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419ir connections to their families, languages, cultures and identities. Residential schools generally provided poor-quality education that left many students unprepared for post-secondary studies. Many others left residential schools with <a href="https://publications.gc.ca/site/archivee-archived.html?url=https%3A%2F%2Fpublications.gc.ca%2Fcollections%2Fcollection_2015%2Ftrc%2FIR4-9-5-2015-eng.pdf">a profound distrust of education</a> that led them to avoid post-secondary education altogether or to pursue it years later.</p> 420 421 422 423<p class="wp-block-paragraph">Legislative barriers also restricted First Nations access to post-secondary education. From 1876 to 1951, First Nations individuals who obtained a university degree automatically lost their status under the <em>Indian Act</em>, which meant also losing the right to live in their communities.</p> 424 425 426 427<p class="wp-block-paragraph">Today, Indigenous Services Canada provides funding to Indigenous governments and organizations that then distribute it to selected eligible status First Nations, Inuit and Métis students pursuing post-secondary education. The department also provides funding for First Nations post-secondary institutions.</p> 428 429 430 431<h2 class="wp-block-heading">Indigenous Leadership in Post-Secondary Education</h2> 432 433 434 435<p class="wp-block-paragraph">While the <em>Indian Act </em>contains provisions related to primary and secondary education on reserve, it contains none on post-secondary education. Article 14(1) of the <a href="https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf"><em>United Nations Declaration on the Rights of Indigenous Peoples</em></a> states that Indigenous Peoples have the right to control and establish culturally-appropriate institutions and education systems. Some <a href="https://www.rcaanc-cirnac.gc.ca/eng/1360948213124/1544620003549">treaties between First Nations and Canada signed before 1975</a> contain provisions related to education, though the wording varies by treaty. Accordingly, a number of First Nations assert a <a href="https://education.chiefs-of-ontario.org/download/post-secondary-review-ontario-region-final-report/?wpdmdl=3806&ind=1767890799522&refresh=f2b49b75&filename=1767890800wpdm_23-09-04-ON-PSE_Engagement_Final_Report-V5#page=30.pdf">treaty right to education</a>, including decision-making authority over matters related to First Nations education at all levels, including the post-secondary level.</p> 436 437 438 439<p class="wp-block-paragraph">Beginning in the 1970s, Indigenous Peoples developed post-secondary institutions to provide culturally relevant, holistic education tailored to the needs of Indigenous students and communities. Indigenous post-secondary institutions (IPSIs) are those that are governed, managed or controlled by Indigenous Peoples. <a href="https://www.signal49.ca/in-fact/filling-in-the-map/">Research suggests</a> there are at least 50 IPSIs across Canada. Although there are few IPSIs in the territories, the first <a href="https://itk.ca/projects/inuit-nunangat-university/">Inuit-led university</a> in the Arctic is currently in the planning stage. Some IPSIs are small, with a single campus in an Indigenous community, whereas others are larger and have multiple campuses in different locations.</p> 440 441 442 443<p class="wp-block-paragraph">The map in Figure 1 shows some of the IPSIs in Canada that offer post-secondary degrees, diplomas or certificates. It does not include Indigenous institutions that solely provide adult education.</p> 444 445 446 447<h3 class="wp-block-heading has-text-align-center" style="text-align: center;">Figure 1 â Map of Indigenous-Controlled Post-Secondary Institutions in Canada</h3> 448 449<p><iframe src="//experience.arcgis.com/experience/a8eaff1788204bf598137d0e55a18198/?locale=en-ca&disable_window_focus=true " width="725" height="600" frameborder="0" allowfullscreen="allowfullscreen"></iframe></p> 450<p> </p> 451<details class="wp-block-details"> 452<summary>Alternative text</summary> 453 454<p class="wp-block-paragraph">Interactive map that presents Indigenous-controlled post-secondary institutions across Canada. Numerous institutions are featured, particularly in western Canada and along the southern border. The map also includes geographical and territorial information about Indigenous lands, Alberta Métis settlements, historic treaties, modern treaties and self-government agreements.