Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

June 1, 2022

Confronting our history and looking forward

(Originally published in Education for Employment magazine, June 21, 2022).

The past twelve months have been a monumental year for many Indigenous people and communities in Canada. One marked by trauma, the reopening of deep wounds, and a confrontation with the truth about more than 100 years of Canadian history.

In June of last year, the remains of 215 Indigenous children uncovered at the former site of the Kamloops Indian Residential School confirmed what many Indigenous people have been saying for decades: that the truth about residential schools is much darker than what’s written in many history books. Since then, more Indigenous communities – many working with technical teams from their local college or institute – have conducted searches of the grounds of former residential schools with similar results.

The trauma is intergenerational, ongoing, and there is still so much work to be done; but we can be sure that education will be an important part of the healing process.

Education is essential to lasting reconciliation with Indigenous communities. Seven of the Truth and Reconciliation Commission’s 94 Calls to Action relate directly to education, including eliminating educational and employment gaps between Indigenous and non-Indigenous Canadians, increasing available funding, and developing culturally appropriate and relevant programming.

But education isn’t just about improving labour-market outcomes, it’s also deeply connected to cultural preservation. In fact, seven CICan members 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.

For example, Kenjgewin Teg in Ontario means “a place of knowledge” in Ojibwe and the institute includes Indigenous knowledge in all its educational programming and relationships with the community. Each learner works with staff to develop a unique learning plan and identify goals. Teaching includes lessons about obtaining sustenance from the land, using Indigenous games as teaching tools, and helping students broaden their cultural perspectives and ways of knowing.

In British Columbia, Nicola Valley Institute of Technology is grounded in Indigenous culture, traditions, and knowledge; and inspires learners to strengthen their communities. NVIT’s unique Elder Council also guides the institution, its staff and faculty, and supports the spiritual, mental, and emotional well-being of students through higher education.

The Saskatchewan Indian Institute of Technologies is made up of more than 90% Indigenous students and 70% Indigenous staff. The institute is responsive to the needs of learners and recently launched a curriculum renewal project to support innovation, ensure programs reflect current labour-market needs, and position graduates for success.

More broadly, over 95% of all Canadians and more than 86% of Indigenous people live within 50 km of a college or institute location; and these institutions across the country offer over 300 credential programs tailored to the needs of Indigenous learners and communities. 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, as do we.

This year, CICan is also celebrating 50 years as a national association. In doing so, we’re looking back at our history over five decades. Indigenous education has been one of our top priorities for many years.

For example, did you know that in 1993, CICan (formerly the Association of Canadian Community Colleges) submitted its first position paper to the Royal Commission of Aboriginal Peoples? And in 2006, we hosted our very first Indigenous Education Symposium bringing together Elders, Chiefs, Council Members, industry partners, and government representatives to discuss the unique needs of Indigenous learners. Since then, we’ve held a total of 11 symposia on the subject!

Since 2014, we’ve used our Indigenous Education Protocol as a framework to improve educational outcomes for Indigenous learners and help institutions support Indigenous students. It’s not just about programs, but also governance structures, mutual understanding, and accountability. To date, 67 institutions have signed the Protocol.

If we’ve learned anything in recent times, it’s that the future is unpredictable. Still, we know that a sustainable future is only possible if all learners have access to quality education. Education is as important to finding goods jobs and growing Canada’s economy as it is to cultural preservation. That means Indigenous education is essential to making Canada future-proof.

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

May 30, 2022

Indigenous rights include language rights (SDG 10)

Language is a really important part of Canadian identity, but not just French and English. Did you know that over 70 Indigenous languages are spoken across the country, a key part of the many Indigenous cultures? The census divides those into 12 language families: Algonquian languages, Inuit languages, Athabaskan languages, Siouan languages, Salish languages, Tsimshian languages, Wakashan languages, Iroquoian languages, Michif, Tlingit, Kutenai, and Haida. Each one is vital to cultural preservation!

The Truth and Reconciliation Commission’s final report includes five calls to action that relate directly to language and culture and recognize the urgency of revitalizing Indigenous languages as a means of preserving Indigenous cultures. The two go hand in hand.

For postsecondary institutions, in addition to programs tailored to the needs of Indigenous learners, that also means language instruction!

