DOCSLIB.ORG

Looking Forward: Aurora College Transition to Polytechnic University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Looking Forward: Aurora College Transition to Polytechnic University Looking Forward: Aurora College Transition to Polytechnic University Town of Fort Smith October 2018 1 LookingForward:AuroraCollegeTransitiontoPolytechnicUniversity Contents EXECUTIVESUMMARY 1.0 INTRODUCTION................................................................................................................................1 2.0 TOWNOFFORTSMITH.....................................................................................................................2 3.0 AURORACOLLEGE............................................................................................................................4 3.1 CredentialandCourseDelivery...................................................................................................5 3.2 ProgramOfferings........................................................................................................................6 3.3 StudentExperienceinFortSmith................................................................................................9 4.0 POSTSECONDARYEDUCATIONTRENDS.......................................................................................11 4.1 AdvancementsinTechnology....................................................................................................11 4.2 ChangingStudentBody..............................................................................................................11 4.3 ShiftinLearningStyles...............................................................................................................12 5.0 POSTSECONDARYREADINESS/SUCCESS.......................................................................................12 5.1 PostSecondaryReadiness.........................................................................................................13 5.2 PostSecondaryEnvironment....................................................................................................15 5.3 UniqueNeedsofIndigenousStudents......................................................................................16 6.0 ECONOMICIMPACTOFPOSTSECONDARYEDUCATION..............................................................18 6.1 DirectBenefits............................................................................................................................18 6.2 IndirectBenefits.........................................................................................................................19 6.3 HumanCapital............................................................................................................................20 7.0 NWTLABOURMARKETOVERVIEW...............................................................................................20 7.1 MarketForecasts........................................................................................................................21 7.2 LinkingEmploymentOpportunitieswithPostSecondaryEducation......................................22 7.3 PotentialNewAuroraCollegeCourseOfferings.......................................................................25 8.0 TRANSITIONINGTOAPOLYTECHNICUNIVERSITY........................................................................25 8.1 YukonCollege(YukonUniversity)..............................................................................................26 8.2 RedDeerCollege(CentralAlbertaPolytechnicUniversity)......................................................28 9.0 RECOMMENDATIONS.....................................................................................................................31 LookingForward:AuroraCollegeTransitiontoPolytechnicUniversity EXECUTIVESUMMARY ThisreportsupportstheenhancementofpostsecondaryeducationintheNorthwest TerritoriesthroughthedevelopmentofapolytechnicuniversitythatmeetstheneedsofNWT studentsandhasitsmaincampusandheadquarterslocatedinFortSmith. Thisapproach: isintrinsicallystudentcentredandfocusedforemostontheactualneedsofnorthern students meetstheneedsofnortherncommunitiesandfamilies improvesaccesstopostsecondaryeducationfornortherners followscurrenttrendsinpostsecondaryeducation minimisessocioeconomicimpactsonstudentsandcommunities willbelessexpensiveforstudentsandtheGNWT meetsthestatedprincipleofdecentralization