Indigenous Education Protocol

Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern communities and many of them have been working actively to create curriculums that respect Indigenous values and cultures.

Colleges and institutes respect and recognize that Indigenous people include First Nation, Métis and Inuit people, having distinct cultures, languages, histories and contemporary perspectives.

They recognize that Indigenous education emanates from the intellectual and cultural traditions of Indigenous peoples in Canada. They also believe that Indigenous education will strengthen colleges’ and institutes’ contribution to improving the lives of learners and communities.

In order to reaffirm the importance of Indigenous education, Colleges and Institutes Canada, in consultation with its members and partners in Indigenous communities has developed an Indigenous Education Protocol. This important document underscores the importance of structures and approaches required to address Indigenous peoples’ learning needs and support self-determination and socio-economic development of Indigenous communities.

Committee Members

This protocol is founded on seven principles that aim to guide the institutions who will agree to sign on to this aspirational document.

Exemplary practices for implementing this principle include:
Embed the mandate to serve Indigenous learners and communities in colleges’ and institutes’ strategic plans to ensure Indigenous learner needs are considered in institutional planning and decision-making.

Exemplary practices for implementing this principle include:
Ensure Indigenous representation on college and institute Boards of Governors, Program Advisory Committees, Student Associations through delegated seats for First Nation, Métis and Inuit leaders, and allow for parallel Indigenous Advisory Councils and Elder/Métis Senator Councils.

Exemplary practices for implementing this principle include:

Transition and upgrading programs:

  • Build linkages and partnerships between K-12 and post-secondary education systems, including the availability of dual-credit options between colleges/institutes and high schools;
  • Integrate Indigenous-focused upgrading programs or modules into standard provincial upgrading programs;
  • Offer flexibility in the delivery of transition programs to allow adult learners to pause and restart programs as required due to family, community or work obligations; and
  • Use culturally relevant assessment tools, which may differ for First Nation, Métis and Inuit learners.

College and institute curriculum:

  • Capture and reflect history, including oral history, as understood by Indigenous peoples, across curriculum;
  • Promote and support the preservation of Indigenous languages;
  • Embed intellectual and cultural traditions of Indigenous peoples;
  • Combine educational pedagogy and epistemology infused with Elder/Métis Senator knowledge;
  • Confront the legacy of residential schools, recognizing the challenge of institutional settings and supporting healing and reconciliation; and
  • Recognize that Indigenous knowledge can benefit all learners (e.g. environment, justice) and have processes for two-way sharing (e.g. both scientific and traditional ways).

Learning Approaches:

  • Offer flexibility in program and course delivery and allow for stop-out and start-up options;
  • Develop and deliver community-based education and training programs that are aligned with the economic, social development and labour market needs of Indigenous communities, recognizing that First Nation, Métis and Inuit peoples are distinct and that their communities will differ in terms of the education programs required;
  • Legitimize traditional knowledge by giving post-secondary credits for this knowledge, as for other skills and areas of expertise.

Exemplary practices for implementing this principle include :

  • Acknowledge the territory and land on which colleges and institutes are located and serve and integrate the use of Indigenous language at events, ceremonies and meetings.
  • Include traditional ways of doing and being in the processes associated with institutional functioning (e.g. Elder/Métis Senator opening words/prayers, feasts, drum dancing, healing circles / sharing circles, storytelling).
  • Create an environment where everyone has responsibility for Indigenous issues by adopting a cross-accountability rather than a silo structure.
  • Offer staff and faculty training on Indigenous history, inter-cultural training for all (faculty, administration, support staff, facilities), including experiential, hands-on learning activities, and land and place-based learning. 

Exemplary practices for implementing this principle include :

  • Improve frontline services for Indigenous students by allocating resources to ensure regular access to services from Elders/Métis Senators from the community or in residence.
  • Establish targets for hiring First Nation, Métis and Inuit employees at colleges and institutes, at all levels.
  • Ensure institutional hiring and human resource development strategies identify goals and approaches for increasing the number of Indigenous staff and faculty.

