Educational Resources

Source: Statistique Canada

Summary: Enquêtes et programmes statistiques

Source: Women Entrepreneurship Knowledge Hub

Focus: System administrators

Summary: This analysis considers the current resources that are available to support Indigenous women entrepreneurs across the country, highlighting initiatives that are already trailblazers in this space.

Our analysis reviewed 136 unique programs and/or organizations from the Women Entrepreneurship Knowledge Hub’s (WEKH) ecosystem mapping that provide resources to Indigenous entrepreneurs across Canada. We distinguish between six types of supports offered, which we categorize as training, funding (grants), funding (financing), mentorship, networking, and tools/resources.

Source: Marianne Ignace, Ph.D., FNESC and FNSA, British Columbia

Focus: K-12

Summary: This document was developed at the request of the First Nations Education Steering Committee (FNESC). Recognizing the diversity and wealth of First Nations languages and cultures in British Columbia (BC) and their critically endangered state, this paper is intended to assist First Nations language teachers, members of First Nations language communities, educational staff in First Nations and public schools, and policy makers as they consider First Nations language and culture frameworks at the K – 12 level, as informed by existing and emerging research and approaches. In addition, it is also meant to serve as a guide for designing language and culture K – 12 curriculum that will provide practical tools for First Nations language groups, curriculum developers and teachers. This document builds on a prior draft document developed for FNESC, “The Breath of Our Ancestors” (2012), parts of which are included in Appendix Four of this document.

Source: Ontario Government

Focus: Secondary students and teachers

Summary: Find out about Indigenous Institutes, colleges, and universities, and money to study in Ontario.

Source: Ivus, M., Quan, T., Snider, N., Uncharted Waters: A World-class Canadian E-learning Paradigm, Information and Communications Technology Council, October 2021.

Summary: Distance learning has a long history in Canada, and online learning capabilities have greatly accelerated its adoption in recent years. The opportunities and challenges provided by distance learning have become highly relevant as the COVID-19 pandemic forced a transition from traditional in-class learning to distance learning for both students and educators who may have been unfamiliar with these systems. This education technology report builds on previous ICTC research to examine distance learning in Canada. It makes use of primary research, based on interviews with 20 education subject matter experts from across Canada, a survey of 1063 Canadian students and parents, and secondary research to explore distance learning in Canada and abroad. In addition to identifying opportunities and challenges for distance learning, it also provides a planning framework for future adoption of distance learning in the education system.

Source: Simon Fraser University (SFU)

Summary: The report takes up a central plank of the work of the SFU-Aboriginal Reconciliation Council (SFU-ARC) Walk This Path With Us report, specifically Call to Action 15, and builds a road map for implementation.

The report is a comprehensive review and set of recommendations for pathways for Indigenous students to and through Simon Fraser University. More specifically the report asks:

1.    What are Canadian higher education institutions doing to address issues of access and inclusion for Indigenous students? How does SFU compare with respect to the programs and services it offers to support the admission, access, and retention of Indigenous students?

2.    What are the identified educational visions and needs of local Indigenous communities and organizations?

3.    How can SFU work with local Indigenous people to support their educational visions and needs?

The report provides a thorough literature review, a national landscape on Indigenous access, transition and retention across Canadian universities, and perhaps most importantly, the voices of more than 200 knowledge holders who shared their thoughts through interviews or sharing circles.

Source: The Conversation, Canada

Summary: Murray Sinclair, who was chair of Canada’s Indian Residential Schools Truth and Reconciliation Commission, has made clear the importance of “forging and maintaining of respectful relationships” in the process of truth and reconciliation.

At the department of urban and inner-city studies at the University of Winnipeg, we aim to create a safe and supportive space for Indigenous and other structurally disadvantaged learners who would otherwise not attend university. We also aim to build trusting relationships between Indigenous and non-Indigenous people. These aims are central to our decolonizing approach.

Although remote learning has been necessary during COVID-19, it has disrupted our ability to engage students in the kind of meaningful, often uncomfortable, dialogue that is critical to moving from truth toward reconciliation and action. Our research is ongoing, but initial surveys sent to students confirm that the majority of students want be back in class at our unique location.

Source: The University of British Columbia

Focus: Teachers and researchers

Summary: “Indigenous peoples have drawn on specific pedagogies to transmit Indigenous knowledges. While Indigenous pedagogies differ across Nations and locations, a number of similarities exist… These timeless pedagogies engage learning processes and practices that can be used in the classroom.”
(From Teaching for Indigenous Education).

While we endeavour to incorporate an extensive and current collection of resources related to Indigenous Education in this research guide, it is important to remember that this is still a small field of study, and that it might be hard to find the exact resource you need. In these situations we recommend researching around the area or age range of resources available, finding ways to alter them to meet your educational needs and, if possible, making the resources you create public so that future educators can build on them in turn.

Source: Future Skills Centre

Summary: For many Indigenous communities in northern Manitoba, the mining industry is a major source of employment. However, these jobs are vulnerable to mine life cycles, market demand for commodities, and automation. Mining is steadily becoming a skilled occupation, so worker education and training must keep up with the skills required to do modern mining jobs.

Providing adequate educational and training opportunities for learners in remote and Indigenous communities faces a unique set of challenges, including geography, culture, and Internet access. Organizations that form part of the regional skills development ecosystem in northern Manitoba, including postsecondary institutions, governments, industry bodies, and learners, must all rise to the challenge of meeting current job needs while keeping an eye on the skills and training workers will need in the future.

Source: Future Skills Centre

Summary: Indigenous businesses are growing and, importantly, creating employment for others. Further, self-employment and entrepreneurship is increasing. If there is an opportunity for the next generation, and for current adult workers, to leapfrog into the future of Canadian work, it may very well be through Indigenous-led business.

1.      350,000 Indigenous youth will come of age by 2026, and now is the time for policymakers to address underemployment of skilled Indigenous workers and the lack of baseline essential skills amongst Indigenous youth and adults. If this cohort gets the support they need to build essential skills through access to quality, targeted, and culturally appropriate education, skills and training, they would boost the country’s economy by $27.7 billion annually.

2.      One study suggests that even at higher numeracy and literacy skill levels, First Nations People still have a significantly lower probability of employment (75 percent) than Métis (87 percent) or non-Indigenous (90 percent). Notably, even lower-skilled non-Indigenous people have a higher probability of employment than First Nations People (87 percent). Workplace bullying and discrimination causes some Indigenous Peoples to leave employment.