allowsformoreresourcestobecommittedtoK12 ensurescosteffectivenessbyexpandingexistingprograms,servicesandfacilities maintainstheTownofFortSmithastheeducationcapitaloftheNWT ThecurrentDepartmentofEducation,CultureandEmployment(ECE)approachtopost secondaryeducationhasledtoconfusionanduncertaintywhichisalreadyimpactingpost secondarystudentsandstaffinexistingprogramsaswelltheTownofFortSmith.TheAurora CollegeFoundationalReviewwhichwascommissionedbyECEisdeeplyflawedandcontains recommendationsthatarenotevidencebasedorrelatedtocurrenttrendsinpostsecondary education. ThegovernanceofAuroraCollege,andafuturepolytechnicuniversitymustrestwiththepost secondaryinstitutionitself,ratherthananAssociateDeputyMinisterwithinECE.We recommendapolytechnicuniversitytransitionteamisdevelopedandisbasedinFortSmith. Thereportprovidesrecommendationsforkeyactionsinthenext5years: 1. ConfirmFortSmithasthelocationofanenhancedAuroraPolytechnicUniversityand Headquarters 2. ReinstatecurrentlysuspendedDiplomaandDegreeProgramsatAuroraCollegeinFort Smith 3. DevelopaVisionforPostSecondaryEducationintheNWT 4. ProvideFundingforaProgramandServiceReview,aPolytechnicUniversityTransition Team,andCapitalPlanandImprovements 5. UndertakeaProgramandServicesReview LookingForward:AuroraCollegeTransitiontoPolytechnicUniversity 6. BuildaBicameralGovernanceModel 7. ExplorePartnershipswithOtherPostSecondaryUniversities 8. DraftEnablingLegislation 9. DevelopNewProgramOfferings 10. DrafttheAuroraPolytechnicUniversityStrategicPlanandAcademicPlan LookingForward:AuroraCollegeTransitiontoPolytechnicUniversity 1.0 INTRODUCTION Educationisthecornerstoneofeveryprosperoussociety.Withapresencein24 communities,AuroraCollegeiskeytoachievingtrueandlastingprosperityacrossthe NWT.NahendehMLAShaneThompson,Member’sStatement AstheeducationcentreoftheNWT,theTownofFortSmithisdeeplycommittedtosupporting postsecondaryeducationintheNorthwestTerritoriesandhasademonstratedtrackrecordof providingit.FortSmithisequallycommittedtoseeinganexpansionofpostsecondary educationattheexistingAuroraCollegecampusinFortSmith.Weseefew,ifany,advantages tosupportingabrandnewcampusinYellowknifeasanalternativetoimprovingandexpanding thevaluableassetstheCollegealreadyhasavailable. CentralizingpostsecondaryservicesinYellowknifeiscontradictorytotheGNWT’sstated supportforthedecentralizationofserviceswithintheNWT.TheexistingYellowknife infrastructureisinsufficienttoaccommodatethePolytechnicUniversityHeadquarters.We understandthattheYellowknifecampusrequiresexpansiontoaccommodatetheirexisting programming.BoththeTownofFortSmithandmanyothercommunitiesintheNWTwillbe deeplyandnegativelyimpactedbysuchamove. Theobjectivesofthisreportareasfollows: Todocumenttheeconomicandsocialbenefitsofhavingthemaincampusand headquartersofAuroraCollegeinFortSmith; Todiscusshowamoredecentralizedmodelofpostsecondaryeducationresultsin strongeroutcomesandalignswithcurrenttrendsinpostsecondaryeducation; TocompareidentifiedemploymentdemandintheNWTwithcurrentandproposed offeringsatAuroraCollege;and ToconsidertheexperiencesofotherCollegesintheirtransitiontoapolytechnic;and TodocumentnextstepsinthetransitionoftheCollegetoaPolytechnicUniversity. StrengtheningandexpandingtheroleofAuroraCollegewillbettersupportindigenouslearners intheNWT.TheGNWTisasignatorytotheIndigenousEducationProtocolandhasthereby agreedtothefollowingactions: 1. CommittomakingIndigenouseducationapriority. 2. EnsuregovernancestructuresrecognizeandrespectIndigenouspeoples. 3. ImplementintellectualandculturaltraditionsofIndigenouspeoplesthroughcurriculum andlearningapproachesrelevanttolearnersandcommunities. 4. Supportstudentsandemployeestoincreaseunderstandingandreciprocityamong IndigenousandnonIndigenouspeoples. 5. CommittoincreasingthenumberofIndigenousemployeeswithongoingappointments throughouttheinstitution,includingIndigenoussenioradministrators. October2018 1 LookingForward:AuroraCollegeTransitiontoPolytechnicUniversity 6. EstablishIndigenouscentredholisticservicesandlearningenvironmentsforlearner success. 7. BuildrelationshipsandbeaccountabletoIndigenouscommunitiesinsupportofself determinationthrougheducation,trainingandappliedresearch. Thisreportprovidesaddeddetailanddepthtotheoriginalpositionpaperpresentedbythe TownofFortSmithtotheNWTLegislaturedirectlyinresponsetotheMNPAuroraCollege FoundationalReview. 