Exemplary practices for implementing this principle include :

  • Initiate recruitment with Indigenous students earlier than grades 7 to 10 to expose youth to college/institute programs and related career opportunities, and link them to prerequisites they need in high school.
  • Offer culturally relevant assessment services :
    • prior learning assessment and recognition (PLAR) services to recognize traditional knowledge base and life experience of learners;
    • English/French and math skills assessments must recognize the English or French gap for Indigenous language speakers, and allow more time to complete to support success.
  • Change the symbolism that exists throughout the institution so that it is more respectful and inclusive of Indigenous ways and increases visibility of Indigenous culture through gathering spaces, gardens, signage, art work and ceremonies.
  • Move from a safe space to a safe campus approach by ensuring that culture, language and Elder/Métis Senator involvement is not compartmentalized and is visible and viable across all aspects of the institution and students’ experiences.
  • Offer Indigenous-centred support services to address the needs of learners holistically and guided by the wisdom and leadership of Elders/Métis Senators, including:
    • Elder/Métis Senator services from the community or in residence;
    • housing, childcare and transportation;
    • tutoring and learning supports;
    • health care and mental health counselling;
    • mentorships and role models from alumni and graduating students;
    • career and employment counselling; and
    • activities structured around family.
  • Ensure support services are multi-pronged to meet the diverse needs of Indigenous people: urban, rural, Status, Non-Status, First Nation, Métis and Inuit.
  • Integrate systems and provisions to eliminate financial barriers for Indigenous students including:
    • sponsored seats;
    • funds for participation in upgrading programs;
    • financial assistance, including bursaries and scholarships;
    • partnership funding to host visits, meetings and events;
    • base funding allocation by the institution to minimize dependency on soft funding;
    • waive tuition for children in care;
    • differentiated funding models within institutions to account for smaller enrolment.

Exemplary practices for implementing this principle include :

  • Formalize college and institute partnerships with First Nations, Métis and Inuit communities, Indigenous institutes of higher learning and Indigenous organizations such as Friendship Centres and Métis Community Councils, recognizing the equal partnership status.
  • Identify community needs in an open and genuine consultation approach including :
    • how the community wants to work with the college/institute;
    • the content of the education and training programs; and
    • delivery approaches and locations.
  • Ensure college/institute partnerships with Indigenous communities are responsive to economic development and labour market needs by:
    • Fostering opportunities for community-college-industry engagement and joint projects; and
    • Supporting entrepreneurship and business development in Indigenous communities.
  • Develop and share curriculum on governance of Indigenous communities and build a deeper knowledge, understanding and appreciation around self-governance and self-determination.
  • Support Indigenous community sustainability by offering community-based programs that address industry and environmental concerns.

View Signatories

FAQs

  • The Indigenous Education Protocol was developed by the Colleges and Institutes Canada (CICan) Indigenous Education Committee, comprising the following college and institute representatives:
    • Ken Tourand – Committee Chair, President, Nicola Valley Institute of Technology
    • Angela Acott-Smith, Associate Vice-President, Student Development, New Brunswick Community College
    • Karen Barnes, President, Yukon College
    • Paula Burns, President & CEO, Lethbridge College
    • Eric Corneau, Nunatta Campus Dean, Nunavut Arctic College
    • Kim Fraser-Saddleback, Vice-President Academics & Student Services, Saskatchewan Indian Institute of Technologies
    • Diane Gauvin, Dean, Social Science and Business Technologies, Dawson College
    • Carolyn Hepburn, Director, Native Education, Sault College
    • Wayne Poirier, Vice-President, Student Services, Mohawk College
    • Larry Rosia, President & CEO, Saskatchewan Polytechnic
    • Brenda Small, Vice-President, Centre for Policy in Aboriginal Learning, Confederation College
    • Laureen Styles, Vice President, Academic, Justice Institute of British Columbia
    • Kory Wilson, Director, Aboriginal Education & Services, Vancouver Community College
  • The Committee led consultations on how the Protocol should be developed and what should be included in the Protocol. These consultations took place at two CICan annual conferences (2013 and 2014), and at the Serving Indigenous Learners and Communities Symposium in December 2013.
  • A draft of the Protocol was also shared with national Indigenous organizations: the Assembly of First Nations, the Métis National Council and Inuit Tapiirit Kanatami
  • The CICan Board of Directors approved the Indigenous Education Protocol on September 26,  2014.
  • CICan has developed the Indigenous Education Protocol for Colleges and Institutes to support members’ commitment to improving and better serving Indigenous education. The spirit of the Protocol is to support colleges’ and institutes’ commitment to Indigenous education and provide a vision of how they can strive to improve and better serve Indigenous peoples.

  • CICan members are invited to participate in the signature ceremony at the Symposium.
  • After the official launch, The Protocol will be available on the CICan website, along with the number and list of signatories.
  • The Protocol will be shared with national Indigenous organizations and they will be invited to participate in the launch.

