The Partnership Challenge: Aboriginal Institutions and Mainstream Colleges and Universities

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

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

3. Indigenous InstitutionsWhat 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

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

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

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

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

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

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)

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

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

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

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

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)

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

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

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

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

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

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

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!

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

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

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

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

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

29. 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 Opportunities

30. 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 Opportunities

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