In terms of addressing these challenges, some key suggestions made by colleges and institutes include:

• student funding from INAC needs to be increased;
• increased and more long-term program funding is required from both federal and provincial government programs;
• improvements be made to provincial base funding formulae to allow for the higher service needs of Aboriginal learners;
• HRSDC funding programs require more flexibility to better meet the needs of Aboriginal learners;
• Funds should be provided for increasing the number of Aboriginal faculty and staff at colleges and institutes.

6. Identification and Enrolment of Aboriginal Students

The majority of mainstream institutions confirmed that they experience challenges with having Aboriginal students self-identify and obtaining accurate enrolment data for their Aboriginal students. Without accurate enrolment information on Aboriginal students it is difficult for institutions to understand the scale of services required and to align the human, financial and service-oriented resources needed to offer appropriate support services. Based on estimates of the number of Aboriginal learners in education and training programs provided by 45 of the 56 participating mainstream institutions, most Aboriginal students are in regular career/technical programs and upgrading/ Adult Basic Education programs. About equal numbers of students are in preparatory programs, Aboriginal-specific career/technical programs, trades and apprenticeship programs and university transfer programs.

7. Aboriginal Participation in College/Institute Planning Structures, Program and Curriculum Development

The main approaches for ensuring Aboriginal input into colleges’ and institutes’ planning processes and program and curriculum development are:

• Aboriginal representation on college and institute Boards of Governors.
• The involvement of Elders through Elders Councils, Resident Elders and/or consultations with Elders from Aboriginal communities;
• Aboriginal advisory structures in place at some mainstream institutions, such as Aboriginal Education or Academic Councils which have an advisory role to the board and participate in program reviews;
• Aboriginal-specific program advisory committees or Aboriginal representatives on regular program advisory committees;
• Partnerships between mainstream and Aboriginal institutions for program and curriculum development;
• Consultations and focus groups with Aboriginal communities, school boards and Aboriginal college/institute graduates;