Member institutions are encouraged to sign the Protocol however there is no set timeline.

  • The intent of the protocol is to be aspirational.
  • Member institutions must assess their level of comfort with the principles and their commitment to serving Indigenous learners and communities. There is no requirement that all structures, policies and programs be in place upon signature.
  • For colleges and institutes that may not be in a position to endorse and sign the Protocol at the time of the launch, CICan will facilitate the sharing of exemplary practices by structuring future CICan Indigenous symposia and streams at the CICan annual conference according to the seven principles of the Protocol.

This is meant to reflect the strong relationships colleges and institutes have with all the communities they serve, and their role in supporting social and economic development. When institutions design and deliver community-based programming, they are being responsive and accountable to the needs of communities. The companion document, Approaches and Exemplary Practices to Guide Implementation, provides examples of how colleges and institutes can support self-determination of Indigenous communities including:

  • Formalize college and institute partnerships with First Nations, Métis and Inuit communities, Indigenous institutes of higher learning and Indigenous organizations such as Friendship Centres and Métis Community Councils, recognizing the equal partnership status.
  • Identify community needs in an open and genuine consultative approach including:
    • how the community wants to work with the college/institute;
    • the content of the education and training programs; and
    • delivery approaches and locations.
  • Ensure college/institute partnerships with Indigenous communities are responsive to economic development and labour market needs by:
    • Fostering opportunities for community-college-industry engagement and joint projects; and
    • Supporting entrepreneurship and business development in Indigenous communities.
  • Develop and share curriculum on governance of Indigenous communities and build a deeper knowledge, understanding and appreciation around self-governance and self-determination.
  • Support Indigenous community sustainability by offering programs in their communities that address industry and environmental concerns.

The right to self-determination is articulated in the United Nations Declaration on the Rights of Indigenous Peoples, Articles 3, 4 and 5 as follows:

Article 3
Indigenous peoples have the right to self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development.

Article 4
Indigenous peoples, in exercising their right to self-determination, have the right to autonomy or self-government in matters relating to their internal and local affairs, as well as ways and means for financing their autonomous functions.

Article 5
Indigenous peoples have the right to maintain and strengthen their distinct political, legal, economic, social and cultural institutions, while retaining their right to participate fully, if they so choose, in the political, economic, social and cultural life of the State.1
1 United Nations Declaration on the Rights of Indigenous Peoples. October 2, 2007. Pg. 4.

  • The exemplary practices are only suggestions and new exemplary practices will be added through workshops and sessions at the CICan Serving Indigenous Learners and Communities Symposium and annual conferences. For this reason, this is considered a living document that will be updated annually.
  • The purpose of this document is to provide examples of how colleges and institutes can apply the principles at their institutions. The intent of the Protocol is to be aspirational. In recognition that colleges and institutes are organized and structured differently to meet the needs of Indigenous learners and communities, there is no requirement that institutions have all these practices in place in order to sign the Protocol.

  • It was recommended during consultations with CICan members that an Institutional Partnerships Signature page be included should institutions’ Indigenous community partners wish to co-sign the Protocol. There is no obligation to have Indigenous partners sign the Protocol. However, should be encouraged where possible as an act that can build or maintain positive relationships with Indigenous partners.
  • Colleges and institutes are encouraged to hold public signing ceremonies where local Indigenous partners and communities are invited to participate. CICan would appreciate receiving copies of photos of public signing ceremonies that could be featured on the CICan website.

Download Protocol

Keyword:
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Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
Blog Post
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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
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Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
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On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
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Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more

BCIT becomes 50th institution to sign the CICan Indigenous Education Protocol

Ottawa, June 20, 2017 – In honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver, BC. This is a momentous occasion, marking the 50th institution that has adopted the principles of this groundbreaking document.

Launched in December 2014, the CICan Indigenous Education Protocol provides a vision of how colleges and institutes can strive to improve their practices and better serve Indigenous peoples. It is based on seven principles that underscore the importance of structures and approaches to address Indigenous peoples’ learning needs and support self-determination and socio-economic development of Indigenous communities. They include ensuring that governance structures recognize and respect Indigenous peoples, reviewing curriculums to include Indigenous intellectual and cultural traditions and supporting students and employees to increase understanding and reciprocity.

The Indigenous Education Protocol was developed by CICan’s Indigenous Education Committee, comprising college and institute representatives from across the provinces and territories. It was based on consultations with members and Indigenous partners held at the Serving Indigenous Learners and Communities Symposium in December 2013, and the CICan annual conferences in 2013 and 2014. It has since been endorsed by colleges and institutes across the country, as well as many of their partners from Indigenous communities.

