The First Nations Education Council views the establishment of a First Nations post-secondary institution, as a critical component of improved educational opportunities and improved overall outcomes for First Nations students. The establishment of a post-secondary institution is to build on the developmental and implementation work which has been taking place in FNEC communities for over 25 years.

Although First Nations have primarily focused their educational development work on pre-school to high school, there has always been recognition that there was need for a post-secondary institution, which would build on community development and in many ways come to support it.

First Nations in Quebec recognized the importance of having a First Nations post-secondary institute over 30 years ago, when they established one of the earliest First Nations post-secondary institutions in Canada. This institution was called Manitou College and remained opened for approximately 5 years.

A tremendous opportunity was lost with the closing of Manitou College and the long-term positive impact which it could have had will never be fully known.

The abrupt closing of Manitou College in the mid-seventies had multiple effects for First Nations communities. The most evident was the fact that the development of human capacity was severely truncated, which in time has led to most First Nations communities not having the necessary capacity to evolve in the proactive and substantive manner that they could and should have over the past 30 years. There is no doubt that if an evolving Manitou College had remained opened, the number of individuals which would have completed a post-secondary education would have been significant and could have easily been in the thousands. A tremendous opportunity was lost with the closing of Manitou College and the long-term positive impact which it could have had will never be fully known.

The closing of Manitou College also meant that a central gathering place for First Nations to be able share, debate and research their realities within a safe and supportive environment was taken away, which led to fragmentation and the loss of a collective and creative voice. The ultimate result has been the unacceptably low number of First Nations students who have been able to access and/or complete a post-secondary education.

The issue is not to be nostalgic about Manitou College or to argue that a replication of Manitou College is the ultimate solution. The primary issue is that First Nations communities have a dire need for post-secondary trained individuals. Furthermore, First Nations individuals want to find ways to expand their knowledge and to contribute to their societies and to Canada at large. To be successful, these individuals must be able to access quality programs, which are anchored in First Nations culture, language and world view. Manitou College had all of these structural elements and more in the mid-seventies. A great opportunity for improved successful student outcomes was lost with the closing of Manitou College.

First Nations do not want to go down the path of what has not been working, but rather to take what has and does work and build their future educational orientations by using past building blocks to move forward in a substantive manner at a critical time for First Nations.

Why do the FNEC member communities wish to establish a First Nations post-secondary institution for First Nations learners?

The First Nations Education Council is very aware that there is full (and in some cases generous) funding, which is made available to support non-First Nations post-secondary institutions, but no such proportional level of funding support is made available to First Nations so that they can establish and operate their own post-secondary institutions. There is undoubtedly a lack of justice in regards to the approach which continues to be imposed. This injustice has ensured that First Nations do not emerge from the level at which they are presently situated. This situation continues to feed the cycle of poverty in which many First Nations find themselves - and will continue to do so unless there are substantive, meaningful and visionary changes to present educational orientations.

The Quebec Region is one of the few regions of Canada where there is no First Nations post-secondary institution under the exclusive control of First Nations. Several provinces actually have more than one such institution.
Although mainstream institutions have made some minor progress in the support which is very generally provided to First Nations students, mainstream institutions have been unable to provide an environment that would allow each First Nations learner to reinforce, and in some cases reestablish, their First Nations identity. There is, therefore, a need for First Nations students to have a viable option in regards to the pursuit of their post-secondary studies.
First Nations learners must be provided with an option in regards to post-secondary education, which would provide a learning environment to recognize and incorporate their world views, while at the same time meeting and/or exceeding the competency requirements that are found in the mainstream.
There is a need to rejuvenate a sense of pride and self worth in order to provide a new sense of hope for all First Nations learners.
There is a need to significantly increase the number of students who actually pursue post-secondary studies, as well as an urgent need to provide adapted support mechanisms which ensure student success.
Post-secondary education is a key component in creating the necessary dynamics for First Nations to move out of poverty and therefore find their rightful place.
There is need to have a common place for higher education which will be a common location for First Nations to share, learn, debate, discuss, research and find as well as proposing viable solutions to challenges being faced by First Nations communities and for all First Nations. Such an environment would come to strengthen the positive solidarity between First Nations and would allow for the development of positive approaches, which would be more balanced, possibly less compliant, but certainly a move away from confrontational.

