BUNDLED ARROWS INITIATIVE DELIVERING ON THE TARGETED INITIATIVE FUND 1
BUNDLED ARROWS INITIATIVE REPORT ON THE BUNDLED ARROWS INITIATIVE Mohawk College is a leader in the field of Indigenous education and student services in Ontario, demonstrating both determination and innovation in the recruitment, retention and success of Aboriginal Learners. these achievements. Grounded in collaborative research, traditional Indigenous knowledge, development and implementation planning, this Targeted Initiative Fund project is currently in its third and final year. With support of the Aboriginal Education Council, Mohawk College has implemented numerous programs and services over the past decade to support Aboriginal learners. We strive to ensure that curriculum reflects Indigenous knowledge, culture and worldviews. Over the past 15 years, Mohawk College has graduated the highest number of Aboriginal learners among the top 10 post-secondary institutions funded by Grand River Post Secondary Education Office (GRPSEO) more than double the next highest total. Annual Report, 2013-14. The Bundled Arrows Initiative works to create a Regional Indigenous Education Plan that consolidates and builds on Bundled Arrows is an unprecedented partnership to accelerate Indigenous education in Ontario Led by Mohawk College, the Bundled Arrows Initiative is a regional collaboration between Aboriginal communities, which is the first Indigenous education initiative of this scale. Working from a foundation of Indigenous Knowledge that 2
many arrows bundled together are stronger than a single arrow, the Bundled Arrows Initiative is a partnership to build on promising practices and create many pathways from secondary to post-secondary education. The partnership recognizes the individual strengths of each arrow, but acknowledges that bundled, they have greater transformative power to increase post-secondary access and attainment for Aboriginal learners. Bundled Arrows Participants include: Six Nations Polytechnic Mohawk College Sheridan College Wilfred Laurier University University of Guelph Grand River Employment and Training Grand River Post-Secondary Education Office Metis Nation of Ontario Steady and sustained progress builds momentum In its first two years, the Bundled Arrows Initiative has been purposeful and productive in the key areas of research, strategic planning, and partnership development. A number of projects have been completed, with Year 3 activities now underway. A defining feature of the Regional Indigenous Education Plan is the integration of educational programming with regional economic development and workforce needs. Making these links is predicated on knowing more about Aboriginal learners and, equally, more about labour and job trends in the relevant regions. Comprehensive study focuses on demographic and labour market trends in 4 regions The Bundled Arrows Regional Data Report, produced by the Academica Group, presents findings on Aboriginal learner demographics, including educational attainment levels, labour market conditions and occupational and industry trends. The study included the regions of Grand Erie, Peel-Halton, Hamilton, and Wellington. There are two First Nations communities within these regions Six Nations of the Grand River and Mississaugas of the New Credit. Although findings varied in some regards from region to region, there was overall consistency across the four areas, specifically: Aboriginal Educational Attainment Levels Comparing the Aboriginal and general populations (age 25-64): Similar percentage have high school diploma or equivalent Similar percentage have apprenticeship or trades or All regions face similar challenges 1. Most jobs now require higher levels of education 2. There is a skills mismatch 3. Youth unemployment 5 MOHAWK COLLEGE BEST PRACTICES Aboriginal Education & Student Services Team Holistic model of service delivery consistent with an Indigenous approach Aboriginal Student Service Centre Centralized area to hold events, activities and support services Our Elders in Residence/Visiting Elders Representatives from Six Nations, Metis and Cree Nations offer cultural and spiritual support Aboriginal Awareness Week Cultural events for the entire Mohawk College community and local secondary school students Project Pathfinder Aboriginal youth, age 13-17 learn about life on a postsecondary campus and traditional Aboriginal culture in a 2 week summer experience. 3
BUNDLED ARROWS INITIATIVE college certificate or diploma On average, a lower percentage of the Aboriginal population have a university credential On average, twice as many Aboriginal females than males have a university credential Top industries Professional, Scientific and Technical services Health Care Services Truck and Transportation Services Real Estate Crop production in Grand Erie and Wellington regions As primary source of traditional Indigenous Knowledge in Ontario, Six Nations Polytechnic is a community based educational insitituion, responsible for the revitalization culture and language, that: houses the Indigenous Knowledge Centre is the home of the Indigenous Knowledge Guardians, community Elders, seen as the equivalent of PhDs Top currently held occupations Retail and Wholesale Trade Managers Retail Salespersons Health Occupations Truck Drivers and Equipment Operators Business, Finance and Administration Enhanced partnership with Six Nations Polytechnic provides academic enrichment A new five-year Master Articulation Agreement between Mohawk College and Six Nations Polytechnic (SNP) establishes a unique academic collaboration that will allow Six Nations Polytechnic and Mohawk College to serve the Aboriginal peoples in Ontario. This formal agreement signifies a major step forward to realizing the Regional Indigenous Education Plan. The new Agreement considerably expands the contributions of SNP to: Curriculum Design and Development 4
