Category: Accelerating Reconciliation

Home / Archive by category "Accelerating Reconciliation"
December 16, 2025

This Year’s Actionable Insights

What’s On My Mind? With Pari Johnston.

When Canada and its communities need solutions, colleges and institutes show up – this year was no different. As I mark the end of my second year at CICan, I’m reflecting on how we rose as a sector to meet the moment.

Consider these actionable insights to continue driving our country forward:

1. Be Purposeful

In once-in-a-generation times of national consequence like these, Canada needs our institutions more than ever. We are the key partners in getting things done at pace and scale.

This year, we showed that when we come together to think and act strategically about workforce solutions, coordinate in real time across the sector on program design, and leverage our industry and community partnerships to scale impact, Canada wins.

Impact Follows Purpose

We came together with purpose at CICan’s inaugural Leaders Summit this April to drive bold action for Canada – bringing together the right people at the right time to ask the right questions about where Canada’s challenges, a new government’s priorities, and the big opportunities in postsecondary education take shape.

Next Year: Building a Strong and Secure Canada

Where bold ambition and sector transformation intersect, CICan’s 2026 Connections Conference will turn ideas into actions that align the best of what our sector has to offer with Canada’s most pressing national priorities. We are driving the future of postsecondary education in the direction our country and communities need us to go.

2. Be the Institutions Canada – and its Communities – Need

Through unprecedented challenges this past year, we showed resolve and resilience as a sector and as a country. Canadians held firm in the face of tariffs, transformed industries, and built new trading partnerships – and as a sector, we showed that when we double down on what we do best, our communities come out on top.

Our institutions launched new programs to train the skilled workers who will meet Canada’s AI adoption imperative, retool domestic manufacturing, build more homes better and faster, take care of more patients and aging family members, and support Canada’s energy production and transition – all while ensuring that we remain the most accessible postsecondary institutions in the country.

This resolve to be a beacon of opportunity for our learners and our communities is happening at a time when college leaders face unprecedented operating and financial challenges.

Our college graduates are the builders, makers, and doers Canadians need most. We need to invest in a sustainable public training system for their future and for Canada’s.

Coordination Maximizes Impact

We mobilized this year to form CICan’s College Defence Training and Innovation Network – a pan-Canadian coalition of colleges, institutes, CEGEPs, and polytechnics leading sector action to provide training and research solutions at scale to make real the government’s historic investments in military and defence readiness.

3. Think Place-Based

Ninety-five percent of Canadians live within 50 km of a Canadian college or institute – in every corner of the country, they are anchor institutions for learners, communities, and businesses in times of precarity.

This year, in problem-driven, people-oriented, place-based innovation, we showed that the breadth and reach of our network is a vital Canadian asset.

Innovation Canada Needs

College-led research and innovation bring partners together to develop the economic and social solutions Canada needs most – like building homes better and faster, strengthening our sovereign defence capabilities, boosting energy production and transition, and getting major national projects done.

Colleges lead over 8,500 applied research projects that help businesses – primarily small and medium-sized Canadian enterprises – transform their operations to be more productive and competitive. This translates into nearly 9,000 new products, prototypes, processes, and services that deliver downstream impact that benefits the local economy, that generate and keep wealth at home, and that build strong and prosperous communities.

4. Turn Intentions to Action

As the most accessible postsecondary institutions, we have so much to learn and gain from Indigenous-led approaches to benefit learners, communities, and the entire college system. By working authentically with Indigenous partners, we can turn intention into action to advance greater economic reconciliation.

Meaningful Reconciliation through Action

Together with three of our leading Indigenous Institutes of Education, we launched Mamawi, CICan’s first Indigenous-led national initiative. This is a tremendous opportunity to work together with Indigenous learners and communities and CICan members to benefit all Canadians and to explore building business and entrepreneurship training with a new lens – grounded in Indigenous ways of knowing and being.

5. Meet the Moment

Canadians asked for change – and Prime Minister Carney presented a plan to build boldly with strategy and ambition by catalyzing private sector investment and infrastructure, helping businesses harness AI and new technologies to be more productive, and delivering local and national training solutions for Canada’s defence needs.

