Community-based delivery enables Aboriginal learners from more isolated communities to begin their post-secondary education within their own community thus allowing them to keep their community support networks and reduce the financial burden of living far from home. Since many colleges and institutes are still within a relatively short commute from many Aboriginal communities, community-based programs can often ladder or bridge into higher level college/institute programs, or even university programs through the many articulation and university transfer agreements in place in a number of provinces and territories.

Colleges and institutes were asked to explain how they identify education and training needs within the Aboriginal communities and reserves they serve, identify best practices and explain how programs are aligned with community needs.

Colleges and institutes identify community needs for training and education through a number of different approaches, including:

• Direct dialogue with Aboriginal community partners, agencies, education authorities and First/Nation and Band administration;
• Staff and administrators of Aboriginal service areas or departments within mainstream institutions;
• Aboriginal advisory structures;
• Program advisory committees;
• Learner/student centred approach to developing programs;
• College/institute contract training services;
• Ongoing relationships with Aboriginal community partners;
• Regular meetings, consultations and focus groups with First Nations Bands, Band Education and Training Officers, communities and Aboriginal organizations to discuss education and training needs;
• Faculty contacts with Aboriginal communities;
• Liaison with primary and secondary schools in Aboriginal communities and Aboriginal school boards;
• Surveys and labour market studies at the regional or community level;
• Environmental scanning to identify opportunities and possibilities that are researched and considered for implementation.