• Thirty-six percent of participating institutions indicated that they rely on earned revenue from contract training.
• About 36 percent access funding from HRSDC, mostly through AHRDA holders in their regions and also through Labour Market Development Agreements (LMDAs), as well as INAC’s Indian Studies Support Program.
• One third confirmed that they access funding from Métis and Non-Status organizations for the delivery of programs to those groups.
• Sixteen percent identified First Nations communities and municipal structures as sources of funding for Aboriginal programs, for example Nunavut Arctic College delivers a Municipal Government Certificate Program with the support of the Nunavut Municipal Training Organization.
• Examples of other sources of funding identified by colleges and institutes include: in B.C. partnerships with First Nations Development Corporations and Industry as well as Aboriginal School Boards and provincial ministries of human resources, health and social services; in the Yukon, First Nations Governments; in Saskatchewan, the Tribal Councils; and in Quebec, as mentioned above, Correctional Services Canada and the Cultural and Education Institute of the Montagnais.

5.3 Challenges with Current Funding Structures available for the Development and Delivery of Aboriginal Programs and Services

Given the complexity of Aboriginal post-secondary funding, colleges and institutes were asked to identify the challenges they face with the current funding sources and structures available for the development and delivery of services and programs for Aboriginal learners. The main challenges identified by participating colleges and institutes are described, with specific reference to challenges faced by Aboriginal institutes when applicable.

• Diverse and High Needs of Aboriginal Learners

Aboriginal students’ needs are very complex and often require a high level of service which has cost implications for the institutions. The more responsive a college/institute is to Aboriginal needs, the more funds are required to provide the level of services Aboriginal students require.

Aboriginal students also have different needs and it is challenging for institutions to have sufficient funding to provide the diversity in services and programs that would be required to meeting the needs of all Aboriginal groups, without excluding certain groups of students because of Aboriginal status.

• Insufficient Funding

Adequate funding is lacking for offering the necessary programs and services. Colleges and institutes often must duplicate services in order to offer Aboriginal-specific programs and this often is not recognized. Institutions indicated that there generally are insufficient funds for Aboriginal advising, support services, mentoring programs and tutoring, and some are challenged to fund a full-time position responsible for Aboriginal services and programs at the college.

In some cases, Aboriginal service areas or departments within colleges and institutes are required to operate on a cost-recovery basis. For example, even though the Chinook Lodge at SAIT Polytechnic is considered to be the one stop shop for all institutional undertakings that relate to Aboriginal students, the institution does not provide an operating budget. All of funding comes from corporate sponsors. However this only provides for the actual cost of the support services, and leaves all initiatives and services to be developed, delivered and maintained with limited human resources.