Did you know that over 23 Indigenous languages are taught at colleges and institutes across the country? That includes language-specific programs as well as language courses taught as part of programs intended to teach about Indigenous cultures and ways of knowing, truth and reconciliation, and more! For example:

At Collège nordique francophone, the Tłı̨chǫ language course gives students a unique opportunity to learn about Dene culture and to practice constructing and pronouncing simple sentences through storytelling.
At Confederation College, the Let’s Start Ojibwe Maajtaadaa Anishinaabemowin course gives students an introduction to Anishinaabemowin (the Ojibwe language), focusing on the basic framework of orthography and pronunciation. Learning in this course is also supplemented with online-tutorials!
At Nunavut Arctic College, the Interpreter & Translator program is designed for students interested in technical aspects of the Inuktitut language and who wish to pursue a career in this field.
- The college also offers the Inuinnaqtun Language Revitalization Certificate program, which supports community by strengthening understanding of the complex context of language loss, maintenance, and recovery.

At Cégep de Sept-Îles, the Innu Translation & Interpretation helps students develop skills and abilities in translating documents written in French into Innu, as well as in the oral interpretation of an Innu or French speech into either language.
At Red River College Polytechnic, the Indigenous Language Anishinaabemowin (Ojibwe) course teaches students the fundamentals of reading, writing, and speaking Anishinaabemowin (Ojibwe) using the double vowel system.
At Fanshawe College, the new Oneida: Language Immersion, Culture and Teaching program prepares students for a variety of language-related careers including teacher of Onyota’a:ka as a second language, translator, language consultant, language specialist or storyteller.
At Kenjgewin Teg, Anishinaabemowin Early Childhood Education is a specialized Anishinaabe immersion program designed to help individuals improve their Ojibwe language acquisition while training to become early childhood educators!
At Nicola Valley Institute of Technology, Indigenous language training includes a one-year Language Certificate, a two-year Language Diploma and a three-year Advanced Diploma in Indigenous Language Teaching. These programs encourage learners to begin speaking, practicing, and teaching their respective languages!
At Six Nations Polytechnic, the special Mohawk language app allows users to browse different categories, listen to words, see the correct spelling, understand pronunciations, and test their knowledge by playing games.

This year marks the start of the UN International Decade for Indigenous Languages, which draws global attention to the critical situation of many Indigenous languages and encourages everyone to take part in preservation, revitalization, and promotion of these languages.

As we start Indigenous History Month and celebrate the history, culture, and diversity of Inuit, Métis and First Nations people across all of Canada, let’s not forget about the richness and diversity of Indigenous languages!

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

March 21, 2022

Voices for action against racism

That’s the theme of this year’s International Day for the Elimination of Racial Discrimination. It calls on people everywhere to strengthen and consolidate their voices against racism, to mobilise against all forms and all manifestations of racial discrimination and injustice, and to ensure a safe environment for those who speak up.

Why March 21? Each year, the International Day for the Elimination of Racial Discrimination marks the day police in Sharpeville, South Africa, opened fire and killed 69 people at a peaceful demonstration against apartheid “pass laws” in 1960.

As educators, colleges and institutes play a vital role in combatting systemic racism and discrimination. In areas like healthcare and public safety, they ensure that workers are given tools to protect public spaces against injustice, now and in the future.

At Justice Institute of British Columbia, the Police Academy provides future municipal police officers with anti-racism and bias-free training through crisis intervention de-escalation techniques and scenario training involving vulnerable persons. In each debriefing session, learners are asked to reflect on what strategies they used, or could have used, to ensure that their future interventions as municipal police officers are fair, impartial, and bias free.
At Cégep de Chicoutimi, AIDE-mémoire is a training tool designed to help students in healthcare in Indigenous settings better address cultural sensitivities and systemic discrimination in healthcare. The tool was designed in collaboration with the Miro Matisiwin clinic at Saguenay’s Indigenous Friendship Centre for students in any of the cégep’s seven healthcare or psychology programs.
At Collège d’Alma, the Police Technologies for First Nations program(Techniques policières des Premières Nations) trains public safety officials with particular emphasis on the unique realities and challenges often faced by Indigenous communities.
Similarly, at Cégep de Rimouski is working to integrate new training in its police technologies program designed to provide future police officers with tools to address racial profiling and discrimination.
In Continuing Education at NAIT, the Racial Equity Strategies course gives learners an understanding of the impacts of racism, power, and privilege; their own social location; and the intersectionality of identities. Strategies help learners become effective allies in their workplaces and communities.
At Centennial College, the Race Matters: Challenging Racism course explores how systemic racism impacts our everyday lives through things like education, housing, employment, and media. The course equips learners with the tools to help combat racism and ethnic discrimination present in Canadian society.
At New Brunswick Community College, researchers are partnering with Black Lives Matter to study the key indicators of systemic anti-Black racism in the province and address barriers faced by the Black community. The study will look at how to change New Brunswick’s health care, education, social development, and justice sectors to make the province more racially equitable.