</p> 455</details> 456 457 458<p class="has-text-align-center wp-block-paragraph"><span style="color: #808080;">Sources: Interactive map prepared by Philippe Renaud, Library of Parliament, using data obtained from Signal49 Research<em>, </em></span><a href="https://www.signal49.ca/in-fact/filling-in-the-map/"><em>Filling in the Map of Indigenous Controlled Post-Secondary Education in Canada</em></a><span style="color: #808080;">, 6 July 2023; Natural Resources Canada, â</span><a href="https://open.canada.ca/data/en/dataset/522b07b9-78e2-4819-b736-ad9208eb1067">Aboriginal Lands of Canada Legislative Boundaries</a><span style="color: #808080;">,â Web Feature Service (WFS); Crown-Indigenous Relations and Northern Affairs Canada (CIRNAC), â</span><a href="https://open.canada.ca/data/en/dataset/f281b150-0645-48e4-9c30-01f55f93f78e">Historic treaties</a><span style="color: #808080;">,â WFS; CIRNAC, â</span><a href="https://open.canada.ca/data/en/dataset/be54680b-ea62-46f3-aaa9-7644ed970aef">Modern treaties</a><span style="color: #808080;">,â WFS; CIRNAC, â</span><a href="https://open.canada.ca/data/en/dataset/82cad281-ff7d-47b3-b2ce-9f794257e86d">Indigenous agreements</a><span style="color: #808080;">,â WFS; Government of Alberta, â</span><a href="https://open.alberta.ca/opendata/gda-1199d1a2-63df-4a7d-bc30-69da04a8f114">Metis Settlement</a><span style="color: #808080;">â, WFS; and Esri, â</span><a href="https://lop-bdp.maps.arcgis.com/home/item.html?id=36502a64b0244a42baf047451f58e75d">Provinces and Territories of Canada</a><span style="color: #808080;">,â WFS. The map was created using Esriâs ArcGIS Online platform. Esri basemaps are the intellectual property of Esri and are used under licence, © 2026 Esri and its licensors. Includes information licensed under the Government of Canada</span> <a href="http://open.canada.ca/en/open-government-licence-canad
458a"><em>Open Government Licence â Canada</em></a> <span style="color: #808080;">and the Government of Alberta</span> <a href="https://open.alberta.ca/licence"><em>Open Government Licence â Alberta</em></a>.</p> 459 460 461 462<p class="wp-block-paragraph">IPSIs offer education in various subjects. IPSIs are often located in the communities they serve, and some have partnered with non-Indigenous post-secondary institutions to increase program offerings and/or for accreditation purposes. For example:</p> 463 464 465 466<ul class="wp-block-list"> 467<li>In 1971, the Blue Quills Native Education Council assumed operations of the <a href="https://www.bluequills.ca/Documents/BQ-30th-Anniversary-Book.pdf">former Blue Quills residential school</a> after parents of residential school students occupied the school building. Today, <a href="https://www.bluequills.ca/">University nuhelotâįne thaiyotsâį nistameyimâkanak Blue Quills</a> remains in the former residential school building on reserve in St. Paul, Alberta, and offers programs that incorporate Indigenous knowledge into areas like early childhood education, science, social work and Indigenous languages.</li> 468 469 470 471<li><a href="https://www.fnuniv.ca/about-us/">First Nations University of Canada</a> was <a href="https://afn.bynder.com/m/63495e069c4d4998/original/Institution-Profile-FNUniv.pdf">founded in 1976</a> in Regina, Saskatchewan, to provide culturally relevant post-secondary education. Today, it is an Indigenous-controlled college of the University of Regina that offers post-secondary programs in fields like education, fine arts and health at four campuses in Saskatchewan, one of which is a land-based learning centre.</li> 472 473 474 475<li>The <a href="https://gdins.org/">Gabriel Dumont Institute of Native Studies and Applied Research</a> was founded in Saskatoon, Saskatchewan, in 1976 following a conference of Métis and non-status First Nations at which the participants sought ways to help promote and enhance their cultures. The Institute currently offers university programs in education that incorporate Métis culture. Some programs are offered in partnership with the University of Regina and some with the University of Saskatchewan.