The Coastal Corridor Consortium Vancouver Community College

1. The Coastal Corridor Consortium & Vancouver Community College Vancouver Community College March 16, 2010

2. Coastal Corridor Consortium The Consortium, supported by the Ministry of Advanced Education and Labour Market Development, is an unincorporated society made up of volunteer board members who work to improve levels of participation and completion of Aboriginal learners in the Coastal Corridor (Lower Mainland and Sunshine Coast) region. The Consortium is made up of the following 10 partners:

3. Transformative Change Accord The Transformative Change Accord and the New Relationship Agreement (Nov 25, 2005) is intended to bring together the Government of BC, First Nations and the Government of Canada to achieve the goals of closing the social and economic gap between First Nations and other British Columbians over the next 10 years, reconciling aboriginal rights and title with those of the Crown, and of establishing a new relationship based upon mutual respect and recognition. � Consistent with these interests the BC Ministry of Advanced Education and Labour Market Development and the Coastal Corridor Consortium are committed to reducing the gap in educational attainment rates in higher learning between Aboriginal peoples and non-Aboriginal peoples.

4. Coastal Corridor Consortium The Vision: In 2015, the completion and success rates in higher learning� between Aboriginal learners and non-Aboriginal learners living in the Coastal Corridor region are equal. � Mission: The Coastal Corridor Consortium will work collectively through its Aboriginal Service Plan (ASP) to provide equal opportunity for Aboriginal learners that result in improved rates of completion and success. This will be done through collaborative planning, knowledge-based strategies, providing improved services and learner tools, and tailored post-secondary educational programs.

5. Consortium Logo "The four split U's represent the four dimensions of learning, the medicine wheel (all races, the elements of the earth, the four directions/gifts, the four teachers) and our people. The split U's were chosen to form the circle to respect the Coast Salish people whose traditional territory the Consortium operates upon. The sacred eagles within represent the potential of our people when we learn. The circle opens up like the tree of life, with the eagle leaving the circle representing the journey our people take when we grow, change and achieve our potential". - Janine Island (graphics designer/ Aboriginal artist, VCC Aboriginal Music Program student, and winner of the 2008 Consortium Logo Art Contest)

6. Streams of Consortium Activity Collaborative Aboriginal Higher Learning Planning (utilizing a community integrated governing structure that is supported by formally adopted policies) Aboriginal Higher Learning Programs Aboriginal Higher Learner Centered Services (academic & personal) Aboriginal Learning & Teaching Research that guides the development of knowledge based strategies.

7. Summary of Year One & Two Consortium Success: Governance Policies and Implementation Plan Executive, Program and Services Working Groups Consortium Manager of Operations Hiring of Aboriginal Elders Hiring of Community-based Learning Facilitators (8) to work with Institutions Aboriginal Advisors to enhance services

8. Elders at VCC

9. Cedar Bark Stripping

10. Summary of Year One & Two Consortium Success: Increased Aboriginal Programs: CU currently offers more than 14 Aboriginal programs C-3 has supported over 20 Community-based and Rural Training Courses VCC now offers 2 Aboriginal programs: Aboriginal Culinary Arts & Aboriginal Gateways to Health 4 Discovery Camps increasing transition rates (Aboriginal Culinary Arts, Trades, Graphics) 2010 Summer Discovery Camps CU Film (Youth) Discovery Camp SLCC Youth Tourism Ambassador Program Wilderness Guiding Leadership (Squamish) VCC Graphics Discovery Camp (VCC) VCC Aboriginal Culinary Discovery Camp (Squamish/ Lil�wat& Vancouver) Regional Drum Making Workshops (Musqueam, Sechelt, Lil�wat& Tseil Wautulh)

11. VCC Graphics Design Graduation

12. VCC Graphics Design Program

13. Summary of Year One & Two Consortium Success: Bursaries Increased Learner Participation/ Graduation Rates: Lil�wat Tzeil Learning Centre (2X graduation) Squamish Valley (600% participation) VCC (100% increase in graduates & substantial jump in Aboriginal enrollment) Research (Exemplary Practices; Community PSE Needs Framework; Aboriginal Adult Instructors Certificate MOU & Pilot; IP Protocol; TAHL)

14. VCC Aboriginal Learner Graduates On the Rise

15. VCC Bursary Awards 2009

16. Institutional Policy VCC�s Centre for Instructional Design has adopted the Intellectual Property Protocol for Aboriginal curriculum development. The C-3 Aboriginal Learners Survey has been developed by the C-3, VCC and Capilano University with input by both Learning Facilitators and students through focus group feedback, to better track our Aboriginal learners in the Coastal Corridor Region.

17. Institutional Policy The C-3 and VCC�s Aboriginal Culinary Arts Program were instrumental in the development of the �VCC Aboriginal Education Enrolment Policy�. Offering priority enrolment for Aboriginal learners the policy states: �Purpose: To increase Aboriginal participation and enrolment at Vancouver Community College.Policy: In recognition that Vancouver Community College serves a large Aboriginal population that is under-represented in post-secondary education, priority registration* will be given to qualified Aboriginal students in all courses and programs at VCC. We invite candidates to self-declare when applying for admission to the College. (Effective Date: May 29, 2008)�-

18. Aboriginal Instructors Diploma Program Aboriginal Instructors are one of several key components proven to improve the rates of success for Aboriginal learners. As such, the Consortium, VCC and NVIT are developing an Aboriginal Instructors Diploma Program with the goal of developing and, in the long-term, recruiting a representative number of Aboriginal teaching faculty that represent the population in our region. Graham (2003) and the ACCC (2005) recommends developing and employing more Aboriginal instructors as leaders that understand, are knowledgeable of, representative of the communities, and who have a consciousness about their indigenous roots and responsibilities.