For more information about the CICan Indigenous Education and Protocol and its signatories.

Quotes:

“As we prepare to celebrate National Aboriginal Day, it is fitting that our members reaffirm their commitment to the Indigenous Education Protocol and we couldn’t be happier to welcome BCIT into this extraordinary group. The CICan Indigenous Education Protocol is an ambitious document that has only become more relevant since its inception. Following the report of the Truth and Reconciliation Commission and the national dialogue it has launched, the need for post-secondary education institutions to play a leadership role in reconciliation is clear. We are proud to answer this call, in collaboration with our members.”

Denise Amyot, President and CEO, Colleges and Institutes Canada

“In signing the Indigenous Education Protocol, BCIT commits to further enriching our Institute with Indigenous wisdom, knowledge, and traditions. It is not a commitment we undertake lightly. Reconciliation is the work of all post-secondary institutions, indeed of all Canadians, and while we are proud of the partnerships we have cultivated and the frameworks we have built, we also acknowledge the work yet to be done. As we empower our students to meet the challenges of a complex world, we work alongside CICan and our partners on continuing to fulfil the promise of a richer educational journey for everyone in our community.”

Kathy Kinloch, President, BCIT

 

About CICan:

Colleges and Institutes Canada (CICan) is the voice of Canada’s publicly-supported colleges, institutes, cegeps and polytechnics, as well as an international leader on applied education and innovation, with ongoing programs in over 25 countries. Working in close collaboration with industry and community partners, CICan’s members offer more than 8000 programs at campuses serving urban, rural, remote, and northern communities all over Canada, contributing to inclusive economic growth.

About BCIT:

For over 50 years, the British Columbia Institute of Technology (BCIT) has been a leader among Canadian post-secondary institutions. We offer a unique education model that blends academic learning with hands-on training—a balance that ensures our students graduate with the skills and confidence to succeed. BCIT is one of BC’s largest post-secondary institutes, with five campuses, 300 programs, and more than 48,000 students each year. BCIT’s credentials range from certificates and diplomas to bachelor’s and master’s degrees in areas such as Applied and Natural Sciences, Business and Media, Computing and IT, Engineering, Health Sciences, and Trades and Apprenticeships.

-30-

For more information:

Julien Abord-Babin
Senior Strategic Communications Officer
Colleges and Institutes Canada
jabord-babin@collegesinstitutes.ca
Tel. : 613-746-2222 ext. 3131
Twitter : @CollegeCan

Keyword:
Topic:
Type:
Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
Blog Post
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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
Blog Post
Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
News Release
On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
Blog Post
As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors,... Read more
News Release
Ottawa, June 25, 2024 – Colleges and Institutes Canada (CICan) proudly announces that Ron J. McKerlie, the 8th President of Mohawk College, has been awarded... Read more
Page
Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more

2024 National Indigenous Education Symposium

Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29, 2024 in Halifax, Nova Scotia, located in Mi’Kma’ki, the ancestral lands of the Mi’Kmaq people.

Under the theme Indigenous Pathways to Address Canada’s Challenges attendees from across Turtle Island, will explore the role leaders in Indigenous education play in closing skills gaps and responding to the biggest challenges facing our communities and reflect on a unified vision for promoting, protecting, and valuing Indigenous culture, knowledge and history.  Over 2.5 days, leaders in education, policy, and industry will share and learn from new and exemplary practices and programs that support the well-being, participation, engagement, and success of Indigenous learners.

In our continued commitment to advance reconciliation, this unique symposium will also provide a forum to launch a review, renew, and remobilization of the CICan Indigenous Education Protocol, now in its it’s 10th year.  We will also acknowledge and celebrate the 30th anniversary of the Indigenous Institutes Consortium.

Symposium Objectives:

  • Build community support for reconciliation and for Indigenous-led institutes and post-secondary institutions across Canada
  • Demonstrate the role Indigenous education plays in resolving challenges faced across Canada.
  • Embed Indigenous learners and leaders at the centre of governance and leadership decision-making to drive institutional change.
  • Offer innovative and leading-edge insights to support government activities and policies for the sector.
  • Provide  courageous, brave and inclusive opportunities for participants to reflect and share experiences, best practices, and foster potential collaboration amongst their organizations.
  • Position Indigenous learners and graduates as an essential part of the solution to the labour market, environmental, and healthcare crisis.
  • Promote cultural inclusivity, strengthen Indigenous voices and perspectives in academia, and support the holistic development of Indigenous learners.
  • Stimulate a national conversation to highlight the importance, significance, and impact of Indigenous post-secondary education in Canada by bringing together non-Indigenous and Indigenous individuals and organizations to engaging in essential discussions.

