Good morning.

I am happy to be with you today.

I would like to begin by acknowledging that we are in the traditional territory of the Algonquin Nation, and I'm honoured to greet and thank them.

Good morning to all of you. Thank you, Mr. Chair.

I hope that you will find our comments useful and that they will contribute to your study on opportunities for aboriginal persons in the workforce. As you know, we need to find ways to improve the socio-economic situation of first nations, Métis and Inuit people.

The Association of Canadian Community Colleges, which I represent, is the national and international voice of Canada's publicly funded colleges, institutes and polytechnics working with industry and social sectors to train 1.5 million learners of all ages and backgrounds at campuses serving over 3,000 urban, rural and remote communities from coast to coast to coast. Our 132 members are committed to supporting indigenous learners and communities.

We have provided folders to each of you with ACCC's most recent publication on how colleges serve aboriginal learners, as well as a process model of the holistic approach our members and partners have identified as essential to providing effective support.

Today I would like to begin with a brief overview of that holistic approach. There are four key elements of that approach.

First is proactive recruitment starting with K to 12, because of course ensuring the success of indigenous students in K to 12 is crucial to future achievement at the post-secondary level.

Second is open and supportive admission policies and culturally appropriate assessment services.

Third is a broad range of education and training programs, such as adult upgrading, essential skills, post-secondary programs, aboriginal-specific diploma and degree programs in high-demand fields of importance for aboriginal communities, and community-based and partner organizations. For example, Nicola Valley Institute of Technology in British Columbia, the Northern Alberta Institute of Technology in Alberta and the Cambrian College in Ontario, all have mobile trades training trailers that provide hands-on training in aboriginal communities based on the needs identified by community leaders and industry partners.

Fourth is wraparound support services, such as tutoring, day care, aboriginal gathering places, financial assistance, etc. Of course, support from elders is also important as they help ensure that first nations, Métis, and Inuit cultures are reflected across the institution.

Through the leadership of an indigenous education committee led by one of our presidents, Ken Tourand, who is president of Nicola Valley Institute of Technology, we are now developing an indigenous education protocol that our members will sign to affirm their commitment to supporting indigenous learners and communities.

I would like to address the federal government support programs, starting with the aboriginal skills, employment, and training strategy, known as ASETS, and the skills and partnership fund, SPF. Some colleges and institutes are training providers for ASETS organizations and are involved in partnerships funded by the SPF. The ASETS and SPF are important and successful programs that enable aboriginal organizations to meet local training needs tied to employment opportunities. These programs are needed to provide targeted upgrading, essential skills development, and pre-employment skills training.

To improve efficiency, we recommend the following.

First, in rural and remote areas and jurisdictions where there are numerous ASETS organizations and a large territory to serve, it can be challenging for colleges to meet training needs and at the same time capitalize on volume efficiencies. If training activities were allowed on a regional level, ASETS organizations could pool their students and render the program even more cost-effective.

Second, interventions are sometimes too short and are geared to direct employment. Many aboriginal learners require upgrading because they have low literacy levels, did not graduate from high school, or have been out of school for a long time. If funding were approved for longer periods and criteria were more flexible, ASETS could more effectively address the upgrading and essential skills development needs.

I would now like to speak to the importance of adult upgrading.

We believe that the federal government must focus primarily on improving the K to 12 education system for first nations and Inuit people, implement funding mechanisms that are on par with provincial and territorial education systems, and in time, improve outcomes.

I want to acknowledge the funding that was provided recently with respect to K to 12. This was a welcome addition to support first nations, Métis and Inuit.

However, we must recognize that a significant proportion of the aboriginal population has not completed high school and will be challenged to improve their employment prospects without post-secondary education.

According to the 2012 aboriginal peoples survey, 28% of first nations people living off reserve, 58% of Inuit, and 23% of Métis age 18 to 44 were not attending high school and had not met the requirements for a high school diploma. By comparison, from the 2011 national household survey, the figure for the non-aboriginal population was 11%.

More must be done to address this gap. Colleges and institutes are the main providers of high school equivalency programs and adult upgrading for indigenous learners across Canada.

The northern adult basic education program, known as NABE, is a successful model to serve the adult upgrading needs in northern and remote areas. Through the Canadian Northern Economic Development Agency, $27 million over five years is being invested to improve adult basic education capacity at Aurora College, Nunavut Arctic College, and Yukon College.

The goal is to increase the number of working-age adults with basic workplace and essential skills needed for the labour market or to benefit from occupational training.

In December 2013, Canada's territorial colleges reported that this funding is making a difference. The 85% to 90% of learners participating in upgrading programs supported by the NABE program are aboriginal. The colleges report that they have: first, developed enhanced and culturally appropriate prior learning assessment and recognition services; second, increased the number of instructors to deliver the programs; third, integrated support services for learners, in particular from elders; and fourth, developed and piloted literacy and workplace essential skills short courses that are culturally appropriate and in line with employment opportunities of industry.

Transcript

Discussions (0)