I can give you the answer with respect to the information that we've got.
The issue with our indigenous population, largely the first nations population—and we've been working with the first nations on how we can address this—is that they don't tend to finish high school with an adequate knowledge of math and sciences.
I can give you an example. The University of Manitoba has a program that bridges the gap so that they end up in the mainstream of the university degree program, but they start out with a program that brings them up to the same level of knowledge as the normal first-year entrants.
It's more expensive; they have a funding program, and a lot of the big issues with the indigenous population are related to funding. They can't afford it.
Some of it is cultural. We had a couple of representatives tell us that one of the issues with moving off the reserve or out of their community to go to university, get an engineering degree, and then go back into their community is trying to fit back in.
The indigenous population faces a different set of difficulties from the women. With women, it's not so much that as trying to develop interest. We still do have a profession that seems to be painted as the typical Dilbert type. I find it really quite funny myself, but we're not all like that. It's a matter of trying to expose young women to the fact that engineering is something that's valuable to society, and interesting. I happen to like digging in dirt and building things with concrete, but not all women do.