What are some of the human and financial costs of doing nothing in regards to the establishment of a First Nations post-secondary institute?

The number of First Nations students which could potentially pursue a post-secondary education would not significantly increase.

First Nations students would not have a viable option to pursue a post-secondary education within an environment and core structure which would incorporate, validate and celebrate their unique status as a First Nations person.
Post-secondary education is a key component in creating the necessary dynamics for First Nations to move out of poverty and therefore find their rightful place.
he knowledge that the option to attend a First Nations post-secondary institution was absent, and would continue to be absent, would continue to dissuade students from contemplating the pursuit of post-secondary education, thereby leading to increased disenfranchisement and frustration.
The status quo would actually not remain in place, rather there would continue to be a regression at a time when post-secondary education provides the necessary tools to individuals to be much more self-sufficient.
The issue is investing now in a viable option, which will have meaningful results, or continuing to invest in managing and trying to address poverty

What is the general vision in regards to the establishment of a First Nations post-secondary institution?

To begin by developing and implementing a quality and fully accredited First Nations college level (CEGEP) entry program, which is to be the transition from community to post-secondary education.

To consolidate, rebuild and reinforce cultural identity and self worth, which are grounded within a First Nations world view.
To develop and implement post-secondary programs, which will come to meet community needs in regards to immediate and long-term human resource capacity.
To ensure the integration of the necessary skills/competencies that will create the platform to allow all First Nations learners to successfully complete a post-secondary education, leading to proactive and balanced adaptation to successfully function within a First Nations and non First Nations environment.
To be First Nations controlled, but to develop partnerships with mainstream institutions in order to build on their expertise, while also continuing to build on existing First Nations expertise.
To have quality accredited post-secondary education programs which are models of excellence
To provide an integrated holistic approach to student support, which will ease the transition from community to post-secondary institution, while at the same time providing each leaner with the opportunity to acquire the necessary tools to become more independent and self-reliant.

Why are we at a critical juncture in regards to the establishment of a First Nations post-secondary institution?

The First Nations Education Council communities have recognized that the past and present numbers of their students accessing entry level post-secondary education programs, which are found in CEGEP, are extremely low or non-existent and that the success rate within mainstream institutions is also very low. Note: First Nations post-secondary enrolment in 2005/06 was approximately 1,100 full time and 250 part time. The enrolment split between college and university is about the same.

The First Nations Education Council communities’ leadership, educators and parents, for the most part, recognize that although having a high school diploma is important, having successfully completed a post-secondary education is vital if First Nations individuals and communities are move beyond the status quo.
First Nations are seeking a level playing field on which they can have equal access to employment opportunities that all other segments of Canadian society enjoy.
First Nations have the necessary capacity and infrastructure to move forward with the management of a post-secondary institution. This is the result of over 25 years of community education development.
There is need to create an educational “buzz” within the communities, which will provide an enhanced sense of hope through increased opportunities.
First Nations demographical information confirms the tremendous present and future needs for increased programs for First Nations learners at the post-secondary level.
There is a definite willingness and desire on the part of First Nations communities to encourage the pursuit of post-secondary education, not as an assimilative process, but rather as a bicultural approach which incorporates and responds to a First Nations worldview.
There is a tremendous need to increase the number of First Nations people who have a post-secondary education, which will lead to an increase in the number of First Nations role models.
This is the time to bridge the post-secondary education divide, which separates for the most part First Nations from other segments of Canadian society.

What are the 22 FNEC member communities seeking?

To be treated justly and to be given an equal opportunity to establish and maintain a fully accredited First Nations post-secondary institution, as is given to mainstream Canadian post-secondary institutions.

To be provided with appropriate federal funding to undertake and implement the necessary institutional work.
To ensure that all First Nations students have the opportunity to pursue and succeed at the post-secondary level within a quality learning environment which respects, through inclusion, their First Nations worldview
To move beyond the present regressive status quo at the post-secondary education level, which has not resulted in substantive results to date for First Nations
A full and unequivocal commitment by all concerned parties that they will support and work with First Nations for the establishment, maintenance and continued development of a First Nations controlled post-secondary institution.