</li> 476 477 478 479<li>In 1983, the <a href="https://www.nvit.ca/">Nicola Valley Institute of Technology</a> (NVIT) was founded by five First Nations in the Nicola Valley of British Columbia to provide culturally relevant education to Indigenous students. <a href="https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/96052_01">Provincial legislation designated NVIT</a> as a provincial institute in 1995, authorizing it to confer associate degrees, diplomas and certificates. NVIT has campuses in Merritt and Vancouver, and it provides educational opportunities in Indigenous communities across Canada. NVIT offers programs that develop the skills students need to work in their communities in fields like economic development.</li> 480 481 482 483<li>Inuit leaders recognized that <a href="https://www.policyalternatives.ca/wp-content/uploads/attachments/Murray_Morely.pdf">Inuit youth required training</a> to negotiate and implement the <a href="https://www.tunngavik.com/documents/publications/LAND_CLAIMS_AGREEMENT_NUNAVUT.pdf">Nunavut land claims agreement</a>. As a result, <a href="https://nunavutsivuniksavut.ca/">Nunavut Sivuniksavut</a> was established in Ottawa, Ontario, in 1985. It offers two certificate programs in Inuit studies that integrate Inuit knowledge and the programs are accredited by Algonquin College. Nunavut Sivuniksavutâs programming prepares students to pursue other post-secondary education. The institution also supports Inuit students transitioning to education in southern cities, including residence advisors and counsellors.</li> 484 485 486 487<li>The <a href="https://www.dechinta.ca/about-us">Dechinta Centre for Research and Learning</a> was established in the Northwest Territories in 2009 in response to a research project that outlined the barriers to northern Indigenous communitiesâ access to post-secondary education. The Centre provides land-based post-secondary education in the Northwest Territories and in Yukon that focuses on topics like Dene Laws, story-telling and Indigenous self-determination. Students can take accredited courses toward a post-secondary degree or complete a certificate program in land-based research offered in partnership with the University of British Columbia.</li> 488 489 490 491<li><a href="https://kiuna-college.com/eng/">Kiuna College</a> was established in 2011 in the Abenaki on-reserve community of Odanak, Quebec, b
491y the <a href="https://cepn-fnec.ca/en/">First Nations Education Council</a> in response to <a href="https://cepn-fnec.ca/en/wp-content/uploads/2021/02/kiuna-eng.pdf">calls from First Nations across Quebec for greater access</a> to post-secondary education. Kiuna College offers diplomas of college studies and continuing education grounded in First Nations culture that are recognized by Quebecâs ministry of education.</li> 492</ul> 493 494 495 496<h2 class="wp-block-heading">Indigenous Programs and Initiatives in Post-Secondary Institutions</h2> 497 498 499 500<p class="wp-block-paragraph">Beginning in the 1960s, <a href="https://journals.library.mun.ca/index.php/JU/article/view/2377/pdf_1">Canadian universities created Indigenous-focused programs</a> in response to calls from Indigenous Peoples for culturally relevant programming. In some cases, Indigenous Peoples have been directly involved in designing Indigenous studies programs. For example, in the 1980s, Indigenous and non-Indigenous faculty members <a href="https://www.cbu.ca/indigenous-initiatives/unamaki-college/our-history/">established Native studies courses</a> at what is now Cape Breton University. Over time, this initiative evolved to become degree programs in Miâkmaq studies developed in partnership with Miâkmaw communities and students. Today, <a href="https://www.cbu.ca/indigenous-initiatives/unamaki-college/">Unamaâki College</a>, remains part of Cape Breton University and offers courses in Miâkmaq language, cultures, history and governance, including in Miâkmaw communities.</p> 501 502 503 504<p class="wp-block-paragraph">In recent years, some Indigenous Peoples have become more involved in university governance. For example, Yukon Universityâs board of governors, which comprises 17 voting members, includes three members nominated by Yukon First Nations, according to the <a href="https://laws.yukon.ca/cms/images/LEGISLATION/PRINCIPAL/2019/2019-0015/2019-0015.pdf"><em>Yukon University Act</em></a>. Since 2021, the University of Manitobaâs governing body, known as the Senate, includes <a href="https://umanitoba.ca/governance/Senate">five designated seats</a> for Indigenous individuals.