Note:  CICan will not be responsible for reimbursement of any expenses incurred in the event of cancelled flights or accommodations, lost luggage, or event postponement. It is strongly recommended that all delegates and speakers secure trip cancellation coverage or speak with their travel advisor as to their options should any of these events arise.

For more information visit the 2024 National Indigenous Education Symposium website.

Keyword:
Topic:
Type:
Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
Blog Post
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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
Blog Post
Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
News Release
On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
Blog Post
As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors,... Read more
News Release
Ottawa, June 25, 2024 – Colleges and Institutes Canada (CICan) proudly announces that Ron J. McKerlie, the 8th President of Mohawk College, has been awarded... Read more
Page
Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more

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 opportunitiesincluding 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).

Keyword:
Topic:
Type:
Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
Blog Post
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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
Blog Post
Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
News Release
On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
Blog Post
As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors,... Read more
News Release
Ottawa, June 25, 2024 – Colleges and Institutes Canada (CICan) proudly announces that Ron J. McKerlie, the 8th President of Mohawk College, has been awarded... Read more
Page
Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more

CICan’s national Indigenous Education Symposium highlights the importance of collective action in advancing truth and reconciliation.

Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss and reflect on shared visions and responsibilities when it comes to advancing truth and reconciliation.

This was CICan’s 12th national Indigenous Education Symposium, the first in three years due to the pandemic, taking place in Québec City on the unceded territory of the Huron-Wendat Nation. The event engaged participants in a dialogue around the importance of education and collective action in creating lasting reconciliation with Indigenous communities. Leaders touched on developing programs that meet the learning needs of Indigenous students; supporting their well-being, participation, engagement, and achievements on campus; and valuing Indigenous knowledge, culture and language in post-secondary education.

Knowledge was shared by guests from across the country, including Commissioner Marie Wilson, TRC Canada, 2009-2015; Grand Chief Vincent, Huron-Wendat Nation; Richard Kistabish, President, UNESCO Canadian Commission; Kelly Lendsay, president and founder of Indigenous Works and Luminary; Jean-François Rochon, UNESCO Chair in the Transmission of First Peoples’ Culture to Foster Well-Being and Empowerment; and Mike Metatawabin, former Deputy Grand Chief at Nishnabe Aski Nation, poet, and advocate for truth and reconciliation.

Colleges and institutes are the primary point of access to post-secondary education for First Nations, Inuit, and Métis learners. They offer over 300 credential programs tailored to the needs of Indigenous learners and communities. They also serve as hubs to support all learners, no matter the background or experience, to upgrade and advance their skills for labour market success.

The return to an in-person symposium also coincides with CICan’s 50th anniversary as an association, which was founded in 1972 and has long been active in Indigenous education.

In fact, CICan launched its Indigenous Education Protocol in 2014, which is both an aspirational document and a framework to improve educational outcomes for Indigenous learners and help institutions support Indigenous students. To date, 69 colleges and institutes have voluntarily signed the Protocol.

Quotes:

“This symposium is so important because it gives us the opportunity to learn from each other and to inspire each other to make more progress towards lasting reconciliation. Using the Sustainable Development Goals as a framework for collaboration, in particular SDG 4 Quality education and SDG 10 Reduced inequalities, we can contribute to positive change. Indigenous education is essential to making Canada future-proof.”

Denise Amyot, President and CEO, Colleges and Institutes Canada

“Our government recognizes the diversity and unique richness of Indigenous languages, and the urgent need for action to support their revitalization. While there’s still a lot of work to do, the recent Indigenous Languages Act is an important tool in the efforts of Indigenous peoples to reclaim, revitalize, maintain and strengthen their languages. I’m happy to see Canadian colleges and institutes’ work to play a positive and significant role in supporting Indigenous peoples and advancing reconciliation.”

The Honourable Pablo Rodriguez, Minister of Canadian Heritage and Quebec Lieutenant

 

About Colleges and Institutes Canada:

CICan is the national and international voice of Canada’s largest post-secondary education network. It advocates, builds capacity, and drives knowledge to strengthen Canada’s publicly supported colleges, institutes, CEGEPs, and polytechnics. With more than 95% of Canadians living within 50 km of a member institution, and thanks to its extensive reach around the globe, CICan works to future-proof communities in Canada and abroad.