As institutions, we also recognize that systemic racism and discrimination exist in Canada and have work to do to address the challenges to success that Black students, Indigenous students, Asian students, and other visible minorities often face.

At George Brown College, the brand-new Black Futures Hub is part of the college’s Anti-racism Strategy and Action Plan. The hub offers anti-racism resources, including an anti-racism simulator that uses avatars and interactions with virtual humans to encourage learners to reflect on microaggressions safely and effectively.
At Confederation College, the Decolonization Report marks an important step in the college’s decolonization journey and outlines how the college will act on each of the recommendations from its internal review of systemic racism.
At Kwantlen Polytechnic University, the Taskforce on Anti-racism is a cross-institutional approach for teaching, learning, research, scholarship, and institutional change on racial equity, systemic oppression, and intersectional social justice. Check out their anti-racism blog and resources!
At Red River College Polytechnic, employees and students can take self-directed anti-racism training that tackles concepts of privilege, unconscious bias and decision-making, the difference between anti-racism and systemic racism, and microagressions with a particular focus on anti-black racism.
At NorQuest College, the Colbourne Institute for Inclusive Leadership offers services that encourage and support other organizations in developing and sustaining inclusive cultures, including customized and focused training solutions and strategic consulting and measurement.

It’s not enough to be “not racist.” Anti-racism means that we must reflect on unconscious biases and institutional and structural policies that allow racism to exist, and consistently work to identify and dismantle them.

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

March 7, 2022

What does it mean to be future-proof?

If we’ve learned anything in recent times, it’s that the future is unpredictable. Still, we can try to plan for what we know and prepare for what we don’t. That’s the essence of future-proof: it means that we ready for any and all challenges that could arise in 6 months, a year, 10 years or 20 years.

Colleges and institutes anticipate the needs of our economy, then train, upskill, and reskill thinkers and doers. They are vital to making Canada future-proof. As their voice in the national agenda, it’s our job to make sure decisionmakers know what college and institute expertise can do for Canada. For federal budget planners, we have some ideas:

There is no future without net-zero. We need colleges and institutes to get us there.
Our economy needs bold innovators. Colleges and institutes make Canada more competitive and Canadian business faster to commercialize.
A future-proof Canada needs newcomers to address labour shortages. Colleges and institutes ensure those coming to start a new life in Canada have the resources and support they need to realize their aspirations.
Our future is one where all are included and supported. We need colleges and institutes to support the wellbeing of all students and empower diverse groups to achieve their full potential.

Read “The Next Step Forward” our latest submission to pre-budget consultations. We have six recommendations that build on these fours ideas to make Canada future-proof!

Advocacy is a big part of what we do, but it isn’t just about the federal budget; it’s about maximizing our collective efforts and empowering colleges and institutes to lead change.

The latest in our 50^th anniversary series is a look back at the history of our work in advocacy!

In 1972, the first thing we needed to do was define the space. Remember that many of today’s colleges and institutes were officially created by provincial decree in the mid-to-late 60s.

Our earliest efforts were focused on bringing institutions together with a common goal, raising awareness about what the college and institute system is and what we could accomplish with the right support.
Explore our milestone successes in advocacy over the years: on applied research, on the environment, and on Indigenous education!

Today, we use the SDGs as a framework for collaboration to ensure that our actions contribute to positive change for people, communities, and the planet. Help us make Canada future-proof!

As signatories of the SDG Accord, we maximize the impact of our efforts, share knowledge, commit to doing more, and hold each other accountable. Help us reach our goal of getting 45 members on board to mark Earth Day on April 22.

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

December 6, 2021

If you only read one thing this year, make it this!

We’re looking back at the biggest items of 2021 and what it means for the year ahead.