</p> 505 506 507 508<p class="wp-block-paragraph">Today, many non-Indigenous institutions have <a href="https://indspire.ca/wp-content/uploads/2026/01/D25_00310-Paths-to-Reconciliation-An-Overview-Report_2025_English.pdf">developed reconciliation action plans or initiatives</a> in response to the <a href="https://nctr.ca/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf">Truth and Reconciliation Commission of Canadaâs Calls to Action</a>.</p> 509 510 511 512<h2 class="wp-block-heading">Current Issues in Post-Secondary Education</h2> 513 514 515 516<p class="wp-block-paragraph">Research indicates that Indigenous institutions play an essential role in <a href="https://iicontario.ca/documents/assets/uploads/files/en/20250904_iic_graduate_survey_report_v3.pdf">improving access to post-secondary education</a> for Indigenous students and preparing them to work in their communities. However, a <a href="https://www.afn.ca/wp-content/uploads/2018/12/1-First-Nations-Post-Secondary-Education-Review-%E2%80%93-Institutions-Costing-....pdf">review of First Nations post-secondary education</a> suggests that the lack of stable funding and pathways for accreditation and recognition limit the growth of First Nations post-secondary institutions. In some provinces, like <a href="https://www.ontario.ca/laws/statute/17i34a">Ontario</a> and <a href="https://www.bclaws.gov.bc.ca/civix/document/id/hstats/hstats/284189728">British Columbia</a>, Indigenous post-secondary institutions are formally recognized in legislation that also establishes provincial funding commitments.</p> 517 518 519 520<p class="wp-block-paragraph">Indigenous students continue to face barriers to completing post-secondary education, such as the lack of post-secondary educational opportunities in Indigenous communities, limited student funding, the legacy of intergenerational trauma and racism, and discrimination in non-Indigenous post-secondary institutions. The <a href="https://www.mmiwg-ffada.ca/wp-content/uploads/2019/06/Final_Report_Vol_1a-1.pdf">National Inquiry into Missing and Murdered Indigenous Women and Girls</a> found that travelling away from home communities to pursue education also increases the risk of violence for Indigenous women and girls, and Two-Spirit, lesbian, gay, bisexual, transgender, queer, questioning, intersex and asexual people.</p> 521 522 523 524<p class="wp-block-paragraph">Data on educational attainment of Indigenous Peoples is consistent with the presence of these barriers. Between 2016 and 2021, the share of Indigenous Peoples who held a bachelorâs degree or higher increased for self-identified First Nation individuals (+1.6%), Métis (+2.5%) and Inuit (+0.9%); nonetheless, Indigenous students tend to have lower post-secondary attainment rates (49.2%) than non-Indigenous students (68%). Attainment rates were also impacted by remoteness. Indigenous Peoples living in an area where post-secondary education is easily accessible had a 54.7% attainment rate, compared to 70% for non-Indigenous Peoples. Indigenous Peoples living in very remote areas had a 27% attainment rate, compared to 54% for non-Indigenous Peoples. Figure 2 presents detailed Statistics Canada data on the post-secondary education of individuals who self-identify as Indigenous relative to the non-Indigenous population, by highest level of education attained, gender and Indigenous identity.</p> 525 526 527 528<h3 class="wp-block-heading has-text-align-center" style="text-align: center;">Figure 2 â Indigenous Identity, Education and Employment Rate, 2021</h3> 529 530 531 532<p class="has-text-align-center wp-block-paragraph"><iframe style="border: none; overflow: hidden;" src="https://libraryofparliament.shinyapps.io/Autochtones/" width="700" height="800" frameborder="0" allowfullscreen="allowfullscreen"><span data-mce-type="bookmark" style="display: inline-block; width: 0px; overflow: hidden; line-height: 0;" class="mce_SELRES_start"></span><br /></iframe><span style="color: #808080;">Note: As part of the census, individuals self-identify as Indigenous and not all First Nations participate, which could affect data quality. âMen+â includes men and s