Cross-Cultural Awareness Building Aboriginal faculty recruitment and training Increasing relevant programming for Aboriginal learners Mohawk will deliver SNP courses and programs for credit SNP will modify college courses with Aboriginal context and deliver them in a community-based Aboriginal settings SNP plays an essential role to support the transition of Aboriginal learners from secondary to post-secondary education. The new agreement will facilitate greater support for more Aboriginal secondary students to enroll in postsecondary programs. One of the key findings of the Bundled Arrows Initiative is that the transition to the post-secondary environment can be overwhelming for Aboriginal learners. Social isolation, the complexity of the campus environment and demands of academic life impact students and ultimately student success outcomes. The Indigenous Education Plan will account for the need to have intensive transition programs for Aboriginal learners. The Bundled Arrows Initiative partners believe that student success and transition is grounded in the support of Aboriginal Education Institutions that provide connections with community and the post secondary destination of choice. While this will result in some duplication of effort and resources, the student success outcomes will improve. This same process can be replicated for each academic pathway that the student embarks upon. Community engagement adds many perspectives Discussions and exchanges with students, partners and stakeholders across the community are contributing to the Bundled Arrows Regional Indigenous Education Plan on: Curriculum Development Identified academic programing and human resource gaps and opportunities with Aboriginal Education Council stakeholders Discussed pathway development with Hamilton Wentworth District School Board and First Nation Agencies with higher education mandates 5
BUNDLED ARROWS INITIATIVE Professional Development Obtained professional development material from the Indigenous Knowledge Centre at Six Nations Polytechnic to develop training modules for staff, faculty and academic content Mohawk College Enterprise and Six Nations Polytechnic co-delivered Indigenous knowledge professional development sessions to over 60 Student Service staff from Mohawk College and Sheridan College Delivered three Future Ready leadership training modules to 10 Bundled Arrows partners totaling 21 participants Promotion and Support Engaged community Elders and Six Nations Indigenous Knowledge Guardians to create a Bundled Arrows narrative and storyboard movie trailer Held focus groups with students and education offices to develop a Pathfinder App with Mohawk s IDeaWORKS New evidence confirms the vision and sharpens the focus Bundled Arrows strategic direction reflects two major aspirational reports on what works to support and advance Indigenous education: New Zealand s Mãori Education Strategy, 2013-2017, and the Indigenous Education Protocol for Colleges and Institutes, developed by Colleges and Institutes Canada (CICan). The Mãori Education Strategy provides a framework for action for everyone involved in increasing Mãori students Bundled Arrows follows international best practice The New Zealand Maori Education Strategy emphasizes early interventions and support for Aboriginal learners at every educational transition. Emulating this approach, Bundled Arrows will integrate Project Pathfinder, and expand it to begin path finding in elementary school, working with parents, educators and community stakeholders to support students into high school, to post-secondary and the workforce. educational success, and recognizes that students have greater success when education reflects and values their identity, language and culture. The Strategy identifies two critical factors required for Mãori students to reach their full potential: 1. excellence in teaching and learning, with strong leadership and good governance 2. the engagement of parents, Mãori organizations and local communities The purpose of the CICan Protocol is to support members commitment to improve Indigenous education by highlighting exemplary practices of colleges and institutes and underscoring the importance of Indigenous people s learning needs, while supporting the self-determination and socio-economic development of Indigenous communities. CICan members become signatories to the Protocol to endorse its principles and affirm their responsibility to Indigenous education. Our strategic directions are also grounded in a growing body of research focusing on access to post-secondary education for Indigenous learners in a Canadian context. 6
Four strategic goals propel Bundled Arrows The Mãori Education Strategy and CICan Protocol have helped shape a best practice framework to guide Bundled Arrows Regional Indigenous Education Plan implementation. To reach its target of increasing educational attainment and success for Aboriginal learners, Bundled Arrows has identified four strategic goals: 1. Preparedness: Create an education model to strengthen post-secondary educational laddering opportunities and build pathways that support the exploration and development of Indigenous identity. 2. Retention: Reduce the graduation gap between Indigenous and non-indigenous students. 3. Cultural fluency: Develop a framework that identifies students needs in cultural fluency and supports identity development and personal wellness. 4. Indigenous cultural competency: Develop culturallyresponsive educational environments. Maintaining momentum will sustain progress and advance Indigenization The Bundled Arrows Initiative has established a solid evidence-based foundation, gained demonstrable traction and built strong momentum. There are three compelling reasons to maintain momentum and continue financial investment at this pivotal point: 1. Ensure the Bundled Arrows projects continue to move forward steadily 2. Support the construction of the physical embodiment of the Bundled Arrows Initiative at Mohawk College. The Hoop Dance will be an outdoor classroom that serves the greater Hamilton region and surrounding communities as a destination for the transmission of traditional Indigenous Knowledge. 3. Support the Bundled Arrows Initiative with resources to continue this groundbreaking partnership based on cooperation and collaboration instead of competition. 7