2.0 TOWNOFFORTSMITH TheTownofFortSmithisperfectlypositionedtosupporttheprovisionofpostsecondary educationtostudentsintheNorthwestTerritories. FortSmithisafriendly,welcomingcommunitywithmuchtoofferitsresidentsandvisitors alike.TheTownhasmodernfacilities,includingapool,curlingrink,andlargegymnasium; excellenthealthandsocialservices;andregularcommunityprogrammingforallagelevels. HealthandsafetyareensuredbythelocalRCMPdetachment,avolunteerfiredepartment,and theFortSmithHealthandSocialServicesCentre1. FortSmithistheeducationcapitaloftheNWT.Allgradesareavailable,fromjunior kindergartentoGrade12,aswellasFrenchimmersionandalternativeeducationprograms.The TownisalsohometothelargestofAuroraCollege’sthreecampuses. FortSmithoffersunique,worldclassopportunities.Worldclassrapids,theworld’slargest DarkSkyPreserve,aUNESCOWorldHeritageSiteandterritorialandnationalparksareall nearby.TheNorthernLifeMuseumandCulturalCentrefeaturesimpressiveculturalandnatural collectionsfromtheThebacharegion.
Load more

Recommended publications
  • Northwest Territories Biodiversity Action Plan
    Canada’s Northwest Territories Biodiversity Action Plan Prepared by: Jody Snortland, SRRB & Suzanne Carriere, GNWT WGRI-2 Meeting, Paris, France, 9-13 July 2007 Outline • Northwest Territories - Sahtu • Biodiversity in the NWT • Challenges and Opportunities • Action Planning • Implementation in the Sahtu Northwest Territories ‘Denendeh’ • 42,982 people • 1,171,918 km2 (= twice France) • 3.7 persons per 100 km2 • 5.3 caribou per 100 km2 Northwest Territories Languages • DENE (Chipewyan, Gwich’in, North Slavey, South Slavey, Tłįcho) • CREE • ENGLISH • INUIT/INUVIALUIT • FRANÇAIS (Inuinnaqtun, Inuktitut, Inuvialuktun) Land Claim Agreements Settled Land Claims • Inuvialuit – 1984 • Gwich’in – 1992 • Sahtu – 1993 •Tłįcho – 2005 Sahtu Settlement Area • 2629 people K'asho Got'ine District • 283,000 km2 Y# Colville Lake Y# • 1.0 person per Fort Good Hope 2 Deline District 100 km Y# Deline Norman Wells Y# Y# Tulita • Language: North Slavey Tulita District • ‘Sahtu’ means Great Bear Lake Biodiversity in the NWT • About 30,000 species • 75 mammals, 273 birds, 100 fish, 1107 plants Ecosystems in the NWT Dè = the land “All things infused with life, including rocks” • Large Lakes and Rivers • From Boreal Forest & Mountains to Tundra Mackenzie Delta Peary Caribou Northern Arctic Southern Arctic Mackenzie River ‘Deh Cho’ Taiga Plains Taiga Shield Taiga Cordillera Polar Bear Beaufort Sea Challenges Challenges & • Dual economy Opportunities • Increasing pressure • Outstanding Land Claims • Stressed capacity to adapt Opportunities • Vast and relatively
    [Show full text]
  • 2019-2020 Aurora College Academic Calendar
    2019-2020 Aurora College Academic Calendar This Calendar introduces our wide variety of programs, which include certificates, diplomas, degrees, trades, apprenticeship, and industrial training. Our programs have been designed specifically to meet the unique needs of Northerners and of the Northwest Territories (NWT) labour market. We take pride in having programming that connects Northerners to educational opportunities throughout Canada and the world, with a presence in nearly every NWT community. Students benefit from the College’s small class sizes, which ensure individual attention from instructors. Historically, this land has been a place of hunting, harvesting and trading for the Chipewyan, Cree, Gwich’in, Inuit, Inuvialuit, Métis, North Slavey, South Slavey and Tłıchǫ̨ peoples. Aspects from this diverse cultural history have been incorporated into programs of study including the Education, Business, Developmental Studies, Environment and Natural Resources Technology, Social Work and Nursing programs. The School of Trades, Apprenticeships and Industrial Training reflects the needs of our modern North, ensuring our graduates are well prepared for employment in the current and future economy. Aurora College has grown from a small adult vocational centre in the 1960s to the comprehensive post- secondary institution it is today. Our programs combine theory with practical hands-on experience, incorporating both the rich Traditional Knowledge and cultures of the north and the most up-to-date knowledge, theory, theoretical and practical learnings in each program area. This has created an innovative programming mix that makes being a student of Aurora College a transformative experience. Please explore our course and program offerings in this calendar and make the choice to join us in the near future.
