November 5, 2025

Several announcements were made at the recent National Indigenous Education Symposium in Calgary, which was cohosted by Colleges and Institutes Canada and the Indigenous Institutes of Canada (IIC). First, a new partnership between CICan, Nicola Valley Institute of Technology, Saskatchewan Indian Institute of Technologies, and Six Nations Polytechnic received $16M from the BHP Foundation. The funds will be used to bolster Indigenous-led entrepreneurship and business education across Canada. CICan and IIC also issued a joint statement at the event stating that they are committed to working together on fronts including learner mobility, reskilling pathways, and exploring opportunities around credit recognition and the removal of provincial barriers.

Inuit Tapiriit Kanatami has shortlisted eight communities that bid to host Inuit Nunangat University’s main campus. These communities are Arviat, Cambridge Bay, Inuvik, Iqaluit, Kuujjuaq, Nain, Puvirnituq, and Rankin Inlet. Arviat pointed to its strong use of Inuktitut, existing infrastructure, and modular home factory in support of its bid; while Cambridge Bay told Nunatsiaq News that it has connections by air to major Canadian cities and has proven its ability to handle development projects with the Canadian High Arctic Research Station. Iqaluit councillors asserted that as Nunavut’s capital, Iqaluit would be the “natural home” for the university and cited the city’s infrastructure. Each of the communities will next prepare and submit a full proposal for the main campus.

Statistics Canada recently released a study on the experiences and outcomes of Métis youth aged 19 to 30 in secondary and postsecondary learning. The study found that Métis youth with membership in a Métis organization that is a signatory of the Canada-Métis Nation Accord, which often provide students with access to key academic and financial supports, had higher rates of high school completion and postsecondary education participation than non-members. In 2021, 88% of Métis youth had obtained a high school diploma or equivalent, which is slightly less than that of non-Indigenous youth (93%). The percentage of high school completion among Métis has increased since 2016. On the front of postsecondary education, between 61% and 73% of Métis youth with membership in an organization were attending or had completed postsecondary education in 2021. StatCan noted that Métis were more likely than non-Indigenous youth to live in remote regions, which meant they were more likely to face challenges to completing education.

The University of Victoria has officially launched its new Indigenous Citizenship Declaration (ICD) Policy, which introduces a formal process for ensuring the eligibility of applicants to Indigenous-specific opportunities. This policy was developed through a consultative process and drew on the University of Saskatchewan’s policy. UVic Acting President Qwul’sih’yah’maht, Robina Thomas said USask was “so generous with everything that they had done — they shared any information that we wanted about how they created their policy.” Under the new policy, those seeking Indigenous-specific opportunities will be expected to declare their affiliation with an Indigenous Nation and provide supporting information. Thomas noted that not all declarations will be straightforward and referenced a policy navigator who will help applicants who need assistance or face barriers. “We have made a commitment that we will walk with folks that are trying to navigate this policy until we can’t walk with them any longer,” she said. “We’re not just saying: ‘If you don’t have this, you’re out.’”

Kativik Ilisarniliriniq has released a comprehensive report summarizing the consultations it held across 14 Nunavik communities about the creation of a Nunavik Institute. The consultations involved surveys, a two-day workshop in Montréal, and a FM radio call-in consultation. “This report confirms what we have known for decades: Nunavimmiut are ready to lead their own educational future,” said Kativik Ilisarniliriniq President Sarah Aloupa. For next steps, Kativik Ilisarniliriniq is working with Makivvik to develop a legal and institutional framework that reflects the findings of the public consultations, as well as collaborating with the Government of Québec to explore program development.

The College of New Caledonia and Lheidli T’enneh First Nation have signed a memorandum of understanding named lhoh nus ts’et’oh Tuition Initiative, which means “We are Paddling Forward Together.” The two parties have committed to deepening their relationship and collaboratively supporting Lheidli T’enneh members’ access to postsecondary education with wraparound services and tuition support. “Education has always been, and will always be, a key part of our vision for the future of the Nation,” said Lheidli T’enneh Chief Dolleen Logan. “With CNC, we are paddling together – side by side – to create real opportunities for our members and to ensure that Lheidli T’enneh knowledge and culture are visible, valued, and celebrated within the community.” Elders, community members, and representatives from the college gathered to witness and celebrate the signing of the MOU.

The Okanese First Nation and First Nations University of Canada have each celebrated the grand openings of new and renewed facilities. Okanese officially opened its Okanese Aboriginal Head Start On-Reserve Building, which replaces a centre built in 1976. The new facility offers a nurturing environment where children will play, reflect, and learn. It emphasizes land-based learning and cultural connection. First Nations University of Canada celebrated its renewed nēwoskan Traditional Campus, which is located near St Louis, SK. The campus now offers spaces such as overnight learner cabins and a permanent sweat lodge, and will serve as a special space for ceremony, knowledge sharing, and land-based education. “These upgrades ensure the nēwoskan Traditional Campus continues to be a space of learning, ceremony, and healing — a place where the land teaches, stories live, and knowledge is carried forward for generations yet to come,” said FNU President Dr Jacqueline Ottmann.

Across British Columbia, school boards have been amending their district calendars to include a non-instructional day focused on Indigenous student achievement and Indigenous worldviews in learning environments. The changes stem from the Government of British Columbia’s changes to the School Calendar Regulation in July. Comox Valley Schools (SD71) shared that it will be using a non-instructional day in May 2026 to provide staff with professional learning opportunities, while students remain at home. Quesnel’s school district (SD28) will be holding a non-instructional day on November 28th with sessions for teachers and learners alike that are held by Indigenous educators and experts. Prince George’s school district (SD57) also held a non-instructional event on this topic in September.

Portage Online shared the story of Garrett Tacan, a Language and Culture Teacher with Dakota Tipi School, and his work teaching the Dakota language to youth of all ages. “I find that younger kids, like the early years, they pick it up easier [than middle and high school students], they retain it a lot longer,” explained Tacan. He explained that language and culture are interwoven concepts that must be taught together and shared how exposure to cultural events like ceremonies and powwows bring with them lessons in the language. Pointing to MB’s recent investment in Indigenous language degrees, Tacan asserted that these types of programs will reinforce the work he is doing in the K-12 system. “To all the young natives, be proud of who you are, be proud of your culture,” concluded Tacan. “It doesn’t matter where you come from or who you are, just to be proud of the person that you are, be proud of your heritage.”

Simon Fraser University recently announced the recipients of the 2025 Cmolik–SFU Grant Program and several schools will be using the funds for projects that involve Indigenous culture and/or education. Hawthorne Elementary in SD37 will create a video-based curriculum for K–12 classrooms that blends biology, culture, and reconciliation lessons. Cedar Hill Middle School students (SD61) will be guided by Indigenous Education leaders as they use film, audio, and photography to document Indigenous land-based learning. Penfield Elementary students (SD72) will co-create a collaborative mural and bilingual picture books in English and a local Indigenous language. “The Cmolik–SFU Grant Program has the potential to strengthen the educational experiences and learning outcomes for generations of students, and we are excited to see such an enthusiastic response from education communities across BC,” said SFU Education Dean Dan Laitsch.