BUNDLED ARROWS INITIATIVE Support for ongoing progress ensures seamless development, with no break in activities Bundled Arrows research, outreach and planning activities to date clearly indicate what needs to happen next: Chart new pathways that start in early childhood education Add Indigenous programs and content Align curriculum with workforce opportunities Develop targeted recruitment and retention strategies Build cross-cultural awareness and knowledge with partners and communities Communicate to Aboriginal learners the benefits of postsecondary education and career clarity Foster greater support for student transitions by strengthening joint programs, pathways and orientation activities The Bundled Arrows Team is ready to take these next steps as soon as possible. To build on the current momentum and incorporate emerging opportunities requires an additional investment in Bundled Arrows for the following: Project Manager to ensure ongoing partnership and collaboration Indigenous Knowledge expert at Six Nations Polytechnic to inform shared curriculum development with partners Curriculum development fund and support Holistic program development and expansion (e.g., Project Pathfinder, EAGLE) Continuing investment in training for faculty, staff and administrators across all partners Marketing support to develop and deliver Bundled Arrows key messages Assessment and Research to measure our impact and inform our direction Longer term sustainability for the Bundled Arrows Initiative though stakeholder support Bundled Arrows partnering institutions have committed to exploring ways to contribute to the long-term sustainability of the project. As such, post-secondary institutions that receive support funding from the Post Secondary Fund for Aboriginal Learners from the Aboriginal Education Office at MTCU will include support requests in each of their Student Success Fund proposals for the next multi-year agreement. Indigenization broadens perspectives and promotes crosscultural understanding For the collaborative Bundled Arrows Regional Indigenous Education Plan to succeed, each arrow in the bundle must help to meet the mark of increasing access and attainment for Aboriginal learners. Each partner institution has an important role to fulfill, and each has the responsibility to make its arrow the best it can be. The Indigenization of institutions a key principle of the Indigenous Education Protocol requires changing the symbolism throughout an institution with gathering spaces, art, ceremonies and signage that increase visibility of Indigenous culture and are more inclusive of Indigenous ways. What is cultural fluency? Culture is usually defined as a complex mixture of societal norms that include: knowledge, belief, art, law, morals, customs, habits and many other learned patterns of behavior. Fluency is typically linked with the complex understanding of a language and all of its intricate meanings. Cultural fluency, then, is having the capacity to embrace and flow within many various cultural environments, and the ability to utilize diversity for understanding and growth (Weir, 2004). 8
Bundled Arrows is an unprecedented partnership to accelerate Indigenous education in Ontario 9
BUNDLED ARROWS INITIATIVE For Mohawk, that means continuing to work towards the Indigenization of content, curriculum and physical spaces of the college. By erecting Hoop Dance, an outdoor gathering space and traditional Indigenous classroom, the college will host a community space that will be used to promote First Nations, Metis and Inuit culture to the diverse population of the greater Hamilton region and all partnering institutions of the Bundled Arrows Initiative. One half of the financial support required to bring Hoop Dance to reality has already been secured from a private donor and through the support of the College. Funding the second half to launch the gathering place is an opportunity for imaginative investment in Mohawk s leadership role in the Bundled Arrows Initiative and Indigenous education. Hoop Dance a regional community resource embodies that principle, and will promote cross-cultural learning for the entire campus and broader community as a: teaching tool to bridge the gap between Aboriginal and non-aboriginal cultures permanent art installation that involves students and community members forum for faculty, staff and community members to share cross-cultural perspectives a lab for Horticulture and Urban Planning students to gain practical experience Indigenous garden for quiet contemplation, celebration and education 10
HOOP DANCE Progress to date One half of the financial support required to bring Hoop Dance to reality has already been secured from a private donor and through the support of Mohawk College. Funding the second half to launch the gathering place is an opportunity for imaginative investment in Mohawk s leadership role in the Bundled Arrows Initiative and Indigenous education. Three areas of investment will sustain momentum of the Bundled Arrows Initiative 1 2 3 The 2016-2019 Student Success Fund allocations should account for partner institutions to contribute to the Bundled Arrows Initiative Renewed support through the Targeted Initiative Fund will ensure the continuation of the Bundled Arrows regional approach The Ontario Government has a unique opportunity to fund the Hoop Dance a regional outdoor classroom located at Mohawk College 11
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