I can't speak to the broad national numbers but I can give you a couple of examples locally.
We have a large research and development centre in Lethbridge, Alberta. Adjacent to that is the Blood Tribe First Nation. Part of our student recruitment initiative was looking where we have research centres adjacent to first nations. The children from the first nations can commute, and it's a short distance to our centre.
In Summerland, B.C. close to Penticton, our centre is literally surrounded by Penticton Indian Band. In Agassiz, our neighbour on two sides of our research farm is Seabird Island First Nation, and then I get back to the Blood Tribe. When we started this program, they had agricultural activities in all three of those first nations. We didn't have any students and very few staff from those first nations. We talked to the chiefs and council and they were interested. We included students in our recruitment program, but your point about education is very important.
By getting students already in the university system, we've already picked the low-hanging fruit. We need to know how we get the kids in the community interested in agriculture, or any science or technology from my bias, and that is through our students who are a part of our program—we call them ambassadors. They go back into the community and talk to their peers. We're not as young as them so they're more likely to listen to somebody who's closer to a peer. They go into the community and say here's this wonderful educational program. These are jobs.