To achieve the nation-building objectives of Budget 2025, with the right investments, colleges and institutes are ready partners, as we have always been.

This year, we showed that the path to Canada’s future runs right through public colleges, institutes, CEGEPs, polytechnics, and Indigenous Institutes of Education in every corner of the country.

Up Next: A New Strategic Direction

At CICan, we’re always evolving, laser-focused on relevance and impact, for our members, for Canadians, and for our country. This year, we undertook to redefine how we convene, mobilize, and champion our members to build strong colleges, strong communities, and a strong Canada.

There’s more work ahead of us in the coming year. The CICan of the Future is committed to being the national association that best serves our members – and best positions the sector and its leaders to drive the transformation that will define a strong and secure future for Canada – and Canadian communities – from coast to coast to coast.

Home / Archive by category "Accelerating Reconciliation"
November 26, 2025

Turning Ideas and Intentions into Reconcili-ACTION

What’s On My Mind? With Pari Johnston.

First and foremost, a sincere thank you to Elder Martin Heavy Head and Samantha Fox, Interim President of Red Crow Community College (CICan’s newest member) for welcoming us so warmly to Treaty 7 and allowing us to have these important conversations on their traditional Territory.

I’m completely inspired coming off the heels of the National Indigenous Education Symposium in Calgary at the end of October. Huge thanks to Marsha Joseph and our co-host partners at the Indigenous Institutes Consortium.

My Key Takeaways?

 

From Michael Fox of Indigenous Community Engagement, I was struck by the Four Ps of economic reconciliation: participation, partnership, procurement, and proponency. I am enriched by the understanding that by working together on community-oriented joint ventures, we can leverage opportunities to deliver more and be more effective with Indigenous communities and for a better Canada. Thanks for your powerful storytelling, and call to action – that the major projects of national importance must be grounded in Indigenous rights and opportunities.

From Carol Anne Hilton of Indigenomics, I’ll forever remember your astute observation about the appropriateness – and the inappropriateness – of the intersections between Indigenous knowledge systems and tools like AI: knowing where and why they do not and cannot mix. As you said so powerfully, AI can serve, but never replace, Indigenous knowledge and wisdom from Elders and the land.

From Tia Larocque-Graham of Saskatchewan Indian Institute of Technologies, Jennifer Taback of Design de Plume and Cambrian College, and Lora Tisi of Niagara College – who participated in the Indigenous Women in Leadership and Entrepreneurship Panel that I had the privilege of moderating – I applaud your advice to the participants: that true leadership means trusting your voice, even when you’re the only Indigenous person in the room. That it’s more important than ever for Indigenous youth, who are the next generation of leaders, to see Indigenous peoples thriving across all fields. Your collective message thundered: You can’t be what you can’t see.

Of course, there were many more rich conversations among the more than 200 participants – from Elders and Knowledge Holders to students – during interactive sessions showcasing institutional examples of change and progress. We were once again reminded that we have much to learn and gain from Indigenous-led approaches, in the true spirit of building and nurturing partnerships, that benefit all we do, and all we work with.

I am also grateful to Dr. Maurice Manyfingers and President Misheck Mwaba of Bow Valley College for their partnership and hospitality.

A First for CICan, But Not the Last

It was a monumental milestone and celebration as CICan embarked on its first national Indigenous-led initiative – a historic partnership between CICan, the Nicola Valley Institute of Technology, the Saskatchewan Indian Institute of Technologies, and Six Nations Polytechnic.

It was a profoundly humbling and powerful experience to be invited into the Circle, to participate in the traditional pipe ceremony that signified the binding of our partnership and “treaty” – as CICan and the three Indigenous Institutes furthered the sharing of partnership ceremonies and solidified our commitment, with all symposium participants as witnesses.

The additional signing of the Memorandum of Understanding was a demonstration of respectful relations and reconciliation.

We are grateful to the guidance and funding provided by the BHP Foundation.

As an organization, we embrace Mamawi – meaning “working together”. We have a tremendous opportunity to work together with Indigenous learners and communities and CICan members to benefit all Canadians in an exploration of building business, entrepreneurship, and economic research with a new lens – grounded in Indigenous ways of knowing and being.

