• Pay attention to details: for example in designing Aboriginal-specific programs one college learned that there were special holidays outside the regular statutory holidays. These are important considerations when preparing syllabus and setting class dates and times. In another case learners needed and wanted to return home for lunch this was important to know in scheduling the day.
• Provide bridging or access programs before technical programs.
• Show flexibility and keep an open mind to new ways of delivering curriculum and dealing with students.
• Even though it is important to take a non traditional approach to evaluation that involves peer evaluation, self evaluation and other practical means of evaluation, which should not in any way result in lower expectations of academic performance. It is very important that an institution demand a high level of academic achievement. But there are many different ways to get there, institutions need to pay attention to learning differences and how people learn and provide personal support when it is needed.
• Qualifying candidates according to transcripts is not sufficient as some students do not have the reading and math levels to succeed at the post-secondary level. Sometimes they have been too long away from school to have the learning habits needed for success.
• Remain current and up to date in program offerings.
• Ensure that students have the opportunity to study their own community's needs and to see themselves and their communities reflected in curriculum, not just in Aboriginal programs, but across the board.
• Indigenize curriculum by including Aboriginal content, knowledge, and perspective.
• Provide students within opportunities to ladder to other studies or careers.
• Integrate Aboriginal and Métis history courses into programs so that Aboriginal and Non- Aboriginal students have a better understanding of Canadian history, which begins with Aboriginal history, including treaty rights, Aboriginal rights, and Métis rights.

Community-based programs

• Ensure the institution has the right motivation for delivering customized training in aboriginal communities, not just for revenue generation but because it is the right thing to do to meet community needs
• In order to deliver effective community-based training, colleges and institutes need to:
  • involve Aboriginal community members from the beginning in the planning and delivery of services and programs;
  • maintain strong linkages with Aboriginal communities, hold regular consultations and continue to communicate with graduates who are working in their communities.