Pandemic work life, skills, and the Great Resignation

The labour market will never be the same after COVID, and so, how we conceive of training and skills must follow suit. In the midst of what some have called the Great Resignation, workers are revaluating their priorities, and for many that means a change in employment.

Inevitably, skills are on the agenda: future skills, essential skills, Skills for Success, green skills, intercultural skills – What does it mean to be highly skilled in a market in near constant flux?

We’re betting on microcredentials and hybrid learning models as the emerging go-to methods for flexible and accessible upskilling. Our new national framework and guiding principles on the subject will help educators develop microcredentials that meet high quality standards.

From members, we’ve seen a COVID-19 nasal swab microcredential at Red River College Polytechnic, mass timber construction at BCIT, a suite of microcredentials in clean energy and efficient buildings from Camosun College, municipal risk management at Conestoga College, and a joint microcredential in digital technologies from Cégep de Sainte-Foy and Cégep de Chicoutimi to name a few!
We launched the Supportive Care Assistant program: a new fully-subsidized micro-certificate developed to quickly address acute labour shortages in the long-term care sector. 14 CICan members are currently delivering the program across the country (and there is still time to become a delivery partner)!

Reconciliation and residential schools

As Canada’s colonial history and the legacy of residential schools makes headlines around the world, we need to ensure that truth and reconciliation efforts continue. The work to uncover all the Indigenous children lost to residential schools is just getting started.

As the national association representing colleges and institutes, we pledged to connect Indigenous communities with the resources available at their local institution: If you are a member of a First Nations, Métis, or Inuit community looking for technical expertise to search or map sites of former residential schools, contact us and we will connect you with your local institution.

Education remains vital to preserving and strengthening Indigenous communities now and in the future.

Formalize your commitment to Indigenous education: Over 65 member institutions have committed to making Indigenous education a priority, strengthening relationships with Indigenous communities, and supporting reconciliation through our Indigenous Education Protocol.
And don’t miss Perspectives LIVE: “Indigenous rights are human rights!” Episode 3 airs December 15. Are our collective efforts at reconciliation just lip service? And where do human rights, Indigenous rights, and our recovery efforts intersect?

Globalism, borders, and student mobility

Study and work abroad programs ensure students are culturally literate, resilient, adaptable, and ready to succeed in a global marketplace. But that becomes markedly more difficult when they can’t leave the country.

In March, we asked members to propose mobility-focused innovation projects and provided funding to 47 colleges and institutes to implement 69 projects!
Now, the long-anticipated Global Skills Opportunity is officially here. More than 16,000 Canadian students – especially those for whom international learning experiences have traditionally been less accessible – will acquire the global skills employers want and the Canadian economy needs.

Immigrants are another important talent pool for Canada. If Canadians can expect to welcome over 400,000 new permanent residents in 2022, we need an audacious plan to ensure that those coming to start a new life in Canada have the resources and support they need to realize their aspirations. Our latest paper offers recommendations.

Border closures and travel continue to impact international students arriving in Canada, and we continue to work with government to ensure that the needs of international students are being heard. See all our updates related to international students arriving in Canada, post-graduation work permits, and study permit processing online.

Climate, sustainability, and the race to net-zero

As devastating flooding and record amounts of rainfall continue on the west coast, we are seeing the very real effects of climate change. We need to get serious about reducing emissions, in a big way, now.

Canada needs leadership and colleges and institutes are stepping up. At more than 670 locations, we pledged to achieve net-zero emissions on campus by 2050!
It’s an ambitious goal, but not out of reach. In fact, many examples of net-zero and LEED-certified campus facilities, learning environments, and research centres already exist!
And, our new Impact-Climate initiative will raise awareness among colleges and institutes and enhance engagement to reduce their environmental footprint.

Watch: “Are we moving the needle on climate change?” Last month on Perspectives LIVE, we looked at the reality of climate change and the race to net-zero. Is it a race we can win?

Recovery, equity, and innovation

The latest OECD Economic Outlook report is optimistic that recovery from COVID-19 will continue despite concerns over the new variant, but warns that unequal access to vaccines could leave some countries behind. While we plan for recovery, we also need to ensure that structures are in place to reduce inequalities.

On economic recovery, we know that each year, more and more Canadian businesses and community organizations of all sizes (in all areas of the country) benefit from college and institute applied research to find real solutions to real problems.

The latest data from our annual survey on applied research points to growth in all directions: more projects, more partnerships, more solutions, more students, and more dollars. This will prove critical in the coming year!

