• offer more programs through community-based delivery and strengthen approaches in this area;
• enhance student success services through greater Elder involvement; offering more transition programs, mentor programs, Aboriginal cultural activities; developing retention strategies which address Aboriginal learners’ non-academic challenges by facilitating access to support services such as daycare, family and addictions counselling; providing Aboriginal gathering places at mainstream institutions; increasing the level of tutoring and include peer-assisted tutoring and programs on post-secondary study skills; and assist students to find housing.
• enhance education and training programs by offering more preparatory and access programs; improving curriculum by moving to a learning outcomes approach and integrating more culturally relevant content and Aboriginal knowledge; offering adequate literacy programming; looking at improved models of delivery; offering more bridging and distance education programs;

Institutions identified the following needs regarding services and programs aimed at facilitating Aboriginal learners’ participation in the labour market:

• offer mentor programs with graduates from college/institute programs or tradespersons or professionals;
• offer more work-based learning, workplace programs, and provide more links to employment and better long- term follow-up with graduates;
• adopt a structured pathways approach whereby students are introduced to jobs and careers related to their field of study at the onset of their program and are supported to find work.

11. Lessons Learned

Colleges and institutes also shared lessons learned based on their experience in delivering Aboriginal programs and services. These lessons learned demonstrate the depth of experience in delivering these programs and services and give some strong messages on the direction future programming should take. Some interesting lessons colleges and institutes have learned include:

• Aboriginal control of education is imperative to ensuring the goals and aspirations of Aboriginal people are met;
• There is a need to increase awareness of non-Aboriginal faculty, staff and students about Aboriginal history, culture, traditions, issues and challenges;
• Welcoming and safe learning environments must be provided for Aboriginal learners, that are respective of Aboriginal culture and responsive to learners’ academic, emotional, spiritual and physical needs;
• Offer key support services which address the barriers Aboriginal learners face including personal counselling, financial services, support to find housing and facilitate access to daycare services;
• Ensure students have the opportunity to study their own community’s needs, see themselves and their communities in the curriculum, not just in Aboriginal programs but across mainstream programs.