19. Professional Development: Teaching Aboriginal Learners The Consortium has developed a �Teaching Aboriginal Higher Learners Professional Development Workshop� that introduces teaching faculty to the specific cultural methodologies and sensitivities required to resolve the systemic issues affecting students� dissatisfaction with education*. To date over 175 faculty and staff have participated. The Consortium will train trainers to deliver a series of �Teaching Aboriginal Higher Learners Professional Development Workshops� over the next two years. Battiste, 2005Battiste, 2005

21. Aboriginal Learner Demographics & Trends

22. Aboriginal Peoples Demographics Aboriginal Population Young and Growing: In Canada the Aboriginal population is the second largest ethnographic group, with 50% of our population under the age of 29. In BC current projections indicate that the Aboriginal population will grow more than 3x the rate of the non-Aboriginal population to 219,400 by 2017. Large Urban Populations: Almost 21% of the province�s Aboriginal people reside in the GVRD. The GVRD (2006) was home to the third largest Aboriginal population, of all urban centres in the country, with 40,310 Aboriginal people.

23. Aboriginal Education Trends Source: Statistics Canada 2005c (http://www40.statcan.gc.ca/l01/cst01/demo26a-eng.htm) Average age expected to increase to 27 in 2017.Source: Statistics Canada 2005c (http://www40.statcan.gc.ca/l01/cst01/demo26a-eng.htm) Average age expected to increase to 27 in 2017.

24. Implications forRegional Labour Market Development In BC and Canada there is an unprecedented skilled labour shortage and a widening skills gap as a wave of baby boomers retire. In the wake of this wave of workers exiting the labour force "the Aboriginal population represents the largest untapped labour force in the country" (Forsyth, 2006)* Developing the young and growing Aboriginal labour market requires institutes of higher learning to: �increase the access, retention, completion and transition opportunities for Aboriginal learners, as well as the receptivity and relevance of post-secondary institutions and programs for Aboriginal learners.� (ALMD Aboriginal PSE Strategy and Action Plan) Office of Government Relations of the University of British Columbia Source: Calgary Chamber of Commerce �Aboriginal Labour Force Strategy: Tapping Into An Underutilized Pool Of Labour Supply� (www.calgarychamber.com/PGA/labour/aboriginal.html) 3. ALMDAboriginal PSE Strategy and Action Plan (www.aved.gov.bc.ca/aboriginal/documents/strategy.pdf) Office of Government Relations of the University of British Columbia Source: Calgary Chamber of Commerce �Aboriginal Labour Force Strategy: Tapping Into An Underutilized Pool Of Labour Supply� (www.calgarychamber.com/PGA/labour/aboriginal.html) 3. ALMDAboriginal PSE Strategy and Action Plan (www.aved.gov.bc.ca/aboriginal/documents/strategy.pdf)

25. Aboriginal Education Trends

26. The Standing Committee on Aboriginal Affairs and Northern Development affirmed in February 2007: �It is rare to find unanimity on any topic in the realm of public policy. When it comes to Aboriginal education, however, the now overwhelming consensus [is] that improving educational outcomes is absolutely critical to the future of individual Aboriginal learners, their families and children, their communities, and the broader Canadian society as a whole.�

27. VCC Management Team The Role of Leadership Supporting Aboriginal Learners

28. Managements Role Your role within your institute is key to supporting the Aboriginal communities educational goals, that will positively affect all British Columbian�s. This will be achieved by: Supporting the development and delivery of innovative, flexible community-based programs Developing greater awareness and respect of the unique needs and role of Aboriginal learners. Sharing the �economic/business case� and strategies developed Nationally, Regionally and locally to support Aboriginal learners. Changing the corporate culture of an organization requires leaders at all levels to undertake activity to create an environment that is supportive of Aboriginal learners � this is your leadership call to action�

29. Institutional Systems �Today�s problems come from yesterdays solutions.�* Both INAC and educational institutes of higher learning were designed many years ago with different expected outcomes than are required for today�s learners. All systems become outmoded, breakdown or are renewed. Each of you as leader can, within your circle of influence, take an active role in the process of change that reshapes our organizations to better meet the needs of all learners. Source: Senge, P. (2006). The fifth discipline: The art & practice of learning organization. Toronto: Currency/Doubleday. Source: Senge, P. (2006). The fifth discipline: The art & practice of learning organization. Toronto: Currency/Doubleday.

30. Managements Leadership Role: Eliminate Barriers Eliminate the barriers to higher learning for Aboriginals, including: Enhanced awareness of the Aboriginal demographics and trends to support their success through all staff and faculty; Mitigating systemic racism that �continues to be the biggest barrier for FN [First Nations] learning�*, which could range from awareness/respect to anti-racism policies; Supporting increased tracking and reporting (#, %, targets for enrollment/ completion rates by field of study, and targets for graduate seats for Aboriginal learners across all faculties, as required by ALMD) (Battiste, 2005, p.14)(Battiste, 2005, p.14)

31. Call to Action: You play a key leadership role in supporting the anticipated wave of Aboriginal learners within the next decade. Your support will determine the regional development of Aboriginal peoples, the future labour market and economic development. Institutes only change when leaders like you advance the process of change to reshape our organizations to better meet the needs of all learners.

32. Opening -VCC Aboriginal Gathering Space June 2009

33. Questions & Answers Contact for further information - Janice Tollefsen, Manager of Operations, Coastal Corridor Consortium, c/o Capilano University 2055 Purcell Way, North Vancouver V7J 3H5 p.604.219.7524 e. jtollefsen@capilanou.ca w. www.coastalcorridorconsortium.ca