We’re also serious about equity, diversity, and inclusion, not only as an ethical and moral responsibility, but also as necessary for sustainable recovery. You can expect more from our new ImpAct-EDI iniative in the coming year!

50 years young!

Last but not least, in 2022, we have a special year of surprises coming your way. We’re turning 50 and taking the opportunity to look back at some of the key highlights in our history and asking some old friends and experts to share their thoughts for the future!

For now, take some time to rest and reset – you’ve earned it – and we’ll see you in the new year!

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

August 31, 2021

Why do federal elections matter to post-secondary?

Parliament has been dissolved and Canadians will head to the polls on September 20. But what does it all mean? The federal government having familiarity with college and institute priorities is always important. The way we work with government isn’t just about speaking up for our members; it’s also about making sure that the government understands how colleges and institutes support their own priorities. And in the context of an election, voters have a real opportunity to be heard.

Every year, we issue recommendations that make the case, so that when it comes to budgeting, decisionmakers in Ottawa can get the most bang for their buck. Here’s how we see it.

On workforce and recovery, the world of work has changed, and our labour market needs faster and more flexible ways to learn new skills:

A national micro-credential framework for key sectors will support industry and serve the interests of Canada’s economic, social, and environmental leadership; and,
Money to develop a national collaboration platform for colleges and institutes to share online resources will boost our technical and trades training capacity in a cohesive and equitable way.
Expanded streams to permanent residency for international students will also open Canada up to an untapped talent pool.

On inclusive innovation, college and institute applied research means innovative solutions to tangible problems developed and delivered for Canadian businesses and non-profit organizations; the more the better:

Innovation is also a federal priority, and investment that enables more Canadians from diverse backgrounds to contribute to our innovation ecosystem will create even more solutions.

On reconciliation, colleges and institutes want to deliver on the Truth and Reconciliation Commission Calls to Action:

Federal dollars for Indigenous-language revitalization programs, OERs on Indigenous histories and the legacy of residential schools, and skills-based training in intercultural competency, conflict resolution, and human rights can help us get there.

On net-zero, inclusive, and digitally-accessible infrastructure, our needs as a country are vastly different from five, ten, or 15 years ago:

Dollars to make college and institute campuses more sustainable and accessible; to improve learning spaces for Indigenous students; and to upgrade digital infrastructure, simulation technologies, and cybersecurity systems will contribute to Canada’s infrastructure ambitions.

On green recovery, Canada’s ambitious net-zero goals could use a significant boost from a new network of 50 College Sustainability Centres leveraging existing college and institute assets like campus infrastructure, research centres, and community partnerships.

Around the world, we can also support developing countries in their net-zero transitions through skills training and applied research programs like Education for Employment!

There’s certainly a lot on the agenda for this election, as we enter a fourth wave of the pandemic and as wildfires continue to rage in many parts of the country, but our newest elected officials will be well advised to recognize what colleges and institutes can do for the country and their constituents over the next four years.

Election watch: Learn more about how Canada’s colleges and institutes contribute to building resilient communities, facilitating recovery and supporting innovation.

A word from Elections Canada:

Elections are important: Are you registered to vote in federal elections? This is a unique election, and your voting experience will be different: Learn about voting by mail.
For students: Confirm the address you consider “home,” whether at school or otherwise. (Note that Vote on Campus will NOT be offered for this election).
On employment: over 200,000 paid positions are available. Help support Canada’s democracy while getting paid to do it!

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

June 21, 2021

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 25^th 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?

