Logo created by Adele Sinclair, ECE Workplace. The image was used in a variety of ways, including in instructor-led presentations about the cohort and program, as the icon for the general Teams channel, and on invitations to the celebration evening held in December.

In January 2023, a bold and innovative journey began – one that has the potential to reshape how Early Childhood Education (ECE) Workplace training is delivered in First Nations communities across Manitoba.

The Aboriginal Head Start program, funded by Cree Nation Tribal Health and the First Nations Inuit Health Branch, was designed to provide First Nations students a fully online, workplace-based learning model tailored to their needs. What started with a cohort of 29 students soon evolved into something much more than an academic program – it became a transformative experience rooted in culture, connection, and compassion.

Following the standard ECE Workplace model, students would work at their jobs Monday through Wednesday to accumulate practicum hours, then they attended virtual classes on Thursdays and Fridays. From day one, though, it was clear that this cohort would be anything but standard.

Tanya Redford and Nettie Proulx, with an additional instructor each term, approached teaching with flexibility, empathy, and responsiveness. Although neither is Indigenous, both approached their roles with cultural humility and a commitment to walk alongside students in a spirit of respect and reciprocity. Elders were invited into virtual classrooms, Indigenous Teachings, perspective and ways of knowing were welcomed and embedded into the program, and learning extended beyond the students to include their families and communities.

For many students, their homes functioned as their classrooms – they learned in spaces they shared with children, partners, and relatives. One student even fed and cared for a newborn during class.

Redford noted the emotional challenges students faced: “In a typical classroom, maybe one or two students are going through life-changing events. In this cohort, everyone was going through something, often multiple things that compounded one another. And yet – they showed up. They succeeded.”

Sharon Hart from Fisher River Cree Nation says that what she learned in the program were things that she was already practicing in her career at the Fisher River Daycare Centre. She had cultivated skills in play and supporting children’s sensory and motor development through her career, and the program equipped her with tools to deepen her knowledge in play-based curriculum, guidance, relationships, and current child development research.

Hart says that learning online alongside other Indigenous students from different communities in similar circumstances created an environment in which everyone helped each other.

“We would talk about different situations, what’s going on in our centres, and give each other pointers and advice – we were able to address different things in our centres based on the experiences of other people in the class to see what solutions worked better than others,” said Hart.

Redford and Proulx were always conscious of ways to help students succeed. They recorded classes for those that couldn’t attend live, used feedback tools like surveys and informal discussions to shape curriculum delivery, established drop-in homework sessions in the evenings, and permitted students to resubmit assignments.

While some students were tech-savvy, others had never touched a laptop. At times, frustration with technology nearly led some to leave the program but with peer and instructor support, they adapted and persevered. Growth wasn’t just academic – it was personal, practical, and powerful, and students demonstrated that when they strived for excellence. Even students who earned 96% would resubmit assignments, aiming for 100% not for the grade, but for themselves.

Each term, the instructors hosted in-person gatherings at RRC Polytech’s Notre Dame and Exchange District Campuses. Students, families, and College leaders came together to share food, stories, and community. For those unable to attend, technology like OWL ensured remote participation.

By the program’s conclusion in December 2024, 15 students had completed their training. Twelve are preparing to walk the stage at Convocation in June and were honored in the graduation Pow Wow in May. A final celebration was held at Notre Dame Campus where students and instructors celebrated their achievements alongside College leaders, family members, and even Manitoba’s Minister of Advanced Education and Training, Renée Cable. Students who didn’t complete the program came to celebrate with their peers, underscoring the deep sense of community built throughout the program.

Thanks to the program’s success, a second, expanded cohort launched in 2025. The response was overwhelming with over 60 students from 25 different communities – just over double from the first cohort.

The door remains open for those who left the program early. Students who didn’t finish the first time are welcomed to rejoin in a later term and pick up where they left off. That commitment – to meet students where they are, in the places where the students are needed – is central to this program.

Hart says that since completing the program, she’s been promoted to full-time floor supervisor at the Fisher River Daycare Centre. She’s looking forward to the new centre opening in the community in the fall and she wants to get her Early Childhood Educator Level III.

“My proudest moment was when I got my marks back for an academic paper on child development. It’s been years since I’ve been in school, and I’d never written a paper before – I got tutoring and learned how to do research and cite sources. I aced it,” said Hart.

“If I had to go in person to Winnipeg, I think I would have had a harder time. I actually miss coming to class online now.”

This program is more than a model – it’s a movement toward equitable, culturally responsive education. It’s a demonstration of intergenerational learning and adapts to students’ lives. It recognizes that success looks different for everyone. And it proves that when we prioritize connection and compassion, incredible things happen.

“We have been able to implement a strengths-based approach to our program, and we are very thankful that our department (chairs, associate dean and dean) and the College have supported us in meeting the needs of each individual student. This may have been extending a due date, not taking marks off for a late assignment, or allowing students to submit assignments in ways that best support their way of demonstrating their learning and knowledge,” said Proulx.

About the Early Childhood Education Workplace Program

This program is specifically designed for experienced child care assistants (CCAs) working in licensed childcare programs across Manitoba.

Early Childhood Education Workplace is an accelerated program that provides the specialized training and credentials needed become an early childhood educator (ECE) Level II, enhance employment potential and achieve career goals while working.

Learn more on the Program Explorer.

Information technology is part of our everyday lives, but getting a career started in a technical field can be difficult.

RRC Polytech’s Pathway to Information Technology program offers a meaningful first step for Indigenous students looking to build a future in the field of technology.