    [Show full text]
  • Presentation-Wright
    A Northern Perspective on Northern University Initiatives Sarah Wright Cardinal ACUNS Banquet October 2010 Purpose To provide: • Background on Aurora College & Aurora Research Institute • Background on desire for northern university • Current developments • Opportunities • Challenges • Key questions Demographics of the NWT • The NWT includes 33 communities • 4 settled land claim regions: Inuvialuit, Gwich’in, Sahtu Dene & Metis, Tlicho • Claims in process: Deh Cho, Akaitcho, Northwest Territory Metis Nation • Two reserves: Katlod’eeche & Salt River • 11 Official Languages • Yellowknife has citizens of over 100 countries of origin • Aurora College has 3 campuses, 25 community learning centres, and a research institute AC Programs by enrolment • School of Education 2010 Fall Enrollments (Full and Part-time Students) School of • School of Health & Human Education, 105, Developmental 14% Services Studies, 295, 40% • School of Trades, School of Health, 161, 22% Apprenticeship & Industrial Training • Business Programs Environemntal School of Trades, Programs, 26, 4% Business 59, 8% • Environmental Sciences Programs, 90, Programs 12% • Developmental Programs Aurora Research Institute Initiatives 2009-2011: • World class research facilities • Research Advisory Council to our Legislative Assembly • Community participation • NSERC & SHERC accreditation • Intellectual Property & Traditional Knowledge policy • Faculty & Staff research University in the North? • Education transferred from federal to territorial government in 1968/69 • Every province
    [Show full text]
  • K'átł'odeeche First Nation
    Aaron Tambour © K’átł’odeeche First Nation Wellness Plan 2018 -2023 Last updated 30 April, 2018 Acknowledgements Many people participated in developing this plan. The Wellness Committee has met several times through 2016 and 2017 to discuss wellness programming and to identiFy what is working well or which areas require improvement. KFN Elders have also been meeting regularly through K’átł’odeeche Ohnda in 2017 to talk about plans, the changes that Elders want to see and how Elders themselves can be a part of supporting that vision. KFN’s Community Plan Coordinators and Community Plan Representatives have been leading community planning processes now For over a year. They are working hard to ensure that KFN’s Comprehensive Community Plan reFlects as many community voices as possible and to create the community spaces and processes that help individuals to discover and share their own voices. KFN’s Community Planners are: Denise Sabourin and JefFrey Fabian. KFN’s Community Planning Representatives are: Rosemary Buggins, Trinity Cayen, Brooklyn Cayen, Sheena Yakinneah, Jeanna Graham, and Joe Tambour. ChieF and Council has provided on-going guidance, trust and patience. Many, many community members have dedicated tremendous time, energy and emotion to this and many other planning processes and to the many activities and programs that are already ofFered. PlanIt North is a consulting company retained to help Facilitate the development of this wellness plan and the Comprehensive Community Plan process. Christine Wenman strived to compile KFN’s many voices, honouring community members’ intentions while converting the spoken word to a written plan. To all who have participated in developing this plan and who are dedicated to its vision, Mahsi Cho! Wellness Plan: 2018 -2013 i K’átł’odeeche First Nation Table of Contents Acknowledgements ..........................................................................................................................
