The task force joins a number of similar reviews aimed at improving education in the NWT. “Are the institutions supporting self-determination? Are the institutions focused on reconciliation? Who decides what research is conducted and how it’s conducted? Who in the institution has the authority to decide what is truth?” Transforming education in the NWT “Is the institution responsive to our cultures?” she said. The needs of Indigenous students and communities need to be taken into consideration, Southwick added. “Even just the distance … a lot of post-secondary programs require students to travel vast distances away from their support network, from the families from their communities.” “Some of the things that I’ve heard so far have included issues accessing programming that is culturally relevant, programming folks feel safe and supported in accessing,” Wrightson said. “We’re particularly interested in post-secondary graduates, high school graduates who are trying to get into post-secondary, students who had to drop out for whatever reason,” she said.Īccording to Dr Wrightson, challenges in the North range from restricted access to broadband internet to a lack of affordable childcare for students with children. Tosh Southwick, a task force member in the Yukon, told Cabin Radio the group wants to hear from “anybody who has anything they think they can contribute.” Post-secondary institutions in the south also have the opportunity to participate. Participants can fill out an online survey, register for a virtual discussion, or upload documents, video, or audio. The task force’s website launched on Monday. Three task force members come from the NWT: Dr Kelsey Wrightson, executive director of the Dechinta Centre Malerie Bayha, a youth member of the Délı̨nę First Nation and Angélique Ruzindana Umunyana, who sits on the board of directors for Collège Nordique Francophone.

Task force radio