Pathway to IT Programs blends foundational academic learning with a strong focus on Indigenous culture, community, and practical applications of technology in Indigenous contexts. Students are introduced to essential learning techniques and technical skills that will equip them to succeed in information technology programs.

Cathrine Van Damme took high school courses such as design drafting, graphic communication, and communication technology and in grade 10, she gained more insight into the field when she took a summer job in the IT department on her reserve. At the time, she was more interested in becoming a graphic designer and had even been accepted into a graphic design program in grade 12. However, she realized that pursuing a diploma in graphic design wasn’t the right fit for her.

Her post-secondary coordinator introduced her to the Pathway to IT Programs and despite spending most of high school preparing for a career in art and design, she discovered that IT, especially web development, offered a creative outlet that she hadn’t expected.

She says that with full-stack development, she can apply her design interests and build and manage the back-end code infrastructure that creates websites. One of her future goals is to build a website for her reserve to share employment opportunities and community news.

Van Damme’s experience in the Pathway to IT Programs is one of many students’ who weren’t entirely sure what to expect – for many, IT combines creativity with a practical application that can be used by anyone.

One experience that stood out to Van Damme was hearing multiple presenters during the Pathway to IT program emphasize the importance of building friendships and connections with peers. At first, she was focused solely on academics and didn’t think much about networking. But in her second term, she realized that having friends in the program made a big difference – not only with getting help on assignments but also with staying motivated to attend class. Making friends helped her feel more engaged, especially during times when classes were online.

Tashina Henry didn’t know what to expect when she went into the program but she knew it would improve her technical skills and in turn give her the tools to improve the skills she was already using in her job as assistant to the director at her reserve’s health centre. The content was relevant to her position where she was already troubleshooting hardware and navigating software – but beyond that, the experience became a journey of self-discovery.

“I finished the program and learned so much more than I anticipated – more about myself than anything. It really gave me the push I needed to come out of my shell. It gave me my voice back,” said Henry.

This was Henry’s first time attending college, and she described the experience as “mind-blowing.” Enrolling in a program designed specifically for Indigenous students helped her feel more comfortable and supported. Since December, she has been working part-time in IT, and she says that combining hands-on experience with her studies has been incredibly rewarding.

“We’re all connected in some way,” she said. “It made it easier to make friends, and it made me feel safe enough to be more outgoing. It’s inspiring to see other Indigenous students taking steps toward their futures. A lot of us are breaking cycles created by residential schools and the intergenerational traumas that followed.”

Henry says she can be stubborn and is drawn to challenging subjects – she prefers to focus on the things she finds most difficult, because that’s where she wants to grow. She is considering pursuing full-stack development because of the challenge it presents.

She’s also interested in programming because of how it can benefit her community. After a conversation with the IT manager at her workplace, she realized tech can have real-world applications beyond websites – like installing sensors in water tanks to measure levels and reduce the need for weekly water truck deliveries. That kind of practical, community-focused tech work encourages her.

One thing that stood out to Henry was how effective and supportive the instructors were. As a child, she moved frequently and often had to change schools, which caused her to miss key units – especially in subjects like math. When she finally settled in Portage la Prairie for high school, she found herself behind and struggling to catch up academically.

“The instructors in this program have been very patient and clear with what they were teaching,” she said. “I really appreciated that.” Their support helped her close some of those educational gaps and build confidence in her abilities.

Beyond academics, participants benefit from career-focused support networks that encourage personal, social, and financial readiness. The goal is not only to help students transition into higher education but to empower them to thrive within it.

Graduates of the pathway program are eligible to apply for reserved seats in high-demand programs such as Application Development and Delivery andIT Operations and launching into rewarding, future-forward careers in technology.

By investing in this pathway, Indigenous students can unlock new possibilities, gain confidence, and build a solid foundation for lifelong success in the tech world.

About Pathways at RRC Polytech

Pathway to Information Technology Programs prepares Indigenous students to take the lead in technology and helps to jumpstart an education in technology. Pathways are exploratory and preparatory, ensuring that Indigenous students have the foundation to start strong in their post-secondary journeys. Pathways are for Indigenous students that haven’t experienced post-secondary education yet or want to build a starting point for an education in a particular industry. Pathway to IT students qualify for the IG Wealth Empower Your Tomorrow Indigenous Scholarship, which provides financial support and mentorship opportunities throughout students’ studies.

RRC Polytech is proud to host its 25th annual Pow Wow to recognize the achievements of Indigenous students.

Please join us to celebrate our students as we send them off on their continued journeys to success. The annual Pow Wow gives our community the opportunity to dance, drum, sing, eat, connect, and participate in Ceremony.

All Indigenous students graduating in 2025 are encouraged to join us to celebrate! Full-time, part-time, students that attend regional campuses, and students graduating in Fall 2025 are welcome to register and participate in Pow Wow.

FRIDAY, MAY 2, 2025 • NOTRE DAME CAMPUS, NORTH GYM

• 10am – Pipe Ceremony
• 11am – Métis and Inuit Cultural Entertainment
• 12pm – Grand Entry
• 2pm – Honouring Indigenous Graduates
• 3pm – Feast

Graduating students can register for attendance here. Graduates don’t need to register for stoles ahead of time and can pick them up at the Registration Table at the event.

Dancers and Drums can register at the Registration Table on the morning of the event.

Indigenous makers for the Indigenous Makers Market can register here.

Attendees don’t need to register ahead of time.