Category: Building Campuses of the Future

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November 12, 2024

Be About It: Setting the Tone for Action

Reflecting on the 2024 National Indigenous Education Symposium

“Don’t just talk about it. Be about it.” These powerful words, spoken by an Indigenous student at this year’s National Indigenous Education Symposium, perfectly capture the spirit of the two-and-a-half-day gathering.

From October 27–29, on Mi’kmaw territory in Halifax, Nova Scotia, over 330 Indigenous leaders, educators, and advocates gathered at the National Indigenous Education Symposium, focused on integrating Indigenous perspectives into solutions to address Canada’s most pressing challenges.

The energy of the event cannot be overstated. Participants eagerly reflected, shared, and explored actionable Indigenous-centred approaches to advance real change, including bridging skills gaps, engaging meaningfully with Indigenous learners and communities, and leveraging Indigenous knowledge to drive innovation.  

As Tabatha Bull, President & CEO of the Canadian Council for Aboriginal Business, noted, “Education is a powerful tool of empowerment and self-determination. It provides not only knowledge but also connections that can help revitalize our communities.”

We heard firsthand about the importance of land connections, community relationships, language revitalization, and embedding Indigenous perspectives into institutional decision-making in Canada’s network of public colleges and institutes. Across the 30-plus programs, projects, and partnerships showcased at the symposium, each emphasized the vital role Indigenous Peoples and communities play as partners – not only in education but as solution providers, change-makers, and leaders driving Canada’s economy.

For example, North Island College’s Collaborative Online Indigenous Intercultural Learning Pathway is reimagining online learning through an Indigenous lens, emphasizing land and community connections alongside the Five Rs of Indigenous Education (Respect, Relevance, Reciprocity, Responsibility, and Relationships).

In Saskatchewan, the pawâcikêwikamik: The Innovation Collective, a partnership with the Saskatchewan Indian Institute of Technology, is empowering Indigenous entrepreneurs with mentorship, a MakerLodge, and non-repayable microgrants to turn ideas into action, creating new opportunities for community growth. 

Mental health for all students was another major focus. We heard how Canada’s first National Standard for the Mental Health and Wellbeing of Post-Secondary Students is guiding institutions like Assiniboine College and George Brown College in creating lasting impact, particularly for Indigenous students, as these institutions work to answer the Truth and Reconciliation Commission’s Calls to Action.

At Mohawk College, the Centre for Indigenous Relations, Knowledge, & Learning and Indigenous Student Services demonstrated the power of relational collaboration and Indigenous leadership.  Their Tetewatatyenawa:se Approach to Indigenous Engagement guide empowers departments across the college to engage meaningfully with Indigenous peoples, communities, and organizations, embedding Indigenous ways of knowing and doing into policies, procedures, and educational practices. Red Deer Polytechnic reinforced this vision, illustrating how its Reconcili-Action Plan, which integrates Indigenous perspectives into strategic planning, can foster partnerships that uplift all students.

Collège Ahuntsic’s Nidetin Centre (‘I am listening’ in Anishnaabemowin) is driving decolonization efforts through Innu language revitalization, culturally safe healthcare training, land-based humanities practices, and the Indigenization of philosophy courses. The Centre also supports Elders’ knowledge preservation and decolonizes internship practices in Nunavik by bridging non-Indigenous institutions with Indigenous perspectives.

While immense strides have been made, it is clear Indigenous Peoples continue to face complex challenges in securing self-determination, fair representation and equitable access to education. One message to our college community came through loud and clear: reconciliation is not simply a matter of equity, diversity, and inclusion; it’s fundamental to our Canadian identity. It demands more than words – it demands distinct, strategic action that is heartfelt and tailored to the unique needs of Indigenous communities.

Renewing the Indigenous Education Protocol

For CICan, the symposium was a pivotal opportunity to advance our Roadmap to 2026 efforts in key impact areas, particularly our renewed commitment to reconciliACTION. We reflected on our shared vision of fostering and preserving Indigenous culture, knowledge, and history within postsecondary education. This included the start of important discussions to review and refresh CICan’s Indigenous Education Protocol, which celebrates its 10th anniversary this year. Seventy-three CICan members have signed the Protocol, and much has changed in the Canadian and post-secondary context since the Protocol’s launch 10 years ago.