532ome non-binary persons. âWomen+â includes women and some non-binary persons.</span><br /><span style="color: #808080;">Source: Figure prepared by Emmanuel Preville, Library of Parliament, using data obtained from Statistics Canada, â</span><a href="https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=9810042401">Table 98â10â0424â01: Highest level of education by Indigenous identity and labour force status: Canada, provinces and territories, census metropolitan areas and census agglomerations with parts</a><span style="color: #808080;">,â Database, accessed 1 June 2026.</span></p> 533 534 535 536<p class="wp-block-paragraph"> </p> 537 538 539 540<p class="wp-block-paragraph">Through the development of IPSIs and involvement in the governance of non-Indigenous institutions, Indigenous Peoples are taking steps to provide culturally appropriate education, based on Indigenous perspectives and languages, both in the classroom and on the land.</p> 541 542 543 544<h2 class="wp-block-heading">Further Reading</h2> 545 546 547 548<p class="wp-block-paragraph">Stonechild, Blair. <a href="https://parl-gc.primo.exlibrisgroup.com/permalink/01CALP_INST/v3aar1/alma99404859602616"><em>The New Buffalo: The Struggle for Aboriginal Post-Secondary Education in Canada</em></a>. University of Manitoba Press, Winnipeg, 2006.</p> 549 550 551 552<p class="wp-block-paragraph">Task Force on Northern Post-Secondary Education. <a href="https://northernpse.ca/sites/default/files/2022-05/16513%20CIRNAC%20Northern%20PS%20Edu_AR_EN_2022May20.pdf"><em>A Shared Responsibility: Northern Voices, Northern Solutions â Report of the Task Force on Northern Post-Secondary Education</em></a>, 2022.</p> 553 554 555 556<p class="wp-block-paragraph"><strong>By Brittany Collier and Antoine Csuzdi-Vallée, Library of Parliament</strong></p> 557<div class="pmb-print-this-page wp-block-button"> <a href="https://hillnotes.ca?print-my-blog=1&post-type=post&statuses%5B%5D=publish&rendering_wait=0&columns=1&font_size=normal&image_size=medium&links=include&show_site_title=1&show_site_tagline=1&show_site_url=1&show_title=1&show_date=1&show_content=1&pmb_f=pdf&pmb-post=17010" class="button button-secondary wp-block-button__link" rel="nofollow">Print in PDF</a></div><div class="sharedaddy sd-sharing-enabled"><div class="robots-nocontent sd-block sd-social sd-social-icon sd-sharing"><h3 class="sd-title">Share this:</h3><div class="sd-content"><ul><li class="share-twitter"><a rel="nofollow noopener noreferrer" 558 data-shared="sharing-twitter-17010" 559 class="share-twitter sd-button share-icon no-text" 560 href="https://hillnotes.ca/2026/06/18/celebrating-indigenous-leadership-in-post-secondary-education/?share=twitter" 561 target="_blank" 562 aria-labelledby="sharing-twitter-17010" 563 > 564 <span id="sharing-twitter-17010" hidden>Share on X (Opens in new window)</span> 565 <span>X</span> 566 </a></li><li class="share-facebook"><a rel="nofollow noopener noreferrer" 567 data-shared="sharing-facebook-17010" 568 class="share-facebook sd-button share-icon no-text" 569 href="https://hillnotes.ca/2026/06/18/celebrating-indigenous-leadership-in-post-secondary-education/?share=facebook" 570 target="_blank" 571 aria-labelledby="sharing-facebook-17010" 572 > 573 <span id="sharing-facebook-17010" hidden>Share on Facebook (Opens in new window)</span> 574 <span>Facebook</span> 575 </a></li><li class="share-linkedin"><a rel="nofollow noopener noreferrer" 576 data-shared="sharing-linkedin-17010" 577 class="share-linkedin sd-button share-icon no-text" 578 href="https://hillnotes.ca/2026/06/18/celebrating-indigenous-leadership-in-post-secondary-education/?share=linkedin" 579 target="_blank" 580 aria-labelledby="sharing-linkedin-17010" 581 > 582 <span id="sharing-linkedin-17010" hidden>Share on LinkedIn (Opens in new window)</span> 583 <span>LinkedIn</span> 584 </a></li><li class="share-bluesky"><a rel="nofollow noopener noreferrer" 585 data-shared="sharing-bluesky-17010" 586 class="share-bluesky sd-button share-icon no-text" 587 href="https://hillnotes.ca/2026/06/18/celebrating-indigenous-leadership-in-post-secondary-education/?share=bluesky" 588 target="_blank" 589 aria-labelledby="sharing-bluesky-17010" 590 > 591 <span id="sharing-bluesky-17010" hidden>Share on Bluesky (Opens in new window)</span> 592 <span>Bluesky</span> 593 </a></li><li class="share-end"></li></ul></div></div></div><div class='sharedaddy sd-block sd-like jetpack-likes-widget-wrapper jetpack-likes-widget-unloaded' id='like-post-wrapper-68220508-17010-6abf28146d
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