Nunavut Sivuniksavut

Nunavut Sivuniksavut is a silattuqsarvik dedicated to providing Inuit youth with unique cultural and academic learning experiences that will allow them to develop knowledge, skills and positive attitudes to successfully contribute to the building of Nunavut.

The purpose of the organization is to help Inuit youth get ready for the education, training, and employment opportunities related to the implementation of the Nunavut Land Claim (NLCA) and the Government of Nunavut (GN). The organization will provide educational programming which will allow Inuit youth to:
• Learn about Inuit history, land claims and other issues essential to their future careers in Nunavut;
• Learn the skills necessary for successful post-secondary education and employment;
• Experience the world outside of the North;
• Learn to live successfully on their own.

Topics covered include:
Year 1: Inuit History; Details of the Nunavut Land Claim Agreement; Inuit-Gov’t Relations; Contemporary Issues; Inuktitut; English; computers; throat singing, ay ya ya singing, drum dancing; sewing & tool making
Year 2: Political Science; Research Methods; Land Claim Implementation; Circumpolar Studies; Nunavut Public Administration; Inuktitut; Media and Communications

Location Ontario

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website https://www.nunavutsivuniksavut.ca/

Contact

Morley Hanson, Nunvaut Sivuniksavut
613-244-4937
info@nsstaff.ca
450 Rideau St. Ottawa, ON K1N 5Z4

Project Details

Community Urban

Scope of Project Provincial / Territorial

Target Audience Inuit, Youth (15-30 yrs)

Initiative Impact

What is the overall impact of the initiative and how is this measured?

The program has had a wide range of outcomes:

increased knowledge in the course areas;
increased academic, personal living and freedom skills;
prime outcome is connected to student self-perception: marked increase in cultural pride, confidence, respect, enthusiasm to “get involved and contribute” ;
understanding of relationship and position of Inuit society within Canada and the world;
retention rates (80-85%);
continuation with PSE goals (42% attend some college;
15% attend some university);
employment rates (those who attain full-time work (67%), those who are working part-time (6%), those who are in school (11%) and those unemployed (8%);
program demand;
awards and recognition (Canadian Council of Learning, the Tides Canada Foundation).

Monitoring and Evaluation mechanisms include:

· Achieving general program goals	Observation; student evaluation of courses and overall program; feedback from observers (parents, teachers, employers, etc.)
· Tracking program adherence by participants:	Completion rates (Approximately 80%-85% complete the program each year).
· Tracking program adherence by Staff:	Staff retention rates (Principal teaching staff have been with the program for 25 years; program has recently expanded and 4 new staff have been added).
· Assessing participant knowledge acquisition	Regular academic assessment tools.
· Assessing changes in participant attitudes	Observation and weekly discussion groups

What challenges have you faced and how were these overcome?

The transition from Nunavut communities to living in an urban centre is highly stressful, but when combined with a program of studies that focuses almost entirely on the Inuit political experience (historical and contemporary), in conjunction with other like-minded students from across the territory, it becomes a positive stress; an intense experience leading to a high degree of learning.

What are 3 key lessons you learned from developing or delivering your initiative? What advice from those lessons would you share with others?

Innumerable lessons learned, but perhaps the strongest one centres on the importance of positive attitude development and how that can be promoted in an educational setting; achieving that is the fundamental enabler for successfully putting skills and knowledge into action.

Incorporation of Essential Skills

Which Essential Skills are covered by the initiative? Reading Text Document Use Writing Oral Communications Working with Others Thinking Skills Computer Use

How are the Essential Skills integrated into your initiative?

One of the programs pedagogical principles is to Integrate Skills Development with Academic Content (blending experiential with knowledge needed for further PSE or for the workplace).

How do you assess participant Essential Skills?

Skill attainment is assessed through academic assignments, but the measurement of specific skills is not a part of the program.

Project Components

What are the components of the initiative? Academic upgrading Life skills Career and/or educational planning Cultural, language, and tradition awareness and/or training

How was Indigenous culture integrated into the program content or delivery?

One of the program’s 7 Pedagogical Principles is to Incorporate Relevant Curriculum (ensure content material is directly relevant to the students’ cultural identity, historical experience, and their aspirations for the future.

What do you think are the most important competencies and attributes for staff involved in this initiative to have?

Education and group facilitation; several with extensive experience within Nunavut and Inuit political organizations.

Who are your partners, and what is their involvement in the initiative?

Partner name	Role	Responsibilities
Algonquin College	· provide certification for all courses offered	· ensure courses meet College standards
Carleton University	· provide accreditation for specific course offerings	· ensure courses meet College standards