March 26, 2025

The Government of Canada, the Government of Nunavut, and Nunavut Tunngavik Incorporated have signed a $1.5B, 10-year contract under the Nunavut Agreement that will strengthen the territory’s Arctic sovereignty and empower Inuit communities. The agreement covers a variety of priorities, including skills training and employment. Nunatsiaq Online reports that $600M has been allocated to Inuit employment and training-related initiatives such as pre-employment training to help build a representative Inuit federal workforce within Nunavut. Nunatsiaq Online said that the Nunavut Sivuniksavut—a college in Ottawa for Inuit students from Nunavut, which served as the location for the agreement signing—served as a fitting and symbolic backdrop for the announcement.

The Indigenous Institutes Consortium (IIC) has issued a statement urging the federal government to provide stable, long-term funding to Indigenous postsecondary institutions. The IIC—which represents seven Indigenous institutes in Ontario—has called for $96.6M in federal funding and $78M for urgent infrastructure renewals, student housing, and mental health support. “The unmet demand for culturally grounded education is stifling opportunities for over 3,300 learners annually,” said IIC Executive Director Marsha Josephs. Josephs further asserted that this investment “isn’t just a constitutional obligation, but an economic necessity,” as Indigenous institute graduates are a part of the solution to the labour gaps in the trades, health care, and education sectors.

Two postsecondary institutions have partnered with local First Nations to provide new learning opportunities to students. Red Deer Polytechnic and Sunchild First Nation have signed an agreement to offer Sunchild students skilled trades training while they build houses for Elders. Students will have the opportunity to learn about the carpentry, plumbing, and electrical trades as the construct the homes; afterwards, they will be able to apply to RDP’s Red Seal trades programs. The University of Northern British Columbia and Lheidli T’enneh First Nation (LTFN) have signed an agreement that will provide eligible LTFN students with a formalized tuition waiver from UNBC alongside financial support from the First Nation to cover costs such as living expenses and books. LTFN Chief Dolleen Logan, speaking on behalf of Lheidli T’enneh First Nation, said that the initiative will empower LTFN students and give them tools for success. “By deepening our collective responsibility to support the academic success of Indigenous students, we continue walking the long road to Reconciliation together,” said Logan.

The Government of Nunavut’s Department of Education has announced the launch of the territory’s new curriculum, which is grounded in Inuit Qaujimajatuqangit, reflecting Inuit language and culture. The curriculum will be implemented over time, with one year of new curriculum introduced each year until the full K-12 implementation is achieved in 2036. The upcoming school year will see the new curriculum implemented in Kindergarten and Grade 1 in every community, with teaching materials made available in Inuktut and English. “This is an important milestone in supporting the vision of our elementary education system,” said NV Minister of Education Pamela Hakongak Gross. “The content developed in the made-in-Nunavut curriculum will help ensure that what students learn in schools is reflective of and applicable to the lived experiences and realities of Nunavummiut and responsive to students, families and communities.”

The Government of Canada has announced an $11M investment into 15 clean and reliable energy projects in First Nations and Inuit communities across the country. Several of these projects include training and education components to ensure that members of the community have the skills necessary to support the development and ongoing work on these projects. The Deline Got’ine Government in the Northwest Territories has received $776K to embark on a community clean energy project that will include planning, training, and implementation. Nuxalk Nation in British Columbia and the Incorporated Hamlet of Gjoa Haven in Nunavut have each received $500K for solar energy projects that will include training and education. Dinjii Zhuh Solutions in the Northwest Territories has received $500K for a retrofit program that will see the organization lead an education program for homeowners on sustainable practices in home maintenance and resilience.

Several postsecondary institutions recently marked Indigenous-focused awareness weeks with special events and celebrations that involved their local Indigenous communities. Algoma University will be hosting an Indigenous Artisan Market and a 2Spirit Drag Storytime and Brunch event as part of 2Spirit Awareness Week in Sault Ste Marie and Bawating, Ontario. College of New Caledonia held an Aboriginal History Week, where participants could visit with Elders and knowledge holders to learn about crafts, traditional medicines, and other topics. Thompson Rivers University and the University of Lethbridge each celebrated Indigenous Awareness Week: TRU held events such as hand drumming and a Métis Social Night, while ULethbridge hosted events such as a mini-powwow, dance demonstration, and special Blackfoot Naming Transfer Ceremony for the university’s school of business. “What Indigenous Awareness Week does is bring people together and build relationships,” said ULethbridge Vice-Provost Iniskim Indigenous Relations Iikaisskini (Low Horn) Dr Leroy Little Bear. “The more we talk to each other, the better we know each other, the easier it is to work together.”

Several school boards are seeing a growing demand for Indigenous educators and supports, according to several sources. The Fraser-Cascade School District (SD78) shared that it has come up against several challenges with meeting the demand for Indigenous educators at its schools. These challenges include the rural location of SD78’s schools and the heavy competition for a small pool of qualified Halq’eméylem language teachers. The Indigenous Learning branch at Rocky View Schools in Alberta—which is dedicated to helping teachers and students in their truth and reconciliation learning journey—has also been kept busy, according to Airdrie City View. At a recent board meeting, Discover Airdrie reports that the division highlighted the many ways that it has helped staff and students with their requests for administrative, cultural, or curricular and resource-related support since its inception in 2022. Between Feb 2024 and 2025, the branch reportedly responded to over 200 requests for aid. The branch also noted that it has found it challenging to find learning specialists; RVS Director of Indigenous Learning Cindy Stefanato noted that the branch hopes to encourage school staff to be more self-directed and rely on resources that have been put together with community consultation.

In a recent article for The Manitoban, University of Manitoba Kinesiology Professor and land-based educator Brian Rice shared how he takes students on walks through parts of Winnipeg to teach them more about the land that they live on. “I have a PhD in traditional knowledges, and I’ve never really been able to apply some of that knowledge into outdoor settings or such, because we’re always confined to a classroom,” said Rice, “And I didn’t want to be a professor who was stuck talking about the Indian Act all the time. And so what I did for my dissertation is I walked about 700 miles through my own territory, knowing all the stories and everything else.” Rice shared that he often takes students to historically significant sites such as the Assiniboine residential school and an Indigenous burial ground. In his classes, students also have the opportunity to take part in physical activities related to Indigenous traditions such as traditional lacrosse—also known as tewaaraton—and Indigenous song and dance.

The Thames Valley District School Board has apologized to students and families for a quiz administered in December about Indigenous people and residential schools that included inaccurate and harmful content. A student at Lester B Pearson School for the Arts told the London Free Press that she was “disappointed and surprised” by the content of the quiz and does not feel safe returning to her classroom. TVDSB officials stated the quiz was not a resource that was approved by the board and that it is conducting “a thorough investigation.” “When I first raised concerns in December, (the board) acknowledged this was a problem – but since then, their actions have been completely inadequate,” said Clint Couchie, the student’s parent and a member of the Nipissing First Nation. “Despite repeated requests, the board has failed to restore a safe learning environment, take accountability, or address the harm caused.”

Lethbridge Polytechnic and Université Laval have announced new programs that touch on or include Indigenous culture in their curriculum and pedagogy. Leth Polytech’s new certificate program—General Arts and Science – A’paitsitapisksinimaattsaa (Weasel People Education)—covers Blackfoot identity and relationships through land-based learning. It is open to both domestic and international students who are interested in the Blackfoot culture, heritage, and people. ULaval will be introducing a nine-credit microprogram in archaeology for First Nations students, which will include a three-week experience in an Innu community, lab training, and internships.