The Gabriel Dumont Institute of Native Studies and Applied Research promotes the renewal and development of Métis culture through the design and delivery of Métis-specific educational programs, research, and services. The Dumont Technical Institute is a CICan member institution and the applied arm of the GDI family, specializing in adult basic education and technical training across Saskatchewan.
Kenjgewin Teg means “a place of knowledge” in Ojibwe and the institute includes Indigenous knowledge in all its educational programming and relationships with the community. Each learner works with staff to develop a unique learning plan and identify goals. Teaching includes obtaining sustenance from the land, using Indigenous games as teaching tools, and helping students broaden their cultural perspectives and ways of knowing.
The Saskatchewan Indian Institute of Technologies is made up of more than 90% Indigenous students and 70% Indigenous staff. The institute is responsive to the needs of learners and recently launched a curriculum renewal project to support innovation, ensure programs reflect current labour-market needs and position graduates for success. More than 55,000 SIIT alumni are creating change and prosperity in First Nation communities on a local and global scale!
Nicola Valley Institute of Technology is grounded in Indigenous culture, traditions, and knowledge; and inspires learners to strengthen their communities. NVIT’s unique Elder Council guides the institution, its staff and faculty, and supports the spiritual, mental, and emotional well-being of students through higher education.
Native Education College is deeply connected to Indigenous history, cultures, and communities. A variety of certificate and diploma programs in adult upgrading, business, fine art, health sciences, humanities and social sciences, and continuing education help Indigenous learners realize their potential in a supportive and cultural environment. Check out NEC Voices to hear firsthand what the college means to them!
First Nations Technical Institute delivers culturally-rich post-secondary programs rooted in Indigenous ways of knowing. With over 4,000 graduates, FNTI is growing and is currently planning a completely net-zero campus to continue serving the community and future generations! FNTI is also home to the Tontakaiê:rine (It has become right again) Tyendinaga Justice Circle, which offers an alternative for youth involved with the justice system.
Six Nations Polytechnic structures its programing around the principles of Ga’nigohi:yo:/Kanikoriio (respect and the good mind) and combines first-hand Indigenous knowledge with skills that lead to employment. The Six Nations Achievement Centre also provides free, culturally-sensitive literacy and essential skills training for adults looking to enter higher levels of education, gain employment, or advance their careers.

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.

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

April 26, 2021

Must read: Supporting NEET Indigenous and newcomer youth

Through virtual focus group sessions, key informant interviews, and an online survey, over 50 college and institute administrators and community stakeholders shared insights that will provide decision makers with the data needed to better support disenfranchised groups in Canada and to help build a more competitive workforce!

Our new environmental scan highlights college and institute programs, program components, tools, and resources designed to support Indigenous and newcomer youth not in employment, education or training (NEET) and identifies both facilitating factors and barriers to the uptake of these resources.

The scan marks an important beginning to our new Skills Compass program that will help young NEET Canadians develop the life skills and essential skills they need to go back to school and prepare for a career!

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

March 29, 2021

The world at the touch of your screen

In August 2019, Employment and Social Development Canada selected us, with Universities Canada, to develop an Outbound Student Mobility Program that would help Canadian students, especially those that don’t typically participate in international study opportunities, acquire in-demand global skills through opportunities to study or work abroad as part of Canada’s new International Education Strategy. No one could have predicted that eight months later, swift border closures and travel restrictions would bring the global skills trade to a grinding halt.

So, how can students develop global competencies and benefit from intercultural experiences when they can’t leave the country? That’s the question we asked Canada’s colleges and institutes.

While the launch of the full program was delayed, we asked our members to propose mobility-focused innovation projects to fund through the pilot’s Innovation Fund! In total, we provided funding to 47 colleges and institutes to implement 69 projects, including piloting virtual mobility, testing new wrap-around support services, developing risk management policies, enhancing recruitment strategies, and developing new institutional partnerships! Here’s a snapshot of what we saw:

At Saskatchewan Indian Institute of Technologies up to 20 Indigenous and low-income students will participate in a three-week virtual summer exchange with the IÉSEG International Summer Academy. The project will ultimately increase Indigenous student awareness and preparedness for international work and study opportunities!
At Portage College research is being conducted to better identify barriers to international education and to increase awareness of and access to outbound opportunities for students from rural, northern, and remote communities.
At BCIT, the Indigenous mobility initiatives team is consulting with Indigenous leaders, students, and stakeholders to better design mobility programs that align with Indigenous perspectives, aspirations, cultural and traditional values, as well as the needs of Indigenous communities.
Collège Montmorency and Cégep Marie-Victorin are working on a unique inverse mobility project designed for students returning from international experiences. The 3-part video modules focus on concerns such as reverse culture shock, intercultural skills, and employability and networking skills.
Earlier this year, Vanier College launched a project with the Tianjin Vocational Institute in China in which students formed groups online to identify and solve community-based issues with low-cost 3D printing solutions.
A joint project between Humber College and Nova Scotia Community College will produce Canada’s first baseline study of college and institute risk management strategies for international mobility. The results of the study will be compiled to develop a Risk Management Toolkit for post-secondary institutions.
Students in ocean technology at Marine Institute of Memorial University are gaining important cross-cultural training in climate-change resilience and sustainable ocean management through close, virtual collaboration with their counterparts in mechanical, electrical, and computer engineering at Barbados Community College.
The Global Mobility Peer Support project, run jointly by College of New Caledonia, North Island College, and Aurora College, is providing a platform for students who have not yet experienced a study abroad program to engage with study abroad alumni with the goal of facilitating peer support and addressing perceived barriers to study aboard experiences.