    [Show full text]
  • 2010-2011 Aurora College Annual Report
    TABLED DOCUMENT 7-17(1) TABLED ON DECEMBER 9, 2011 2010-2011 Aurora College Annual Report www.auroracollege.nt.ca AURORA COLLEGE Mandate and Purpose (Aurora College Act R.S.N.W.T. 1988,c.A-7,s.3) The purpose of Aurora College is to deliver adult and post-secondary education, including the delivery of university level programs and granting of prescribed university degrees and applied bachelor degrees. Mission Statement Aurora College is focused on Student Success and is committed to supporting the development of our Northern society through excellence in education, training and research that is culturally sensitive and responsive to the people we serve. Our Values Together, we are creating a vibrant, Northern college that is committed to excellence in education and research and fosters understanding and respect among all Northern people. We will continue to do this by: • Serving students in the best way possible, offering a seamless transition between high school, work, college and university; • Nurturing critical thinking skills and problem solving abilities; • Offering a full spectrum of post-secondary education, qualifying Northerners to work or to go on to further education anywhere in Canada; • Respecting and celebrating Aboriginal cultures and linking modern and traditional lifestyles; • Supporting innovation in education and research; • Ensuring research and post-secondary education are well integrated, through strong partnerships with industry, communities, governments and other educational institutions; • Recognizing our role in supporting the governance and economic development of Northern communities; • Attracting and retaining highly qualified Northern staff and faculty; and • Fostering an environment of excellence in which staff, faculty and students can work and learn.
    [Show full text]
  • Resource Co-Management Workshop
    Hosted by the Mackenzie Valley Review Board, the Mackenzie Valley Land and Water Board, and the Government of the Northwest Territories Resource Co‐management Workshop Kátł’odeeche Community Complex, Hay River Reserve, NWT January 25 – 26, 2017 RESOURCE CO‐MANAGEMENT WORKSHOP, HAY RIVER, 2017 ‐‐This page intentionally blank‐‐ RESOURCE CO‐MANAGEMENT WORKSHOP, HAY RIVER, 2017 TABLE OF CONTENTS Abbreviations .................................................................................................................................... i Background ...................................................................................................................................... 1 Welcoming remarks ........................................................................................................................ 2 Keynote Speaker Florence Catholique, Łutsel K’e Dene First Nation .............................................. 3 Resource Co‐Management System ................................................................................................. 5 Overview ..................................................................................................................................... 5 Land Use Planning ....................................................................................................................... 7 Preliminary screening and environmental assessment .............................................................. 8 Land Use Permits and Water Licences .......................................................................................
    [Show full text]
  • Board of Governors' Meeting Minutes March 3-5, 2014 Norman Wells, NT
    Board of Governors’ Meeting Minutes March 3-5, 2014 Norman Wells, NT In Attendance: Sydney O’Sullivan, Chair, Board of Governors Ethel Blondin-Andrew, Chair, Finance Committee David Miller, Chair, Policy & Programs Committee Paul Andrew, Elder Representative Helen Sullivan, Beaufort Delta Representative Michael Lafferty, North Slave Representative Geraldine Hunter, Student Representative Jane Arychuk, President, Aurora College Heather McCagg-Nystrom, Vice President, Community & Extensions Diane Reed, Vice President, Education & Training Aranka Raffai, Director of Finance/CFO Pippa Seccombe-Hett, Director, ARI Jayne Murray, Manager, Communications & College Relations Heather Meacock, Executive Assistant 1. Opening Prayer Mr. Andrew led the meeting with an opening prayer. 2. Call to Order & Adoption of Agenda The meeting was called to order by the Chair of the Board, Ms. O’Sullivan, at 7:10pm on Monday March 3, 2014. Motion#01-2014: To adopt the agenda as presented. Moved by: Ethel Blondin-Andrew Seconded by: Helen Sullivan The Board discussed and agreed to add Trades Access for the Tlicho Region to section #14 Other Business. The Board will begin day two (March 4, 2014) with section #12 Members’ Round Table. Unanimous/Carried (March 3, 2014) 3. Meeting Process a. November – What Went Well (WWW) & Areas for Attention (AA) Ms. O’Sullivan summarized the main items brought forward from the WWW & AA’s completed at the November 2013 meeting. The Board discussed how they would like to receive the meeting packages and individually confirmed their preferences. There always seemed to be a lot of material for the meetings – too much at times. The Board raised concerns that there had been too much staff involvement in the meetings.
