Resource Report Topic: Education

“As Indigenous researchers with strong connections to their communities, II faculty understand the needs and priorities of Indigenous peoples, and can develop research projects to deliver direct benefits to their communities. As the connection point between the Traditional Knowledge Keepers and prospective knowledge users, IIs are perfectly placed to engage in research and knowledge mobilization while respecting and protecting the roots and cultural importance of that very knowledge.”

The Indigenous Institutes Consortium and its members have always prioritized course development that responds to the needs of community members so that they can gain the skills and credentials required to secure employment. An alternative form of skills development, microcredentials are becoming increasingly important in Ontario’s shifting employment landscape because they are vital to the economic recovery of the Province and country. They demonstrate that individuals have acquired specific skillsets that are required in the workplace and that there are individuals who require quick upskilling to be competitive in the evolving workforce. Recently both Indigenous Institutes and the Ontario government have realized the need to invest in microcredentials to improve the employability of residents, and particularly Indigenous learners. With increased funding through eCampusOntario for virtual learning and microcredentials, Six Nations Polytechnic conducted research on how this new type of learning could be developed and applied at Indigenous Institutes.

In this report, Six Nations Polytechnic provides an overview of the current microcredential landscape in Ontario, explores how it needs to evolve so that Indigenous Institutes can actively take part and assesses how virtual learning impacts the delivery and educational experience of this new certification. Following its analysis of the landscape, the report sets out nine recommendations to help Indigenous Institutes and their funders support and administer microcredentialling programs.

Following this research, Six Nations Polytechnic and several other Indigenous Institutes went on to successfully earn funding from eCampusOntario to further develop microcredential, virtual learning and hyflex learning opportunities.

For more information on this report please contact info@ingagedc8.sg-host.com

The Partnership Guidelines identify how potential partners can work with Indigenous Institutes. The guidelines focus on honesty, integrity, and mutual benefits, all of which are key to a successful partnership. We know and understand that partnerships have the ability to build and enhance resources and capacity for learners and further lead to the advancement of Indigenous self-determination.

Our Guidelines identify:

• the core principles and characteristics that guide good partnerships;
• policy recommendations;
• templates to help develop beneficial partnerships; and
• a discussion guide to facilitate partnership negotiations.

Our Partnership Principles

We heard strong consensus from Indigenous Institutes on the principles and characteristics that guide good partnerships. Those principals and characteristics can be broadly summarized as:

	Self-determination of Indigenous Peoples over post-secondary education
	Equality with our partners on needs and interests
	Mutual benefit for all parties
	Transparency in how we work together
	Capital allocations that respect and maximize the use of our resources
	Respect for the uniqueness of Indigenous cultures and the needs of Indigenous learners
	Proactive management to foster a healthy relationship and manage issues together

Primary Partnership Drivers for Indigenous Institutes

Existing partnerships with Indigenous Institutes are largely driven by four elements: accreditation, funding, self-determination, and graduate success. Partnerships are intended to result in benefits for Indigenous Institutes and their partners. The chart below provides a snapshot of the types of benefits that partners can generally expect when working with us.

In our Partnership Guidelines, we further explore the dynamics of partnerships, characteristics of negative partnerships, as well as identify six policy recommendations that our Members recognize as must-haves in developing more sustained, meaningful and impactful relationships with external partners.

After some 25 years of ongoing advocacy, the Indigenous Institutes received recognition through the 2017 Indigenous Institutes Act. This Act provides the legal structure for Indigenous Institutes to offer their own accredited post-secondary education. The IIC Secretariat works with its seven Member Institutes to advocate and collaborate on issues impacting post-secondary matters. The Indigenous education sector continues to build its viable and sustainable Third Pillar through its ongoing growth and capacity. The Member Institutes work collectively and collaboratively through the IIC.

Our new Strategic Plan identifies the IIC’s key goals, objectives, and outcomes over the next three years. The IIC’S shared vision, mission, and values are based on the Seven Grandfather teachings. The teachings keep us grounded in First Nations knowledge and align our work with the needs of our communities.

The Seven Grandfather Teachings provide a solid foundation for our core values:

We have identified four goals in our effort to enhance the capacity of Indigenous Institutes, including:

You will gain insight into the Indigenous post-secondary education sector and its focus, through our strategic plan. Our shared values make it clear what the path forward is for the next three years – making Indigenous Institutes the first choice for Indigenous learners.