We respectfully acknowledge that CICan’s offices in Ottawa are located on the traditional and unceded territory of the Algonquin Anishinaabe Nation.

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For more information:

Leah Jurkovic

Director, Communications

Colleges and Institutes Canada

Email: ljurkovic@collegesinstitutes.ca

Twitter: @CollegeCan

Keyword:
Topic:
Type:
Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
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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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
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Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
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On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
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As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors,... Read more
News Release
Ottawa, June 25, 2024 – Colleges and Institutes Canada (CICan) proudly announces that Ron J. McKerlie, the 8th President of Mohawk College, has been awarded... Read more
Page
Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more

Education that reflects the learners

Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In the Northern Hemisphere, it’s the longest day of the year. In Canada, it’s also National Indigenous Peoples Day, celebrating the heritage, diverse cultures and outstanding achievements of First Nations, Inuit and Métis peoples, and this year marks its 25th anniversary!

Did you know that, of our 135-plus members, seven are designated Indigenous institutions – meaning that they exclusively deliver culturally-relevant programs tailored to the needs of Indigenous learners and communities as a means of preserving and strengthening Indigenous cultures?

More broadly, colleges and institutes are also the primary access point to post-secondary education for First Nations, Inuit, and Métis learners, and are deeply engaged in advancing reconciliation and empowering communities. Even non-Indigenous institutions take this commitment to heart.

  • Over 95% of all Canadians and more than 86% of Indigenous people live within 50 km of a college or institute location; and colleges and institutes across the country offer over 300 credential programs tailored to the needs of Indigenous learners and communities.
  • Did you know that over 65 institutions have committed to making Indigenous education a priority, strengthening relationships with Indigenous communities, and supporting reconciliation through our Indigenous Education Protocol?

As stated in the Truth and Reconciliation Commission’s report, education is vital to preserving and strengthening Indigenous communities. If we’re serious about celebrating and supporting Indigenous cultures in Canada, it’s important that we think about how we embrace this in every aspect of our educational efforts.

Keyword:
Topic:
Type:
Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
Blog Post
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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
Blog Post
Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
News Release
On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
Blog Post
As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors,... Read more
News Release
Ottawa, June 25, 2024 – Colleges and Institutes Canada (CICan) proudly announces that Ron J. McKerlie, the 8th President of Mohawk College, has been awarded... Read more
Page
Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more

Celebrating and committing to Indigenous success

Ottawa, June 19, 2020 – This Sunday, on National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions of Indigenous peoples!

As the primary access point to post-secondary education for First Nations, Inuit and Métis learners, with 86% living within 50 km of a college or institute, CICan members are deeply engaged in the process of reconciliation and deeply committed to empowering Indigenous students. They work in close partnership with their local Indigenous communities to remove barriers to education and promote a culture of respect and inclusion on their campuses. Indigenous spaces on campus, elder advisors, and traditional knowledge in program development help put college and institute diploma attainment for Indigenous students on par with non-Indigenous students. CICan is very proud of the support our members provide every day!

CICan stands with our seven Indigenous member institutions and the more than 65 colleges and institutes that have signed CICan’s Indigenous Education Protocol and committed to reconciliation through education, governance structures, learning environments, and being accountable to the Indigenous communities they support. In the current global climate, tailored programming for Indigenous communities in areas such as education, health, justice, language & culture, and child welfare is more important than ever.

As a part of Indigenous History Month, we are also reminded of the darker periods in Canadian history and the systemic discrimination that many Indigenous people still face. Five years after the findings of the Truth and Reconciliation Commission, we must continue to build stronger relationships with Indigenous peoples based on recognition of rights, respect, cooperation, and partnership. We can and will do better.

Happy National Indigenous Peoples Day!

 

About Colleges and Institutes Canada:

Colleges and Institutes Canada (CICan) is the voice of Canada’s publicly-supported colleges, institutes, cegeps and polytechnics, and an international leader in education for employment with ongoing programs in over 25 countries. CICan’s members add over $190B to Canada’s economy each year and contribute to inclusive economic growth by working with industry and community partners to offer more than 10,000 programs to learners in urban, rural, remote, and northern communities.

