MP Pauline Rochefort visits Anishinabek Educational Institute’s Nipissing Campus
By Abigail Yzereef
NIPISSING FIRST NATION — Member of Parliament for the riding of Nipissing—Timiskaming Pauline Rochefort visited the Anishinabek Educational Institute (AEI) Nipissing Campus to meet with Director of Education Mindy Taylor, Campus Manager Jennifer Fletcher, and Anishinabek Nation Lake Huron Regional Chief Scott McLeod. The conversation focused on AEI’s programs, the communities AEI serves, and how year-to-year funding, rather than stable and equitable long-term commitments, affects the Institute’s capacity to plan, grow, and respond to student and community needs.
AEI delivers accredited, community-responsive programs that blend professional training with Indigenous knowledge and cultural learning delivered in flexible on-campus, community-based, hybrid, and online formats to meet diverse learner needs.
AEI leaders shared how capped, competitive, and annually-renewed funding creates uncertainty that limits long-term planning, staffing stability, and program expansion. Year-to-year funding fluctuations can reach up to 15.7 per cent, making it difficult to scale successful programs or invest in the community engagement and program development that learners and employers are asking for. Staff frequently take on multiple roles to ensure students continue receiving academic, cultural, and wellness supports. This work is essential, but not sustainable without predictable funding.
To frame the discussion, Regional Chief McLeod emphasized that the conversation is about obligations and rights, not just budgets. He referenced the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP)—which Canada has endorsed—and federal legislation to implement UNDRIP (Bill C-15, 2021), noting its affirmation that Indigenous peoples have the right to establish and control their educational systems and institutions, in their own languages and in culturally appropriate ways. He also underscored Canada’s obligation to respect and uphold First Nations’ inherent, Indigenous, and treaty rights to education.
“We’re left trying to fund our Institutes with less funding than mainstream,” Regional Chief McLeod explained. “It needs to be looked at as an investment, not a cost. We’re educating Indigenous people, and then they go out and get good jobs.”
AEI’s outcomes speak for themselves.
“Our graduation rate is 85 per cent. Ontario’s average is 65 per cent,” Taylor emphasized.
Despite these results, AEI continues to operate within a funding system that is renewed year to year. This reality affects long-term planning, staffing stability, and the Institute’s ability to expand programs to meet growing community needs.
“What is holding the government back from funding these institutions?” Rochefort asked.
“Political will. We are not looked at the same as mainstream institutions,” Regional Chief McLeod replied, noting the ongoing strain on staff who take on multiple roles to keep student supports strong.
“Are there differences across the country?” Rochefort continued.
“Yes, there are nine Indigenous Institutes here in Ontario,” Taylor explained. “And some provinces may have one, but funding is universally small.”
Regional Chief McLeod added important context.
“Ontario has the most First Nations people in all of Canada.”
Rochefort affirmed her intent to learn and support.
“I am an ally and I want to understand the differences. This is why I’m here.”
“We work with well-intentioned people like yourself,” Regional Chief McLeod responded. “It’s not the people. It’s the system that needs fundamental change so it isn’t tilted away from us.”
Taylor underscored that without more stable, equitable, and predictable funding, Indigenous Institutes are limited in their capacity to grow, innovate, and sustainably support the students and communities they serve.
Rochefort shared materials from the Organisation for Economic Co-operation and Development, including the Rural Studies publication on Mining Regions and Cities in Northern Ontario, Canada. The document explores how growing mineral demand presents both opportunities and challenges for First Nations and local communities. It identifies practices and policy actions to strengthen First Nations’ engagement and leverage resource wealth for regional well-being.
“In our country, we need job training for skilled labour. Is there opportunity for partnership?” Rochefort asked.
The AEI team agreed to review the document. Taylor noted some key constraints regarding administrative capacity and current funding limitations under the Post-Secondary Partnerships Program (PSPP).
“I don’t even think we can talk about partnership until we fix the administration discrepancies. When we’re already having to prioritize a list of programs for the communities, where does this fit in?”
“If they’re going to develop in our territory, they need to be investing in it. There is a good portion of our community members that would not go to a mainstream school. They want to come here to feel comfortable. That’s why our spaces are so important,” added Regional Chief McLeod.
MP Rochfort notes that she will seek allies on the issue in the House of Commons.
“I work for you, and I want to represent you effectively,” Rochefort said.
The visit concluded with a tour of AEI’s Nipissing Campus, led by Campus Manager Jennifer Fletcher. She highlighted features of AEI’s state-of-the-art Nursing Lab, including Plum IV Pumps, a Portable Suction Unit, Centrella Smart+ Beds, a Simulation Manikin, and an Electronic MedCart, demonstrating how AEI prepares students for real-world settings in a culturally responsive learning environment.
As the visit wrapped up, MP Rochefort emphasized her commitment to continuing the conversation in Ottawa and building allies who understand the unique needs of Indigenous Institutes. AEI’s leadership appreciated the opportunity to share both the successes of their students and the structural challenges that limit growth and innovation. The Institute looks forward to ongoing dialogue with federal partners and remains committed to strengthening Indigenous-led education rooted in culture, community, and student success.