Indigenous Education Council

MINISTRY MANDATE

The Ministry of Training, Colleges and Universities (MTCU) is dedicated to enhancing Indigenous peoples’ access to, and success within, postsecondary education and training. This commitment includes supporting initiatives that foster equitable participation, strengthen student outcomes, and create learning environments where Indigenous learners can thrive. Central to this mandate is the goal of closing the participation and achievement gap between Indigenous and non‑Indigenous learners, ensuring that all students have meaningful opportunities to pursue their educational and career aspirations.

Background

In alignment with the Indigenous mandate set forth by the Ministry, St. Lawrence College established the Indigenous Education Council (IEC) in 1993. Since its inception, the IEC has played a vital role in guiding and supporting the College’s efforts to advance Indigenous education and student success.

The Council contributes to the development, implementation, and enhancement of goals outlined in the College’s Indigenous Student Success Fund for Colleges and Universities program, as well as the objectives identified in the Multi‑Year Accountability Agreement. Through this work, the IEC helps ensure that institutional strategies remain responsive, culturally informed, and aligned with the needs of Indigenous learners.

The St. Lawrence College Indigenous Education Council (IEC) is committed to advancing and upholding the College’s vision, mission, and values by supporting initiatives that respond to the distinct needs of Indigenous students and their communities. Through its guidance and advocacy, the IEC works to ensure that Indigenous learners—First Nations (status and non‑status), Métis, and Inuit—have equitable access to culturally relevant supports, meaningful educational opportunities, and a learning environment that honours their identities, histories, and aspirations.

The Council plays a vital role in strengthening relationships between the College and Indigenous communities, fostering collaboration, and promoting practices that contribute to student success and well‑being. Its work reflects a shared commitment to reconciliation, inclusion, and the celebration of Indigenous knowledge and perspectives within the St. Lawrence College community.

Members of the IEC carry the important responsibility of advocating for the interests and priorities of Indigenous students. Their leadership helps foster an environment where First Nations, Métis, and Inuit students can access meaningful supports, equitable opportunities, and a learning experience that honours their cultures, histories, and aspirations.

Indigenous Education Council

The IEC plays a vital role in supporting Indigenous learners and strengthening Indigenous presence across St. Lawrence College. Specifically, the IEC will:

• Champion the success of Indigenous learners throughout their post‑secondary journey, recognizing that the learning experience—its challenges, growth, and discoveries—is just as meaningful as the final achievement.
• Promote cultural sensitivity and awareness across the College by encouraging a deeper understanding of Indigenous histories, cultures, and contemporary issues, and by supporting initiatives that foster respectful and informed engagement.
• Help cultivate a welcoming, safe, and culturally grounded environment where Indigenous students feel supported, valued, and empowered to thrive—both as individuals and as integral members of the St. Lawrence College community.

Operating Principles of the Indigenous Education Council (IEC)

The IEC’s work is guided by four core operating principles that reflect and strengthen its commitment to Indigenous learner success:

• Access and Participation: Expand opportunities for Indigenous learners to access and engage in postsecondary education and training, ensuring that pathways into higher education are welcoming, equitable, and culturally responsive.
• Completion: Support increased completion rates among Indigenous learners across all postsecondary pathways—including degrees, diplomas, certificates, and apprenticeship training—while fostering academic achievement and long‑term career success.
• Transition: Enhance transitions for Indigenous learners at every stage of their educational journey, including movement from secondary to postsecondary studies, from the workforce back into education, from undergraduate to graduate or professional programs, and from postsecondary education into meaningful employment.
• Partnerships: Build and strengthen partnerships that advance Indigenous learners’ access to, and success within, postsecondary education and training. This includes close collaboration with Indigenous communities, organizations, and stakeholders to support shared goals and collective success.