7.2 Involvement of Elders

For Aboriginal institutions the involvement of Elders is central to the approaches and practices used for institutional planning as well as program and curriculum development. NVIT has a 12 member Elders Council which sits on the board and works with the program advisory committees, students, faculty, staff and the management team. This Elders Council is funded out of the institute’s base funding. SIIT has an Elder Advisory Committee at the institutional level as well as Elders on local management committees. At SIIT, Elders are also asked to help with community dialogues through the education and training officers in Aboriginal communities.

Mainstream institutions are also involving Elders to support institutional planning efforts and program development and delivery. Up to 44 percent of mainstream institutions have Resident Elders, and 58 percent involve Elders in support programs for students. The roles of Resident Elders vary somewhat from one institution to another but they are considered a key resource when planning and developing new programs and services. Elders from Aboriginal communities are consulted for institutional strategic planning exercises, are asked to participate in program advisory committees and DACUM curriculum development processes.

7.3 Aboriginal Advisory Councils or Committees

Some mainstream institutions have put in place separate structures referred to as Aboriginal Education or Academic Councils, or Aboriginal Circle. These structures are composed of representatives from all identified Aboriginal communities served by the college/institute including Elders, community leaders, Aboriginal organizations, First Nations Bands, and Education Councils, Métis and political territorial organizations. These councils typically have an advisory role to the board for planning and program development purposes, sometimes participate in annual program reviews of credit programs, or are considered as partners to college/institute boards. Some examples of these boards include:

• Camosun College - First Nations Advisory Council (FNAC)
  The membership of the First Nations Advisory Council includes local First Nations, Aboriginal organizations that have a direct interest in education, other Aboriginal education providers, all Aboriginal partners, representatives of Vancouver Island Tribal Councils, and First Nations students. FNAC reports to the college President, while at the same time providing direction to the First Nations Education and Services department. FNAC is consulted regarding any Aboriginal institute planning processes.
• Confederation College - Negahneewin Council
  Confederation College has a robust and meaningful dialogue with its Aboriginal peoples council called the Negahneewin Council. This council has been in place since the mid 1980's. It is comprised of community representatives with a real commitment to education and career development for Aboriginal students. It is a community based form of leadership that shapes the academic and community development agenda of Negahneewin College of Indigenous Studies and Confederation College. The Council is very active in helping form the vision and direction for the college and is absolutely critical to the college’s development and success.
• Georgian College – Aboriginal Circle
  The Aboriginal Circle at Georgian College meets at a minimum 4 times per year. It is comprised of community representatives from both urban Aboriginal organizations as well as the Education counsellors from the local First Nations, Elders and Aboriginal students. The Aboriginal Circle provides advice to the college administrative team, the Board and is consulted for program and curriculum development initiatives.