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4.05

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4.05

4.05

Co-develop a policy framework for Indigenous post-secondary education and skills training that includes: supporting post-secondary institutions to be more culturally relevant and responsive to the needs of First Nations, Métis and Inuit learners and communities; expanding the Aboriginal Service Plan program to all 25 public post-secondary institutions; ensuring that Indigenous learners have access to student housing that is safe, inclusive, and enables them to thrive personally, academically, and culturally; developing mechanisms for First Nations, Métis and Inuit learners and communities to play an integral role in public post-secondary institutions’ decision-making; and identifying legislative amendments needed to ensure all public post-secondary institution boards include at least one Indigenous person.

Lead Ministry: Post-secondary Education and Future Skills

Current status

Year started

4

Current year

4

How far along
is this work?

1

How complicated
is this work?

3

Are there
challenges?

2

How are we
working together?

How are we working together?

Initial discussions with Indigenous partners have occurred along with some engagement with key stakeholders. Substantive work on a new Policy Framework will commence in 2026/2027. 

Two of the five sub-components (2 and 3), of this Action have moved forward as indicated below: 

  • Sub-component 1 – Supporting Post Secondary Institutions (PSIs) to be more culturally relevant: This will be addressed as the Policy Framework is further developed.
  • Sub-component 2 – Aboriginal Service Plan: The commitment to expand the Indigenous Pathways and Partnerships program (formerly the Aboriginal Service Plan) from 11 to all 25 public post-secondary institutions was completed in 2022, when public post-secondary institutions moved forward in implementing the program. The First Nations Education Steering Committee (FNESC), through a Board resolution, did not support this expansion. A key component of the expanded program is the requirement that each institution implement Action 4.05 of the Declaration on the Rights of Indigenous Peoples Act Action Plan: “Developing mechanisms for First Nations, Métis, and Inuit learners and communities to play an integral role in public post-secondary institutions decision-making.” Over the past four years, institutions have reported strengthened relationships with local First Nations, Métis Chartered Communities, and other Indigenous organizations. This has included land-based curriculum, language programs and enhanced governance models.
  • Sub-component 3 – Student Housing: The ministry is working directly with public PSIs through a Student Housing Working Group that was established by the ministry.
  • Sub-component 4 – Developing mechanisms for First Nations, Métis and Inuit learners and communities to play an integral role in PSI decision-making: This will be addressed as the Policy Framework is further developed.
  • Sub-component 5 – Identifying legislative amendments needed to ensure all PSI boards include at least one Indigenous person: Currently being addressed through policy. This work is sequenced after the First Nations institutes legislation.

Are there challenges?

Initial discussions have taken place with Indigenous partners regarding the development of a Policy Framework. Substantive work on this action will occur in 2026/27. 

  • Sub-component 1 – Supporting PSIs to be more culturally relevant: This will be addressed as the Policy Framework is further developed.
  • Sub-component 2 – Aboriginal Service Plan: Every institution has a unique context for how to develop effective and meaningful partnerships with host First Nations, Métis Nation British Columbia and Chartered Communities, and other Indigenous organizations they work with to support the program objectives. It has been noted that when there are staffing changes (within the institution or with partners), this can be disruptive and cause delays to programming, also impacting relationships. FNESC and IAHLA have continued to object to the existing approach. The ministry will continue on-going work to ensure meaningful engagement and collaboration with all partners.
  • Sub-component 3 – Student Housing: The challenges regarding advancing a distinctions-based approach in this area are being addressed by Student Housing Working Group and progress is being made implementing mechanisms to expand priority access to student housing.
  • Sub-component 4 – Developing mechanisms for First Nations, Métis and Inuit learners and communities to play an integral role in PSI decision-making: This will be addressed as the Policy Framework is further developed.
  • Sub-component 5 – Identifying legislative amendments needed to ensure all PSI boards include at least one Indigenous person: This will be addressed as the Policy Framework is further developed.

Highlights

Work with partners on the development of a new Policy Framework is in early stages.

  • Sub-component 1 – Supporting PSIs to be more culturally relevant: This will be addressed as the Policy Framework is further developed.
  • Sub-component 2 – Aboriginal Service Plan: This will be addressed as the Policy Framework is further developed.
  • Sub-component 3 – Student Housing: North Island College and British Columbia Institute of Technology both opened new student housing facilities that include prioritized access for Indigenous learners.
  • Sub-component 4 – Developing mechanisms for First Nations, Métis and Inuit learners and communities to play an integral role in PSI decision-making: This will be addressed as the Policy Framework is further developed.
  • Sub-component 5 – Identifying legislative amendments needed to ensure all PSI boards include at least one Indigenous person: This will be addressed as the Policy Framework is further developed.