Go To University Campus

The First Nations University of Canada’s latest series of financial mismanagement scandals – incredibly frustrating to all who want to see successful models of aboriginal higher education – are much the same as previous ones: alleged mismanagement of funds, questions about the diligence of FNUC’s board of governors, and a former senior administrator suing the university for alleged wrongdoing. This time, as well, the FNUC has admitted that money has been misused from the scholarship fund.

After years of scandal and inaction, both the provincial and federal governments have cut funding to the troubled university.

Now, with funding cut, the university is being forced to make substantive changes. Having started to make the changes to governance structure demanded over the last five years – and ignored despite scandal after scandal – the Federation of Saskatchewan Indian Nations is demanding both levels of government reinstate funding to the institution so that it will continue to operate independently and remain wholly owned by FSIN. The demands are being backed by both the federal NDP and the federal Liberal Party.

Yet, no one is asking the big question – is a separate university for aboriginals located in Regina the best model to address social mobility for Canada’s First Nations?

Having seen a better model, I say no.

The First Nations University of Canada needs to be more than a building in Regina. The fact is – surprisingly – more aboriginal students in Saskatchewan are attending the Universities of Saskatchewan and Regina than FNUC, according to the Regina Leader-Post. But the people who are not necessarily being served are those on reserves and in communities outside Regina. It is time for the Federation of Saskatchewan Indian Nations to look for a new model. I suggest they look at the First Nations Technical Institute on the Tyendinaga Mohawk Territory in Ontario.

FNTI offers a wide range of post-secondary options to members and non-members of the Mohawk nation, including reputable college diplomas, undergraduate degrees, and Masters degrees. Instead of reinventing the wheel, FNTI partners with established institutions to bring post-secondary education to its people. Students can earn a diploma from three of Ontario’s public colleges, an undergraduate degree from Ryerson University, or complete a master’s from Queen’s or Wilfrid Laurier.

Beyond degrees and diplomas, FNTI offers a wide range of certificate and “university diploma” programs that meet the needs of the Tyendinaga Mohawk Territory.

With over 2,000 graduates, FNTI is a First Nations success story. Research shows that students from lower-socio-economical backgrounds are less likely to travel far to attend higher education as living at home keeps their costs down, and research also shows that having post-secondary options within a community increases the percentage of the population which obtains post-secondary education. It is for these reasons that FNUC needs to be revamped and given a strong outreach mandate.

The federal and provincial governments should step up and offer funding for FNUC to have a leading role in spreading the FNTI model to First Nations across Canada.