8 years later, N.W.T. education system feeling impact of no teacher training program – CBC

Report on the Suspension of the Aurora College Teacher Training Program and its Impact on Sustainable Development Goals in the N.W.T.

Executive Summary

The suspension of the Aurora College teacher training program in 2017 has created a significant educational and developmental gap in the Northwest Territories (N.W.T.), making it the only Canadian jurisdiction without such a program. This report analyzes the consequences of this suspension through the framework of the United Nations Sustainable Development Goals (SDGs), focusing on Quality Education (SDG 4), Reduced Inequalities (SDG 10), and Decent Work and Economic Growth (SDG 8). The absence of a local training program disproportionately affects northern Indigenous peoples, undermining efforts to build a sustainable, equitable, and culturally relevant education system.

Impact on Sustainable Development Goal 4: Quality Education

The suspension directly contravenes the principles of SDG 4, which aims to ensure inclusive and equitable quality education for all. The loss of the program has resulted in several negative outcomes for the territory’s education system.

• Loss of Culturally Relevant Pedagogy: The program was instrumental in training local Indigenous educators who possess an intrinsic understanding of the culture, language, and community needs. Graduates like Joni Tsatchia highlight that Indigenous teachers serve as role models with whom students can identify, fostering a more effective and inclusive learning environment.
• Barriers to Lifelong Learning: The program’s design offered flexibility for students with family and community responsibilities, a key component of promoting lifelong learning opportunities. Its absence forces aspiring teachers to relocate south, a significant barrier for many northern residents.
• Reduced Teacher Quality and Retention: Hiring educators from the south who lack a background in northern and Indigenous cultures can lead to higher teacher turnover and a disconnect with community values, impacting the overall quality and stability of education.

Implications for SDG 10 (Reduced Inequalities) and SDG 8 (Decent Work)

The decision to suspend the program has exacerbated existing inequalities and limited economic opportunities for residents of the N.W.T., particularly for Indigenous peoples.

Analysis of Inequalities (SDG 10)

1. Underrepresentation in Professional Roles: A survey by the South Slave Divisional Education Council (SSDEC) revealed that while Indigenous people are well-represented in support staff positions, they are significantly lacking in teaching roles. The program was a primary pathway to correct this imbalance.
2. Geographical and Social Disadvantage: The necessity of leaving the North for teacher training creates a substantial disadvantage for individuals with strong community and family ties, effectively excluding a key demographic from entering the profession.

Economic and Employment Impacts (SDG 8)

• Loss of Local Employment Opportunities: The program provided a direct route to professional, decent work within the N.W.T. Its closure limits local economic development and perpetuates a reliance on an external workforce.
• Socioeconomic Costs: As noted by former program head Valentina de Krom, there is a significant socioeconomic cost associated with recruiting, relocating, and retaining teachers from the south, representing a drain on the local economy.

Institutional Response and Future Outlook

The program was suspended due to budgetary constraints and concerns over enrolment figures. A 2021 review recommended changes to better support graduates. In the interim, education bodies like Yellowknife Education District No. 1 (YK1) are pursuing initiatives to incorporate Indigenous learning, such as hiring language instructors.

Key Data Points and Program Status

• Program Status: Aurora College has indicated a potential renewal of the program in 2027, contingent on securing adequate funding.
• Educator Certification Data: Data from the Department of Education, Culture and Employment (ECE) shows 96 self-identified northern Indigenous educators holding valid N.W.T. teaching certificates, an increase from 72 in previous years. However, the reliability of this data is compromised as self-identification became optional in 2021.

The SSDEC and other educational bodies are actively participating in steering committees to support the program’s prospective return, recognizing its critical importance for achieving sustainable development and educational equity in the North.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article’s central theme is the suspension of a teacher training program at Aurora College in the N.W.T. This directly relates to the provision of quality education, the supply of qualified teachers, and access to tertiary education for the local population, particularly Indigenous people.

• SDG 10: Reduced Inequalities

  The suspension of the program disproportionately affects northern Indigenous people, creating a barrier to professional training and employment. The article highlights that without the program, there are “less opportunities for northern Indigenous people to teach students from the communities they come from,” which points to an inequality of opportunity compared to other Canadians and non-Indigenous residents.

• SDG 8: Decent Work and Economic Growth

  The program served as a pathway to professional employment (decent work) for local residents. Its absence limits these opportunities and has a “socioeconomic impact,” as mentioned by Valentina de Krom, including the increased cost of hiring teachers from the south instead of fostering local economic growth.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4: Quality Education

  • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The article demonstrates a setback for this target, as the suspension leaves the N.W.T. as “the only jurisdiction in Canada without a teacher training program,” thereby removing a key local option for tertiary education.
  • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations. The article explicitly states that the program’s absence means “less opportunities for northern Indigenous people,” directly impacting this target.
  • Target 4.c: By 2030, substantially increase the supply of qualified teachers. The article discusses how the program’s suspension has “affected” the number of new northern Indigenous teachers, working against the goal of increasing the supply of qualified, culturally relevant educators.

• SDG 10: Reduced Inequalities

  • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… ethnicity, origin… or other status. The article points to a lack of inclusion, citing a survey that found Indigenous people are “significantly lacking in teaching positions,” a situation exacerbated by the lack of a local training program.
  • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome… The suspension of the only local teacher training program creates an inequality of opportunity for residents of the N.W.T., who must now leave their support systems and travel south for the same training available locally in other jurisdictions.

• SDG 8: Decent Work and Economic Growth

  • Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men… The article shows how the program provided a direct path to decent work, as exemplified by Joni Tsatchia, who “worked as a teacher for three years after graduating.” The program’s suspension limits this pathway for local residents.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicators for SDG 4

  • Existence of a local teacher training program: The article’s primary focus on the N.W.T. being “the only jurisdiction in Canada without a teacher training program” serves as a clear, binary indicator of access to this form of tertiary education (Target 4.3).
  • Number of certified Indigenous educators: The article provides specific data: “96 self-identified northern Indigenous educators holding valid N.W.T. teaching certificates,” up from 72. This is a direct quantitative indicator for measuring the supply of qualified teachers from a specific demographic (Target 4.c).

• Indicators for SDG 10

  • Representation of Indigenous people in teaching positions: The article mentions an “ad hoc survey” whose results “showed that Indigenous people are well represented in support staff positions, but are significantly lacking in teaching positions.” This ratio serves as an indicator of professional inclusion and equality of outcome (Target 10.2).

• Indicators for SDG 8

  • Number of program graduates employed as teachers: While not providing aggregate data, the article implies this indicator through the example of Joni Tsatchia, who secured a teaching job after graduation. Tracking the employment rate of graduates from a potential future program would measure its contribution to decent work (Target 8.5).

4. Summary Table of SDGs, Targets, and Indicators

Source: cbc.ca