What did we hear?

While the Protocol’s principles are strong and relevant, challenges remain in operationalizing them across institutions. A clear call emerged for more effective collaboration with smaller Indigenous-led postsecondary institutions, honouring their cultural sovereignty and the First Nations Principles of OCAP® (Ownership, Control, Access, and Possession). But perhaps most importantly, we heard that the Protocol must be seen as a shared responsibility across all departments. Its principles must be recognized as a strategic imperative, fully integrated across CICan member institutions to drive authentic, lasting change.

Looking forward

In the coming months, CICan will work closely with members, our National Indigenous Advisory Committee and Indigenous partners to refresh the Protocol and mobilize broader member uptake. Our focus will be on ensuring that it fosters institution-wide commitments to reconciliation and targets stubborn challenges and gaps. We remain steadfast in recognizing that reconciliation in Canada’s post-secondary sector must be a living, breathing commitment—one seen as a powerful tool for meeting Canada’s challenges with Indigenous perspectives at the forefront.

Home / Archive by category "Building Campuses of the Future"
October 28, 2024

Canada’s Climate Goals Start on Campus

Addressing Canada’s big challenges requires creative solutions. As natural innovators, colleges and institutes can and must be key ecosystem partners. Through skills training to meet labour demand, mission-driven applied research, and community leadership, they drive practical solutions that make an impact at the local, regional, and national levels.

As the voice of the sector, CICan’s focus is on bringing together our members in ways that maximize our collective impact. And, as the urgency of climate change grows, that unified action is more important than ever.

Our work is directed across five key areas of impact – one of which is climate action. By empowering our members, we enable them to meet their full potential as leaders of innovative solutions to our climate challenges.

Case in point? Just this past year, through our work in ImpAct-Climate, we enabled ten colleges and institutes to transform their campuses into living sites for sustainability.

Campus Living Labs – Learning, Awareness, and Action

Campus Living Labs are creative projects that integrate applied research, teaching, campus operations, and community engagement—often incorporating Indigenous perspectives and approaches—to reduce greenhouse gas emissions and provide students and staff with hands-on experience in tackling climate challenges.

Whether anchored in community collaboration or addressing high-level operational change, the projects not only contribute to institutional climate objectives, but also serve as an important mechanism for raising climate awareness, giving students, staff, faculty, and community members the chance to see the impact  of our actions first-hand and draw connections between our daily lives and our global communities.

Our new Campus Living Labs Report features 10 of these innovative projects showcasing their impact, key lessons learned, and offering inspiration for members looking to implement similar initiatives on their campuses.

Explore the new Campus Living Labs Report 

Discover successful projects, gain insights from best practices, and find strategies to enhance sustainability efforts at your institution.

Read the Report

The Impact Doesn’t Stop There 

Projects like these are examples of the real impact and reach of colleges and institutes in nearly every community across Canada. But we can’t stop there.

We’re committed to further advancing our sector’s efforts in climate action by collaboratively developing and implementing partnerships and initiatives to reduce the carbon footprint of member institutions.

That includes things like advocating for increased federal funding for net-zero-related initiatives on campuses, investing in green infrastructure, supporting research, knowledge sharing, capacity building, as well as developing green skills programs and curricula to equip Canada’s workforce for the challenges ahead.

Access Tools and Resources  from our ImpAct-Climate Program

Explore tools, training, and collaborative opportunities tailored to the needs of educators and staff at Canadian colleges and institutes. Find events, insights, success stories, and more. Visit the website.

The Path Forward

Canada’s colleges and institutes are more than educators; they are innovators and problem-solvers committed to building a better future. By enabling local solutions that support national climate goals, colleges and institutes are making substantial progress in reducing emissions.

In short, for meaningful impact towards Canada’s climate goals, action starts on campus.

Home / Archive by category "Building Campuses of the Future"
July 18, 2024

The Future of Canada’s Trades Sector Lies with Colleges and Institutes

Fact: In the past 24 months, more than 2,200 high school students have explored the possibility of pursuing fulfilling careers in the skilled trades and related fields through summits hosted by 17 colleges and institutes across the country.  

It’s an example of the work our sector does to nurture 21st century talent – with the right skills – ready to meet workforce demands in areas like construction and manufacturing that respond to Canada’s big challenges. 

