• The important role of instructors of Aboriginal ancestry and instructors sensitive to the needs of Aboriginal students in curriculum development.

8. Community-based and On-reserve Program Delivery

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. All colleges and institutes reported providing some community-based or on-reserve delivery of either career technical or pre-trades programs. Colleges and institutes identify community training needs in partnership with Aboriginal leaders, First Nations Bands, Aboriginal organizations and school boards to ensure they reflect the real community needs.

9. College/Institute Partnerships for the Delivery of Programs and Services

Responding colleges and institutes identified 6 different types of partnerships in which they are involved for the delivery of Aboriginal programs and services:

• Partnerships between Aboriginal and mainstream institutions
• First Nations Governments, Bands, Tribal Councils and Métis organizations
• Aboriginal School Boards
• Industry and Employers
• Other Post-secondary Institutions
• Provincial and Federal Governments.

10. Enhancing College and Institute Aboriginal Programs and Services

Colleges and institutes provided some insights into how current Aboriginal programs and services should be enhanced.

In terms of practices, approaches and services aimed at improving student retention some of the areas to enhance include:

• enhance student recruitment by having dedicated staff for this function, begin recruitment activities early on in high school, involve parents, and involving current aboriginal students and recent graduates in recruitment activities;
• increase the number of Aboriginal faculty and staff at colleges and institutes;
• provide faculty staff with Aboriginal cross-cultural training and increase their sensitivity to racism and poverty issues facing Aboriginal learners;