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For more information:

Julien Abord-Babin
Senior Strategic Communications Officer
Colleges and Institutes Canada
jabord-babin@collegesinstitutes.ca
Tel. : 613-746-2222 ext. 3131
Twitter : @CollegeCan 

Keyword:
Topic:
Type:
Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
Blog Post
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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
Blog Post
Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
News Release
On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
Blog Post
As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors,... Read more
News Release
Ottawa, June 25, 2024 – Colleges and Institutes Canada (CICan) proudly announces that Ron J. McKerlie, the 8th President of Mohawk College, has been awarded... Read more
Page
Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more

A Renewed Commitment to ReconciliACTION

As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors, their families, and communities. This day is a powerful reminder of the painful legacy of residential schools and the undeniable need for meaningful, sustained change.

Reconciliation isn’t just talk; it demands action. As educators, that means both removing barriers for Indigenous students and recognizing and valuing Indigenous Knowledge and practices by meaningfully embedding them into college and institute curriculum, pedagogy, and research. It’s about more than just inclusion—it’s about embracing the transformative power of Indigenous Knowledge to drive innovation and address Canada’s biggest challenges.

  • On the blog: Explore recent examples of how colleges are collaborating with Indigenous communities on challenge-driven research here.

Looking ahead, CICan is focused on amplifying Indigenous voices and leadership to advance Indigenous Knowledge, perspectives, and practices throughout the college and institute sector. This commitment is integral to our Roadmap to 2026 where reconciliation stands out as a core value shaping our actions, including: 

  • Working with Indigenous-led member institutions to advance their specific goals for leadership, capacity and partnership development to meet community needs; 
  • Advocating for increased federal support for Indigenous students and research; and 
  • Deepening our relationships with National Indigenous Organizations to support their goals for enhanced outcomes for college and institute students. 

Ultimately, our sector’s renewed commitment to reconciliation will take form in a refreshed Indigenous Education Protocol.  

10 Years In: A Renewed Indigenous Education Protocol 

Since 2014, our Indigenous Education Protocol has served as a guiding framework to improve educational outcomes for Indigenous learners and help our member institutions support their Indigenous students. This goes beyond programs to also involve governance frameworks, mutual respect, and accountability. To date, 72 CICan member institutions havesigned the Protocol.

  • On the blog: Learn about the dynamic landscape of Indigenous postsecondary education in Canada—a realm of resilience, progress, and ongoing challenges – here. 

This year, coinciding with its 10-year anniversary, CICan is taking action to reassess and refresh the Protocol. Working in a co-creative approach with Indigenous advisors, partners, and members, this renewal will ensure the protocol can continue to meet the evolving needs and aspirations of Indigenous communities, engage even more colleges and institutes, and spark transformative change across our sector. 

  • Did you know? With over 86% of Indigenous people residing within 50km of a college campus, colleges and institutes are the primary providers of post-secondary education for Indigenous learners. We offer over 300 credential programs designed to meet their unique needs and support their communities. 

Take Part: Reconciliation as a Shared Journey 

Reconciliation is a journey we must take together. From October 27-29, 2024, CICan, in partnership with the Indigenous Institutes Consortium (IIC), will host the National Indigenous Education Symposium. Set on the ancestral lands of the Mi’kmaq people, this event will unite postsecondary leaders from across the country to explore how Indigenous education can drive solutions to Canada’s biggest challenges. It’s also a time to celebrate the 30th anniversary of the IIC and kick off the renewal of the CICan Indigenous Education Protocol, which marks its 10th anniversary this year.

Join us in this discussion – learn more and register here.

Keyword:
Topic:
Type:
Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
Blog Post
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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
Blog Post
Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
News Release
On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
Blog Post
As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors,... Read more
News Release
Ottawa, June 25, 2024 – Colleges and Institutes Canada (CICan) proudly announces that Ron J. McKerlie, the 8th President of Mohawk College, has been awarded... Read more
Page
Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more

Our Five Impact Goals

Impact Goal 1

Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities in high-growth sectors

By March 2026, CICan is committed to increasing federal funding for college applied research and innovation initiatives. We will raise awareness among Parliamentarians, government and research funders about the unique strengths of colleges and institutes in responding to the economic and social innovation needs of local businesses and communities and in derisking new technology investment and adoption to address Canada’s productivity and competitiveness gaps.

How?

