Loss of ownership of curriculum developed by
Indigenous institutions Negative impact or loss of control of hiring
instructors They don’t think we can do it!
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Lack of ResourcesLack of Resources No source of secure and adequate funding Lack of formal government recognition = lack of
funding for operations, equipment, facilities, research, student support
Forced partnerships with mainstream institutions to access provincial funding
Private sector/foundations believe the federal government “looks after Indians”
PSE funding capped in 1989; not enough training funding
Expected to perform as well as mainstream institutions
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Sources of Funding for Sources of Funding for Indigenous InstitutionsIndigenous Institutions
Federal Programs (INAC, HRSDC)TuitionProvincial programsCommunity contributionsPrivate sector grants and contributionsAn example: one institute = fourteen
sources of revenue at one time
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Lack of Recognition and Lack of Recognition and Resources Resources
Limits capacity to address needsLimits enrolmentLimits capacity to address student support
requirementsRisks qualityChallenges the provision of “state of the
art” facilities and equipment
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OpportunitiesOpportunities
Established Consortiums and a national association to strengthen advocacy efforts
Conduct research to support the capacity development of institutions i.e. CRRF research
Promote achievements/successes i.e. conferences, student success publication, student and instructor awards
Create awareness of issues affecting the growth and development of the institutes
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OpportunitiesOpportunities
Participate in regional and national forums to facilitate policy change
Take collective action to ensure institutions do not continue to be marginalized by mainstream systems and their governments
Increase partnerships, alliesFoster champions
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OpportunitiesOpportunities
Parliamentary Standing Committee on Aboriginal Affairs and Northern Development released a report titled, No Higher Priority: Aboriginal Post-Secondary Education in Canada, February 2007, which recommended:
“The successes of Aboriginal-controlled institutions should
be acknowledged by government, supported and built upon ... government should put in place measures that strengthen and promote the long-term viability of these key institutions for the future of Aboriginal postsecondary education." pp 39
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OpportunitiesOpportunitiesParliamentary Standing Committee on Aboriginal Affairs and Northern Development released a report entitled, No Higher Priority: Aboriginal Post-Secondary Education in Canada, February 2007, which recommended:
“the 2% annual cap on spending increases for the Department’s Post-Secondary Education Program be eliminated immediately” p 32
“spending increases for PSE programming be based on actual costs associated with program components and not subject to discretionary caps” p 33
“provide adequate funding under the PSE program for every eligible First Nations and Inuit learner and put a plan in plan to achieve that priority by the end of 2007” p33
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For more information: For more information:
Lu Ann HillAboriginal Institutes’ Consortium
National Association of Indigenous Institutes of Higher Learning