    [Show full text]
  • College Diplomas North
    FIRST NATIONS WELLNESS AND ADDICTIONS COUNSELOR CERTIFICATION BOARD REPERTORY OF TRAINING PROGRAMS FOR ADDICTIONS COUNSELLING Prepared by Giselle Robelin for FNWACCB- March 2011 1 NORTH College Credentials Title of Credential NWT Aurora College Diploma Social Work Yellowknife/North Slave Campus Aurora College Certificate Community Health Representative Yellowknife/North Slave Campus NUNAVUT Arctic College Diploma Social Services Worker Cambridge Bay YUKON Yukon College Certificate Human Services Whitehorse 2 AURORA COLLEGE Type of Diploma: Diploma in Social Work Contact: Program contact Aurora College Aurora College 50 ConiBear Crescent Yellowknife/North Slave Campus P.O. Box 600 Registrar's Office Fort Smith, Northwest Territories Toll Free: 1-866-291-4866 X0E 0P0 Tel: (867) 920 -3030 Tel: 867-872-7500 Fax: (867) 920-4350 Fax: (867) 872-4511 Email: DIPLOMA IN SOCIAL WORK http://www.auroracollege.nt.ca/_live/pages/wpPages/ProgramInfoDisplay.aspx?id=107&tp=PRG Description The Aurora College Social Work Program offers two years of general university studies and social work curricu lum leading to a Diploma in Social Work (Certificate in Social Work from the University of Regina). Graduates may apply to have their two years of credits applied toward the Bachelor of Social Work degree at the Univers ity of Regina or Yukon College. The program is designed to Be of particular relevance to the Northwest Territories and its social issues, cultural groups, and delivery systems and resources. The courses and the field practicums are planned to meet the educational needs of students who will be working in the North after completion of the program, as well as students who will be continuing their post -secondary studies.
    [Show full text]
  • Aurora College Faculty and Staff Handbook
    Aurora College Faculty and Staff Handbook www.auroracollege.nt.ca Mission Statement Aurora College is focused on Student Success and is committed to supporting the development of our Northern society through excellence in education, training and research that is culturally sensitive and responsive to the people we serve. Faculty and Staff Guidebook 2 Purpose of this Guidebook This guidebook is designed to provide a general orientation to Aurora College, the people we serve, and our culture. Many additional sources of information exist, and this guide- book will help you to find some of those resources. Faculty and staff should take the time to read through this guidebook to orient or re-orient themselves with Aurora College. Table of Contents About Aurora College...............................................................................................................4 History..........................................................................................................................4 Our Values.....................................................................................................................5 Structure......................................................................................................................5 Goals............................................................................................................................6 About the NWT..........................................................................................................................7 Geographic and political................................................................................................7
    [Show full text]
  • Why Are There Few Online Programs in Canada's Far North?
