Given these conditions in Inuit employment and preparedness for employment, Makigiaqta has identified the four Strategic Priorities outlined in:
Investment in early learning service providers is strongly associated with success in K-12, employment outcomes, and many other benefits, including mental health outcomes. Furthermore, early childhood supports that are rooted in a child’s heritage language and culture are associated with additional benefits, including good relationships, positive identity and self-esteem, and success in additional languages.
At this time, Nunavut’s current system for supporting early learning is complex, and many families do not have access to services. There are multiple sources of funding and professional development, but they are neither coordinated nor delivered on the scale needed. Additionally, Nunavut has not yet focused on early Inuktut acquisition, though this would provide developmental benefits to children in addition to language skills.
- Strengthened capability to support Inuit early learning, including Inuktut acquisition in the early years, among service providers, communities, and families.
- Strengthened collective vision and understanding of effective ELCC practices for Inuit children, families, and communities.
- Improved practical and financial support for community-based organizations delivering early learning programs (including streamlined, stabilized, and increased funding and centralized administration).
As the Government of Nunavut and District Education Authorities work toward strengthening Nunavut’s basic education system and K-12 learning outcomes, Makigiaqta will invest in family-led and community-led delivery of wrap-around supports for Inuit students of all ages. These supports will contribute to overall development and learning, school attendance, and strong skills, knowledge, and values rooted in Inuit culture.
Such supports could include
- intergenerational learning that engage children and their caregivers together;
- programs that engage parents/caregivers in schools;
- land-based, sewing, and other cultural programs linked with school attendance, and
- complementary learning programs based in Inuit qaujimajatuqangit and Inuit learning traditions.
- Strengthened capability to support success of Inuit students in K-12 among service providers, community groups, and families.
- Strengthened collective understanding of effective extracurricular support programs for school-aged Inuit children and youth (including “early leavers”).
- Strengthened planning and coordination in the delivery of wrap-around supports, by local organizations and schools.
The Nunavut Adult Learning Strategy (NALS) identifies the need for non-formal, community-based learning programs that teach foundational skills rooted in Inuit culture. Such programs contribute to overall well-being, enable Inuit adults to engage in meaningful community-based and land-based work, and also often serve as gateways to more learning programs. NALS also identifies the need for holistic, integrated supports to address the multiple barriers many adult learners face and enable them to easily transition between learning and work opportunities.
Some key elements of NALS have been completed or are in progress, such as the creation of a new mature high school graduation program and the expansion of cultural programs, such as through Piqqusilirivik in Clyde River. But much work lies ahead to develop and deliver foundational skills development opportunities for adults on the larger scale needed for Makigiaqta to accomplish its mission for all Inuit across Nunavut.
- Support Nunavut Arctic College to enhance and expand adult basic education opportunities in all communities;
- Strengthen collective understanding of effective adult learning programs for Nunavut Inuit;
- Strengthen capability of community groups to plan and deliver non-formal adult learning programs, including intergenerational learning programs;
- Increase access to formal adult learning programs (classroom-based, workplace-based, and programs that combine learning and work);
- Increased access to non-formal, community-based adult learning programs, including a range of programs rooted in Inuit culture;
- Increase access to all levels of Inuktut learning programs for Inuit, including diverse workplace-based, classroom-based, and community-based programs.
Makigiaqta will make a large investment in increasing access to advanced sector-specific learning programs, including post-secondary, with a focus on customized programs linked with existing and emerging employment opportunities. Close collaboration with employers (public and private sector), training institutions and delivery partners, and governments at all levels will be essential to achieving this outcome and its sub-objectives.
Enhancing post-secondary and sector-specific training programs linked with employment demand will support more Inuit to progress in their careers, ultimately increasing Inuit employment in higher-skilled jobs in the near-term. When investing in specific programs, Makigiaqta will seek prior collaborative planning and commitment from governments and private sector employers to hire and provide on-the-job transitional support for interested graduates.
- Increased access by Inuit to job- and sector-specific advanced training programs, including on-the-job, mentorship, and classroom-based programs, directly linked with opportunities for employment or advancement;
- Increased overall access by Inuit to post-secondary programs, within and outside of Nunavut, directly linked with opportunities for employment or advancement;
- Strengthened student funding programs; and,
- Enhanced holistic wrap-around supports for Inuit students in post-secondary and advanced training programs and increased access to such supports.