The good news is that the work we do brings Canada’s colleges and institutes together to develop solutions.  

Between the 2022 and 2024 academic years, our members hosted 31 skilled trades summits through our Explore Trades and Technologies program. With 50 hands-on workshops in areas like automotive, manufacturing, and construction the summits empowered high school students to explore skilled careers, challenged traditional stereotypes, and showcased skilled trades as ambitious and rewarding career paths accessible to everyone. 

So far, we’ve achieved a lot:  

  • In particular, the summits saw nearly 50% female participants, highlighting a push to diversify the trades and encourage more women to explore traditionally male-dominated fields – essential to filling Canada’s skills gaps. Read more about how colleges and institutes empower women. 
  • And, the summits were some of the largest events of their kind. In Manitoba, the summit hosted by Assiniboine College, was one of the largest in the province – with an increase in participation of more than 50% over previous similar events. (From 200 students in 2023 to 320 in 2024)!  

In the context of Canada’s big challenges – things like providing sustainable and affordable housing and transitioning to clean energies – it’s more important than ever that we take advantage of colleges and institutes as educators and partners to be a bigger part of the solution. 

  • Empowering the next generation of Canadian leaders, innovators, and entrepreneurs to pursue rewarding careers aligned with their passions and talents is a start.
Home / Archive by category "Building Campuses of the Future"
June 17, 2024

By the Numbers: Indigenous Post-Secondary Education in Canada

Indigenous postsecondary education in Canada is a dynamic landscape marked by resilience, progress, and ongoing challenges. The latest data from Statistics Canada (StatsCan), as well as the 2021 census data, sheds light on this landscape, emphasizing the pivotal role of colleges and institutes and the need for ongoing efforts to ensure equitable access for these students. 

Let’s take a look!

Indigenous Post-Secondary Education Trends

Despite facing challenges, Indigenous Peoples have made notable strides in education. While 16% of Indigenous peoples hold a university degree (compared to 36% of the overall population), 23% have obtained a college credential, and 11% have completed apprenticeships—figures that surpass those of the general population (Statistics Canada, 2021). Nevertheless, while the share of Indigenous adults with a bachelor’s degree or higher has increased since 2016, the gap between Indigenous and non-Indigenous populations has widened.

Source: Melvin, Alexandria. 2023. “Postsecondary educational attainment and labour market outcomes among Indigenous peoples in Canada, findings from the 2021 Census”. Insights on Canadian Society. October. Statistics Canada Catalogue no. 75-006-X.

Did you know? Half of Indigenous new postsecondary entrants start their journey at colleges, compared to 37% of non-Indigenous entrants (Statistic Canada, 2024). Additionally, Indigenous new entrants at colleges are far more likely to be women and more likely to be 20 years or older compared to non-Indigenous new entrants. These statistics underscore the critical role colleges play in providing accessible and supportive educational opportunities – including delivery in community and essential wrap-around services – for Indigenous learners at any stage in their lives, regardless of their life circumstances.

Source: Statistics Canada. Table 37-10-0264-01 New entrants to postsecondary education by Indigenous identity, educational qualification, field of study (STEM and BHASE (non-STEM) groupings), gender and age.

Navigating Challenges: Regional Disparities and Remote Living 

The educational journey for Indigenous peoples isn’t without its challenges. Historical and ongoing injustices, such as the legacy of residential schools and intergenerational trauma, coupled with ongoing structural challenges like limited access to educational institutions, food insecurity and lack of childcare options while in school, have long cast a shadow over Indigenous education.

Among Indigenous populations, First Nations youth, in particular, face numerous challenges. These include higher rates of young parenthood, low-income households, and rural residence, contributing to a disparity in postsecondary completion rates compared to non-Indigenous youth. As a result of these challenges, non-Indigenous youth are nearly twice as likely (72%) to have completed or recently attended a postsecondary program as First Nations youth (37%) (Statistics Canada, 2023).

Source: Layton, Jaclyn. 2023. “First Nations youth: Experiences and outcomes in secondary and postsecondary learning.” June. Statistics Canada Catalogue no. 81-599-X.

Adding to the complexity, Indigenous communities are disproportionately situated in rural and remote areas. In 2016, 26% of Indigenous individuals aged 19 to 45 lived in these regions, in stark contrast to just 3% of the non-Indigenous population (Statistics Canada, 2023). 

