SKFN Centre: First Nations Workforce Development: On-Reserve STEM Education
Press Release
Foreword
The Saskatchewan First Nations Natural Resource Centre of Excellence (the Centre) was formed by the Federation of Saskatchewan Indigenous Nations (FSIN) in 2009 to provide support and work with all 74 First Nations’ communities for creating opportunities for innovative, sustainable, and environmentally responsible development of the natural resources within their lands and territories. By identifying critical gaps in STEM (Science, Technology, Engineering, and Mathematics) education on-reserve, this report highlights both the existing challenges and potential opportunities for nurturing the next generation of leaders and professionals in these fields. The Centre’s role can be to provide a platform for shared learning, capacity-building, and innovation, ensuring that First Nations students have equitable access to the tools and resources necessary for success.
This report seeks to elevate the voices and perspectives of First Nations educators, leaders, and students, honoring their experiences and the teachings they bring. It does not attempt to speak for all Nations, as each community carries its own stories, traditions, and realities. Instead, this work is a shared journey to illuminate common challenges and envision pathways forward. The diversity among First Nations is a strength, and this report respects the sovereignty and wisdom that guide each Nation’s decisions. At the heart of this work is the understanding that language is life. It is the spirit of the ancestors, speaking through generations. Language carries teachings, ways of knowing, and a distinct understanding of the world. It also connects learners to the land and holds the values that shape First Nations ways of being. To ensure the success of First Nations students, their learning must be centered in the richness of their languages and cultures, nurturing pride, identity, and resilience.
The First Nations’ governance and education systems are deeply rooted in the principles passed down through generations. Decisions are not made in isolation but through the guidance of Elders, the wisdom of the community, and the responsibility to future generations. These systems are not static; they adapt and grow, integrating First Nations knowledge with Western tools. Understanding this balance is vital to creating programs and policies that truly serve the First Nations people. This report is offered with respect and a commitment to strengthening the paths that lead to opportunities. By honoring our languages, cultures, and ways of knowing, we aim to support First Nations students in reaching their full potential in STEM fields and beyond, ensuring a thriving future for our communities.
First Nations Workforce Development: On-Reserve Education
Project Credits and Acknowledgements
Land Acknowledgement
We respectfully acknowledge that this project was carried out on the traditional territories of the First Nations and Métis peoples of Saskatchewan. We are grateful for the opportunity to engage with and learn from First Nations communities whose knowledge, resilience, and leadership continue to shape the province’s future.
Statement from March Consulting Associates Inc.
March Consulting Associates Inc. (MARCH) is pleased to provide this report in support of the Centre’s initiative to understand the opportunities for First Nations participation in STEM fields. This report represents the findings of a collaborative effort to assess and improve the current state of STEM education in First Nations on-reserve schools across Saskatchewan. It reflects survey insights, roundtable conversations with educators and principals, and an analysis of workforce trends, aiming to support the development of a future-ready First Nations workforce.
Disclaimer
The findings and recommendations presented in this report are based on data gathered during the project period and reflect the perspectives of participants at the time of engagement. While every effort was made to ensure accuracy and balance, the report should be viewed as a snapshot of current conditions rather than an exhaustive representation of all First Nations schools in Saskatchewan.
Acknowledgements
We would like to sincerely thank all individuals and organizations who contributed to the success of this project. Special appreciation goes to the educators, principals, and community members who participated in surveys, interviews and roundtable discussions. Your time, insights, and lived experiences were instrumental in shaping the direction and depth of this report.
We also acknowledge the support of the Saskatchewan Natural Resource Centre of Excellence for guiding this project and creating space for meaningful conversations on education and workforce development.
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