We look forward to the values to be taught by First Nations, Inuit, and Métis experts.

 

Partners gathered for a signing ceremony to mark the beginning of Mamawi.
Partners gathered for a signing ceremony to mark the beginning of Mamawi. From left to right are: Pari Johnston, President and CEO, Colleges and Institutes Canada, Victoria Lamb Drover, Vice President, Academics, Saskatchewan Indian Institute of Technologies; John Chenoweth, President and CEO, Nicola Valley Institute of Technology; Rebecca Jamieson, President and CEO, Six Nations Polytechnic.

 

We hope that together with our partners, Mamawi will demonstrate meaningful reconciliation through action. By supporting Indigenous-led approaches, we will expand more inclusive, community-driven collaboration and successful outcomes across the entire college system.

Through Mamawi, we are supporting capacity building to benefit learners, communities, and institutions across the country. In upholding an Indigenous-led approach, a newly formed Governing Circle will oversee the initiative and partnership accountability.

We understand our role in this collective responsibility as mutual stewards of this initiative to advance greater economic reconciliation in this country. CICan and I are committed to this learning journey.

Turning Principles into Action

For those who attended the 2024 National Indigenous Education Symposium in Halifax, you’ll remember the focus to engage the community in discussions to renew CICan’s Indigenous Education Protocol, marking its 10th anniversary.

A year later, it’s my pleasure and honour and to recognize the work of CICan’s National Indigenous Education Advisory Committee – chaired by Denise Pictou-Maloney of Nova Scotia Community College.

In reaffirming and renewing the Protocol I commend the Advisory Committee Members:

  • Kory Wilson, Executive Director, Indigenous Initiatives and Partnerships, British Columbia Institute of Technology
  • John Chenoweth, President, Nicola Valley Institute of Technology
  • Jason La Rochelle, Director, Office of Indigenization, Justice Institute of British Columbia
  • Anita Cameron, Manager, Indigenous Strategic Relations, Saskatchewan Polytechnic
  • Mara-Lee Moroz, Chief People & Culture Officer, Olds College
  • Robert Rayko, Cultural and Community Facilitator, Portage College
  • Tracy Brant, Chair, Indigenous Education Programs, Red River College
  • Jason Seright, Vice-President, Inclusion and Belonging, Humber College
  • Dany Losier, Chef de développement et Formation continue, Collège communautaire du Nouveau-Brunswick
  • Neil Cooke, President & CEO, Manitoba Institute of Trades and Technology (MITT)
  • Kim Martin, Dean of Indigenous Education, Cégep John Abott College
  • Along with CICan’s former VP of External and Members Relations, Anna Tonneguzzo

The Protocol – grounded in Indigenous ways of knowing and being, justice and accountability – further demonstrates CICan’s ongoing commitment to its membership.

We’re excited to share that we have 77 signatories to the Protocol, representing 60% of CICan’s membership. Over the coming months, you’ll hear more about the renewed principles of the Protocol, and how you can access resources associated with it.

Stay tuned for more – on how we turn words into reconciliACTION.

What Comes Next

As I continue to reflect on what was shared and what I heard through the Symposium, I’m reminded of the tough work ahead and the importance of listening and learning from our partners and members – Indigenous and non-Indigenous alike. We will continue on our journey to be the national association our members – and Canada – need us to be right now and in the future.

Mamawi and the Protocol are cornerstones to our progress and the work that lies ahead.

I remain energized and focused in strengthening CICan to be an innovative leader and champion to our members.

I’m thankful for the support from our Executive Indigenous Advisor, Wendelyn Johnson, our National Indigenous Education Advisory Committee, the Mamawi Governing Circle and our partners.

Being gifted with the Two Row Wampum from Six Nations Polytechnic inspires us to become a stronger ally to our partners and to Indigenous Peoples, while respecting the distinct and unique differences of who we are, and what we know.

CICan is open to growing and learning with you.

Home / Archive by category "Accelerating Reconciliation"
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 "Accelerating Reconciliation"
September 27, 2024

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 have signed 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.

Home / Archive by category "Accelerating Reconciliation"
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).