  • Advocating for a reimagined approach and increased funding for college applied research and innovation within the federal R and D ecosystem
  • Engaging in relevant federal policy consultations and conducting policy development, program design, data collection and dissemination, including mission-driven research, national security and infrastructure issues
  • Organizing strategic stakeholder fora to showcase the impacts of college applied research and innovation partnerships in addressing Canada’s most pressing challenges

Impact Goal 2

Boost Canada’s job-ready workforce by promoting the value and impact of innovative college and institute education and training in high-demand sectors

By March 2026, CICan is committed to increasing federal funding for college-and-institute-based skills and training initiatives. We will raise awareness among Parliamentarians, government, industry and labour leaders about cutting-edge and inclusive college and institute training programs and innovative upskilling and reskilling initiatives that provide rapid pathways to employment to meet Canada’s critical labour shortages.

How?

  • Advocating for increased federal funding for college-and-institute-based skills and training initiatives
  • Engaging in relevant federal policy consultations and conducting policy development, program design, data collection and dissemination, including on issues related to immigration, international student and newcomer integration
  • Organizing stakeholder fora to showcase the impacts of innovative college and institute education and training in addressing Canada’s most pressing workforce challenges
  • Working with provincial and regional college and institute associations in policy development and outreach

Impact Goal 3

Create strategic opportunities to address shared global challenges by forging new partnerships

By March 2026, CICan is committed to providing members with new opportunities to forge strategic partnerships with relevant institutions around the world, addressing key challenges in both Canada and globally.

How?

  • Leveraging our unique expertise in implementing capacity building, student mobility and other types of programs and partnerships
  • Collaborating with partner institutions to develop initiatives that address shared challenges
  • Seeking funding opportunities from government agencies, foundations, and other sources to support collaborative projects and initiatives

Impact Goal 4

Advance reconciliation by renewing our Indigenous Education Protocol and boosting uptake among member institutions

By March 2026, CICan is committed to completing a mobilization effort around a refreshed Indigenous Education Protocol. Grounded in the Truth and Reconciliation Commission’s Calls to Action related to postsecondary education, this work will guide CICan and our members in developing and implementing more initiatives to increase representation and participation of Indigenous peoples in college and institute governance, research and educational spaces and systems.

How?

  • Assessing and renewing CICan’s Indigenous Education Protocol in co-creation with Indigenous partners, advisors and members and mobilizing wider adoption by more CICan members
  • Working with Indigenous-led member institutions to advance their specific goals for leadership, capacity and partnership development to meet community needs
  • Advocating for increased federal support for Indigenous students and research
  • Deepening our relationships with National Indigenous Organizations to support their goals for enhanced outcomes for college and institute students

Impact Goal 5

Support climate action by promoting college-and-institute-led initiatives

By March 2026, CICan is committed to advancing the sector’s efforts in achieving net zero emissions on campuses by 2050, by collaboratively developing and implementing partnerships and initiatives to reduce the carbon footprint of member institutions.

How?

  • Advocating for increased federal funding for net-zero-related initiatives on college and institute campuses and green infrastructure
  • Supporting research, knowledge sharing, capacity building, and solutions development to assist members in activities to reduce carbon emissions and energy consumption on campus
  • Developing “greening” curricula
Keyword:
Topic:
Type:
Page
Colleges and Institutes are key providers of applied postsecondary education for Indigenous communities across Canada. They are often the only postsecondary institution present in remote northern... Read more
News Release
n honour of National Aboriginal Day, the British Columbia Institute of Technology (BCIT) signed Colleges and Institutes Canada’s (CICan) Indigenous Education Protocol yesterday in Vancouver,... Read more
Event
Colleges and Institutes Canada (CICan) and the Indigenous Institutes Consortium (IIC) are pleased to announce this year’s National Indigenous Education Symposium will take place October 27-29,... Read more
Blog Post
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... Read more
News Release
Quebec City, October 27, 2022 – Earlier this week, nearly 150 educational leaders gathered during Colleges and Institutes Canada’s national Indigenous Education Symposium to discuss... Read more
Blog Post
Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In... Read more
News Release
On National Indigenous Peoples Day Colleges and Institutes Canada (CICan) joins all Canadians in recognizing and celebrating the unique heritage, diverse cultures, and outstanding contributions... Read more
Blog Post
As we mark the National Day for Truth and Reconciliation on September 30, we remember the children who never returned home and honour the Survivors,... Read more
News Release
Ottawa, June 25, 2024 – Colleges and Institutes Canada (CICan) proudly announces that Ron J. McKerlie, the 8th President of Mohawk College, has been awarded... Read more
Page
Impact Goal 1 Accelerate Canada’s economic growth by promoting the value and impact of college and institute research and development partnerships with SMEs and communities... Read more