How does this translate into educational outcomes? Those who lived in easily accessible areas completed high school in much higher proportions than those in very remote areas. An expanded age analysis also reveals that there are higher rates of high school completion and postsecondary education attendance among First Nations individuals living outside rural areas, with almost half of females and over a third of males attending or completing postsecondary education.

Source: Layton, Jaclyn. 2023. “Distance as a Factor for First Nations, Métis, and Inuit High School Completion.” Education, learning and training: Research Paper Series. June. Statistics Canada Catalogue no. 81-595-M.

Proximity to postsecondary institutions, therefore, plays a crucial role in the success of Indigenous learners. Fortunately, 86% of Indigenous Peoples live within 50km of a college campus or service centre. However, proximity alone is not enough. Offering flexible, adaptable, and culturally responsive options—such as outreach programs, community partnerships, and online resources—is essential to bridging the gap in postsecondary education and empowering Indigenous learners to achieve their full potential.

Indigenous-led institutes across the country, such as those in Ontario, Saskatchewan, Alberta and British Columbia along with Northern colleges like Nunavut Arctic College and Yukon University, also play a unique leadership role. Their locations, combined with their capacity and cultural understanding, enable them to address community-driven needs and deliver programs that are relevant, accessible, and empowering for Indigenous learners.

Looking Ahead: Empowering Indigenous Youth for a Stronger Future

The Public Policy Forum reports that by 2026, around 350,000 Indigenous youth will reach adulthood. Empowering these individuals with high-quality, culturally relevant postsecondary education and training will not only promote social inclusion and justice but also help Canada address its underemployment and skill gaps. It is estimated that supporting these young people can boost our economy by a significant $27.7 billion each year (Public Policy Forum, 2024).

With their unique insights, Indigenous knowledge systems offer valuable solutions for addressing Canada’s pressing issues. More and more colleges are recognizing this and engaging in applied research community partnerships with Indigenous organizations as part of their commitment to social innovation and partner-driven research. At SAIT’s Centre for Innovation and Research in Unmanned Systems, for example, researchers are working with the Stoney Nakoda First Nations and Alberta Health Services to develop a scalable drone fleet that can support medical delivery and amplify drone signals in remote areas.

Indigenous-Focused Programs & Support

As the primary postsecondary education providers for Indigenous learners from across Canada, colleges and institutes continually strive to listen, learn, and collaborate with Indigenous Peoples to enhance the educational experiences of Indigenous learners. We offer flexible learning formats and support services such as childcare, counselling, and mentorship, along with nearly 300 Indigenous-focused programs and courses across Canada’s ten provinces and territories.

Through CICan’s national programs, such as Skills Compass, colleges and institutes are also making a significant impact by supporting Indigenous and newcomer youth not currently in education, employment, or training. The accessible initiative helps Indigenous youth develop essential skills and become career-ready and equips members with a Skills Compass Curriculum Framework—a lasting resource to help institutes tailor their programs to the unique needs of Indigenous youth.  

Colleges and institutes also foster connections for Indigenous learners globally through Global Skills Opportunity (GSO). This initiative enables Canadian post-secondary students to gain new global skills, enhancing their resilience, adaptability, and readiness for success. For instance, I’M SIENT (International Mobility Supporting Indigenous Entrepreneurs), funded under GSO at Sault College in Ontario, empowers Indigenous students by enhancing technical and analytical skills in collaboration with Indigenous entrepreneurs in Mexico’s Yucatan region.

Recognizing that Indigenous reconciliation is an ongoing journey, we remain committed to culturally responsive approaches. Through continued dedication, the potential for positive change and empowerment within Indigenous communities is immense.

Take Action:

Colleges and institutes can advance their commitment by joining the 72 institutions that have signed CICan’s Indigenous Education Protocol. This protocol – created in 2014 – highlights the need for tailored structures and approaches to meet the educational needs of Indigenous peoples, supporting their self-determination and the socio-economic development of their communities.

To mark its 10th year anniversary and reflect on progress and stubborn gaps, CICan will be initiating a refresh of the protocol – and how to mobilize greater take by our member institutions – at our upcoming Indigenous Education Symposium in Halifax from October 27-29 that we are hosting in partnership with the Indigenous Institutes Consortium (IIC).