May 6, 2026

The Government of Ontario has announced a $4.4M investment to support aviation training at First Nations Technical Institute. The institute’s previous training centre was destroyed by a fire in 2022. The funding will be used to expand aviation training and rebuild FNTI’s aviation training centre, which will include a hangar complex with classrooms, briefing areas, and flight simulators. “This continues to be a place of learning,” said Tyendinaga Mohawk Territory Chief R Donald Maracle, who emphasized the importance of investing in the Indigenous people of the land. In an interview with the Belleville Intelligencer, FNTI President Suzanne Katsi’tsiarihshion Brant also commented on ON’s recently announced funding model for Indigenous institutes, sharing that FNTI is hoping to increase enrolment to 1,000 students in the next five years. She explained that FNTI’s programs are currently oversubscribed and that the institute has needed more funding to be able to grow.

CBC reports that plans are underway to form a new governing body to oversee Sākewew High School in North Battleford. Over 90% of the high school’s 250 students are estimated to be First Nations or Métis, and the school has reportedly helped several students who have encountered challenges or issues with other high schools. “I feel respected. I feel engaged. I feel involved in everything,” said Sākewew student Tommy Gamble. “I hope the school stays running and we have more activities.” The school has been managed through a partnership that involved the Living Sky School Division and the Light of Christ Catholic Schools, but the school divisions recently announced that they would be withdrawing from the agreement as of June 2027. Battlefords First Nations Joint Board of Education CEO Randy Fox explained that work is underway to create a new board that would oversee the school. The organization has requested a meeting with the Government of Saskatchewan Ministry of Education to discuss funding.

The University of the Fraser Valley has signed a Memorandum of Collaboration with six local school districts—Chilliwack, Abbotsford, Langley, Maple Ridge–Pitt Meadows, Mission, and Fraser-Cascade (Hope to Boston Bar)—supporting students’ journeys from kindergarten to postsecondary. In a booklet explaining the framework, UFV explains that the rate of students transitioning from K–12 to PSE has been gradually decreasing in British Columbia and is notably lower for learner groups such as Indigenous learners. As part of this partnership, UFV will support Indigenous learning through culturally-grounded and land-based learning opportunities, which will have a focus on Indigenous engagement, reconciliation, and language revitalization. The partners also plan to expand dual-credit programming and work-integrated learning opportunities with local employers. “This commitment is about recognizing and celebrating the unique gifts each student brings and finding ways to nurture, support, and celebrate those gifts throughout their educational journey,” explained UFV President Dr James Mandigo.

Cote First Nation in Saskatchewan recently opened a dedicated baby room to help parents return to and complete their education or pursue work. CTV News explains that many young student-parents face barriers to completing their education. “I was approached by some of the instructors, like the teachers here, and they asked me how we could get their students back to school,” said May Cadotte, who works as the school’s nurse. “Our best plan would be just to have [young parents] bring their baby with them [because] it creates a bonding.” The baby and parent room offers a place where students can use laptops for homework or get help from educators. It also features a supply of nursing goods, such as diapers and formula, and moss bags to place the baby in while the parent works on their homework. Cadotte stated that since the room opened, there have been student parents working in the room most days.

Colleges and Institutes Canada, the Lawson Foundation, and Waltons Trust have launched a new pan-Canadian initiative focused on strengthening early childhood education (ECE). The initiative, supported by $5M from the Lawson Foundation and Waltons Trust, is focused on better preparing the next generation of ECE professionals by integrating outdoor, land-based, and Indigenous-informed approaches into ECE programs. This will ensure that ECE professionals can deliver more holistic, inclusive, and responsive learning experiences, while also strengthening the connections between children, families, and communities. A total of 29 postsecondary institutions will be involved in the project through communities of practice, funded projects, and targeted supports, and CICan notes that the initiative will mobilize postsecondary institutions’ connections with communities, including Indigenous communities. The project is also expected to support the development of open educational resources.

A new report from the Canadian Centre for Policy Alternatives (CCPA) highlights the barriers facing Indigenous and racialized students in Manitoba. The report summarizes the results of a study that followed 27 alumni of a Community Education Development Association Pathways to Education program as they navigated applying to and entering postsecondary education. The report identified four key barriers faced by participants: financial hardship, intergenerational trauma, difficulty navigating the postsecondary system, and institutional racism. To remove these barriers, the report suggested introducing or improving several measures, including financial and housing supports, educational support beyond high school, mental health services, and the decolonization of postsecondary education. “Some participants in the study did talk about finding safe spaces on campuses, Indigenous student groups or BIPOC student groups that provided a buffer to the rest of the postsecondary environment,” said report co-author Janet Nowatzki. “I think it’s slowly starting to happen. It just has a long way to go.”

The University of Calgary recently shared that it was gifted several significant ceremonial pieces from Elders Reg and Rose Crowshoe. The gifts included a tripod, pipe, cutting board, and hanging parfleche bag, which were accepted by UCalgary Vice-Provost (Indigenous Engagement) Dr Michael Hart and UCalgary Office of Indigenous Engagement Operations Manager Carol Gelette on behalf of the institution. These gifted items will allow the university to conduct ceremonies and celebrations without having to borrow items from Elders. “Ceremony on campus is an extremely important part of walking in parallel paths,” said Reg Crowshoe. “When we meet in ceremony, we become relatives. The new ceremonial elements will help UCalgary continue its journey.”

In a recent interview with CBC, Cree student-athlete Caleb Gunner shared the importance of ensuring that there are Indigenous spaces in city schools. Gunner shared his experience with culture shock after travelling from Mistissini in northern Québec to D’Arcy McGee High School in Gatineau, QC, where he was often the only Cree student in his classes. He explained that factors like the larger class sizes, the focus on an independent learning style, and the social belonging gap made the transition even more challenging. In light of this, he underscored the importance of the high school’s Goose Lodge, a dedicated classroom for Indigenous students, which he said is a place “where we feel at home. We can be openly, excited, have open minds, conversations, talk in Cree, and feel more like a community.” Goose Lodge teacher Chelsy Graham said that the space is a stepping stone for Indigenous students and that she hopes the school board creates more spaces in the future, such as Cree language classes.

Kenjgewin Teg has announced its official designation as a Living Classroom delivery site through the Schlegel-UW Research Institute for Aging (RIA), as well as funding to expand the PSW program that it offers in partnership with Canadore College, Wikwemikong Nursing Home, and St Joseph’s Lodge. RIA Senior Director of Programs Alison Kernoghan explained that the flexible Living Classroom model ensures that students are trained in the unique spirit and cultural context of the community. Kenjgewin Teg President Dr Beverley Roy further noted that the model embeds learning in the local care environments, which in turn “supports workforce retention while ensuring residents receive care from within their own communities.”

Two schools in British Columbia have unveiled new art pieces and sculptures by Indigenous artists on their respective campuses. Shxwelis te Ts’qó:ls (Spirit of Hope Secondary School) now features a new mural that will act as a “teaching wall” that was painted by artist Josh Conrad of Chowéthel (Chawathil First Nation). The Chilliwack Progress reports that the mural draws on the designs of traditional artwork and Salish weaving patterns while featuring local animals found in the community and Stámiya (Hope Mountain). Selkirk College has unveiled a sculpture by Slocan Valley Blackfoot artist Chad Thompson and Russian carver Dmitrii Klimenko that is named “Coyote Bringing Us Salmon.” The carving will be permanently placed on a metal support base by Sinixt metal fabricator and artist Louis Boyd and housed in the college’s Castlegar campus gathering area, The Pit.