Partnership Opportunities

Upon successful completion of each course in the Indigenous program, the institution will ideally grant academic credits that can be applied towards degree program requirements.

Providing Indigenous learners with a safe and supportive environment is paramount. This may include creating learning spaces comprised of Indigenous learners and instructors exclusively, especially during the initial courses of the program, e.g., Introductory Financial Accounting (IFA), Introductory Management Accounting (IMA), where self-efficacy tends to be in its formative state. If an exclusively Indigenous learners’ cohort is not feasible, care and planning should be taken to ensure a safe environment through other means.

• In-person or hybrid format
  • Courses are delivered in-person or in a hybrid format, with each course requiring a minimum of 40 hours of instructional time.
• Indigenous representative
  • An Indigenous representative may serve as an Indigenous instructor or mentor/advocate to foster a safe environment for Indigenous learners, provide support, address unique educational and professional challenges faced by Indigenous learners, and promote their success.
• Academic and non-academic support
  • Provide comprehensive support for Indigenous learners.
• Traditional opening and closing ceremonies
  • Opening ceremony
    • An in-person traditional opening and learning family session is held at the beginning of the Indigenous program. This typically includes an opening prayer from an Elder, Knowledge Holder, or respected community member, and may involve local traditional practices, such as drumming.
  • Closing ceremony
    • An in-person traditional closing ceremony is held at the end of the Indigenous program in accordance with local or regional Indigenous customs and practices. This typically includes a closing prayer and other traditional local practices.

The institution shall provide CPAWSB and AFOA Alberta with insights on the Indigenous program structure, outcomes, and lessons learned to facilitate meaningful dialogue and foster collaborative learning.

Indigenous communities practice sharing and reciprocity with non-Indigenous peoples. The development of new Indigenous material should reflect this, and developed content should be shared with other partners. This may include other post-secondary institutions, CPA entities, and Indigenous partners.