    Why are there few online programs in Canada's Far North? [This has been amended form an original blog by Tony Bates at http://wp.me/pi2SZ-2ZV] Canada’s Far North Image: Wikipedia What is north in Canada? In a country as vast as Canada, 'north' is always relative. Sudbury (46º N) is considered to be in Northern Ontario, but by latitude it is south of Vancouver (49% N). In terms of post-secondary education, there are about 20 Canadian colleges and universities in the range of 52º to 56ºN, which would cover institutions in some fairly large cities and towns, such as Edmonton, Saskatoon, Fort St. John, Fort McMurray, Prince Rupert and Prince George, for instance, as well as several colleges with campuses in fairly small towns. These could all certainly claim to be in the north. But the far north is well beyond even these northerly habitations. In particular, we are interested in five institutions operating north of 56º, because they face unique challenges in providing post-secondary education. Far North post-secondary institutions There are four institutions with campuses in the far north: • Yukon College, Whitehorse, Yukon (60ºN) • Collège Nordique Francophone, Yellowknife, Northwest Territories (62ºN) • Aurora College, with campuses in Inuvik (68ºN), Fort Smith (60ºN) and Yellowknife (62ºN), in the Northwest Territories • Nunavut Arctic College (70ºN), Nunavut In addition, we would like to include the University College of the North, which has a mandate to serve Northern Manitoba. Although its two main campuses are in The Pas (54ºN) and Thompson (56ºN), it also has centres in Churchill (59ºN) and several other locations north of 56º.
    [Show full text]
  • University Feasibility and Benefits Study Final Report to the City of Yellowknife January 2019
    University Feasibility and Benefits Study Final Report to the City of Yellowknife January 2019 ©STRATEGYCORP 2018 Table of Contents About the Report 3 Feasibility and Benefits Executive Summary 9 Appendix A – Detailed Feasibility and Benefits Analysis 23 Appendix B – Summary of Subject Matter Expert Interviews 48 Appendix C – Economic and Demographic Analysis 53 Appendix D – Northern Post-Secondary Peer Institution Reviews 62 Appendix E – Review of Relevant Legislation and Bylaws 77 Appendix F – Overview of Northern and Arctic Research Funding in Canada 83 2 About the Report 3 Disclaimer • StrategyCorp's report is written with the recognition that the City of Yellowknife, as a municipal government, does not possess the legislative or regulatory authority to establish alternate models of post-secondary education delivery (e.g. university). Rather, this report is an examination of the community’s and territory’s capacity to support and sustain a new post-secondary institution (e.g. university, polytechnic university, satellite campus) • StrategyCorp has written this report without consideration for the specific program or strategic mandates and priorities of Aurora College – as such, this study focuses on providing a third-party analysis of the feasibility of a university (or variation thereof) instead of evaluating the current model in place (i.e. Aurora College) • StrategyCorp has developed this report acknowledging data limitations. Where possible, StrategyCorp has leveraged various reports, data, and information from primary and secondary sources (e.g. third-party organizations) available at the time that this report was developed to inform its results • StrategyCorp held a number of interviews with various key stakeholders and subject matter experts from the business community, government, local Indigenous organizations, and relevant education and academic institutions.
    [Show full text]
  • My Name Is Kenny Shae and I Am from Fort Good Hope N.W.T. I Was Taken
    06/05/2006 15:37 8675'382744 AURORA COLLEGE PAGE 02/07 My name is Kenny Shae and I am from Fort Good Hope N.W.T. I was taken from my family at the age of 5, I say taken because I did not willingly go at least not in spirit. I was there from September to June for three years and at the end of those years I did not know Iny own parents even though they were standing right in front of me. Today sometimes I feel I still don't know them. When I was there I was there with my brother, Billy, along with many boys and girls from here, so I am one ofmany. Tod.ay 1 still feel alone inside: 40 years after being there. At a Residential School trauma program in Yellowknife I realized that aU the booze and dntgs and loneliness came from those three lost years ofmy life. My mother, Corrine Shae, was a very smart and caring person who practiced the traditional way, living off the land and placed the traditional values on her everyday life. She spoke to me at a young age about times when uur people were very strong and that we had to follow our Dene law: to help those who are sick and can't help themselves, to feed tllose who are hungry, to provide warmth to those who are cold, show respect to man and anima], for we are equal and most of all the importance of life you cannot take your own.
    [Show full text]