Mobility remains a vital element of getting Canadian students ready to join the workforce with global competencies. The Outbound Student Mobility Pilot program will help thousands of young Canadians, especially those for whom international experiences are less accessible, develop valuable intercultural competencies and access enriching employment opportunities. Already, thousands of learners will benefit from these innovative projects!

As we wait for international travel to resume safely, we hope to launch the next phase of this project with a mix of in-person and virtual opportunities. Colleges and institutes have always been nimble and adaptive to changing global circumstances and this challenge is no different. Watch the recording of last week’s information session and stay tuned this spring for more on what comes next!

Home / Archive by category "Accelerating Reconciliation" ( / Page 2)

October 5, 2020

Making and celebrating her story

Since 1992, Canadians have officially marked Women’s History Month in October, celebrating the achievements and contributions of women and girls across the country and throughout our history as business leaders, politicians, researchers, artists, and activists. The month is highlighted by two events in particular: International Day of the Girl Child on October 11, a United Nations international observance dedicated to empowering girls to become female leaders and change-makers; and Persons Day on October 18, marking the day in 1929 that five trail-blazing women fought for and won the right to be appointed to public office and participate equally in all aspects of life in Canada.

While these three events call for celebration, it’s also a time to reflect on what still needs to be addressed to empower more women to achieve their full potential. The COVID-19 pandemic has prompted what some are calling a she-cession and similarly the latest data from Statistics Canada shows that female employees still earn $0.87 for every dollar earned by men. We also know that women and girls are more likely to experience gender-based violence, and many Indigenous women and girls are missing and murdered.

Empowering women is essential to continued economic and social growth, especially in the context of a pandemic. In the recent Speech from the Throne, the Liberal government promised to create an Action Plan for Women in the Economy. Colleges and institutes will be vital to the development of this plan, and many already lead initiatives to further the economic well-being of women:

George Brown College’s Women Transitioning to Trades and Employment program is an innovative, integrated, and supportive program for women and gender non-binary, trans, and two-spirit people who are looking for stable employment and interested in trades and construction related fields. The program is designed to increase the number of people from under-represented groups entering and being successful in the trades!
NorQuest College’s 1000 Women: A Million Possibilities campaign has raised over $3.3 million to support removing financial obstacles for female students and enabling them to pursue education and achieve their goals.
At Nova Scotia Community College, the Ocean Awaits Award for Women and Indigenous People, recognizes the significant financial, social and cultural barriers faced by women and Indigenous people when pursuing post-secondary education and aims to offset tuition costs and encourage greater participation in marine training and careers.
Cégep de l’Abitibi-Témiscamingue has been working in partnership over the past three years to adapt its First Nations Police Technologies program (Techniques policières des Premières Nations) to recommendations from the National Inquiry of Missing and Murdered Indigenous Women and Girls.
Okanagan College’s Gateway to the Building Trades for Women is an all-female, 12-week exploratory program introducing women to trades such as carpentry, automotive, plumbing, and electrical through active participation and exploration.
At Aurora College’s Yellowknife North Slave Research Centre, researchers are collaborating on the Welcoming the ‘Sacred Spirit’ projectconnecting Indigenous and western ways of knowing to optimize maternal health delivery. Other areas of focus include femicide, domestic abuse, and women’s health in rural and remote communities.
Many colleges and institutes are also involved in our Education for Employment programs abroad, one of the important ways we are working to advance women’s equality. All of these programs aim to help vulnerable populations achieve parity, particularly women, and contribute globally to Sustainable Development Goals 5, 4, and 8: gender equality, quality education, and decent work and economic growth.

A sustainable recovery plan for Canada needs to do more to empower the women, transgender, and gender non-binary individuals in our lives. Through support systems, targeted training opportunities, and female-oriented research projects like these, we can do more to unleash the achievements held back through implicit bias and systemic gender inequality.