Tag Archives: Aboriginal Academic Outcomes

Module 3 Post 1 – Increasing Aboriginal Enrollment and Completion Rates in Post-Secondary Ed

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In 2005, the Ontario Undergraduate Student Alliance (OUSA) developed the following list of aboriginal student programs:

  • Residential School syndrome
  • lack of academic preparation
  • social discrimination
  • high unemployment and poverty
  • cultural differences
  • community and family responsibilities

From the research done by the OUSA, they argued that there needs to be a holistic and collaborative strategy involving all education stakeholders (OUSA, p.5).

The paper “Fostering Aboriginal Leadership: Increasing Enrollment and Completion Rates in Canadian Post-Secondary Institutions” examines building Aboriginal leadership in the education sector and ways to increase the enrollment of Aboriginal people in post-secondary institutions and Aboriginal completion rates in these institutions. It also incorporates theories surrounding Aboriginal education and leadership, provides basic differences between traditional Aboriginal leadership and western leadership, and gives a statistical snapshot of current academic achievement rates.  It also provides evidence on the government’s role in legislation affecting Aboriginal education.

Sources:

King, T. (2008). Fostering Aboriginal Leadership: Increasing Enrollment and Completion Rates in Canadian Post-Secondary Institutions. College Quarterly, 11(1), 1-16.

Ontario Undergraduate Student Alliance. (2005, March). Aboriginal Students in Ontario’s Post Secondary Education System (pp.1-17). Retrieved October 22, 2007, from http://www.ousa.ca/…/ABORIGINAL%20STUDENTS%20POLICY%
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