2. 1 The Partnership Challenge: Aboriginal Institutions and Mainstream Colleges and Universities ACCC Conference May 2007

3. 2 What are Indigenous 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

4. 3 Indigenous Institutions 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

5. 4 Indigenous Institutions – Who 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

6. 5 Characteristics of Indigenous Institutions 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

7. 6 Characteristics of Indigenous Institutions 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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10. 9 Characteristics of Indigenous Institutions 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

11. 10 Characteristics of Indigenous Institutions 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

12. 11 Student 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)

13. 12 Student 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

14. 13 Student Profile in Indigenous Institutions 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

15. 14 Indicators 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

16. 15 Why are Indigenous 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

17. 16 Why are Indigenous 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)

18. 17 Why are Indigenous 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

19. 18 Partnerships/Linkages - Local Professionals in the field Community agencies/individuals, elders Employers, unions, private sector i.e. Chamber of Commerce, local Mayor Alumni Funding Agencies i.e. AHRDA’s, PSSSP administration organizations Members of Provincial Parliament

20. 19 Partnerships/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

21. 20 Supply and Demand for Skilled/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

22. 21 Indigenous Institutes Respond to Supply and Demand Proven successful Lack policy and legislative support from government Lack secure and adequate funding Current situation limits the capacity of Indigenous institutions to address the depth and breadth of current and future needs

23. 22 Lack of Recognition from Government 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

24. 23 Lack of Recognition by Government 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!

25. 24 Lack 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

26. 25 Sources of Funding for Indigenous Institutions Federal Programs (INAC, HRSDC) Tuition Provincial programs Community contributions Private sector grants and contributions An example: one institute = fourteen sources of revenue at one time

27. 26 Lack of Recognition and Resources Limits capacity to address needs Limits enrolment Limits capacity to address student support requirements Risks quality Challenges the provision of “state of the art” facilities and equipment

28. 27 Opportunities 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

29. 28 Opportunities 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, allies Foster champions

30. 29 Opportunities 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

31. 30 Opportunities Parliamentary 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

32. 31 For more information: Lu Ann Hill Aboriginal Institutes’ Consortium National Association of Indigenous Institutes of Higher Learning annhm@aboriginalinstitute.com