Qujannamiik
As far as the funding is concerned, we have enough funds to operate within what we're doing, but there is more need when it comes to our student supports and to infrastructure funding. That's really where we're lacking at the moment, whether that be for physical buildings, housing and things like that, as well as Internet and accessibility.
We are always looking to see how we increase, whether it be person years within the college or funding for programming; hence, why we're receiving a lot of third party funding right now. We've identified areas where we need additional funding for those programs, and that work is ongoing. There is still an ongoing need to increase the funding we have for student supports. Part of what we recognize too is that we're providing mental health support. We're providing food support, and things like that. These are all things that are impacted by life at home, so if you're in overcrowded housing, if you are food insecure, if you have other issues going on within the home, that's impacting your life at school...and that's where we need more funding within the college, within our schools, within our communities overall.
The second piece you wanted me to speak to was our cultural school. It's named Piqqusilirivvik, located at Clyde River. There is a question about decolonization within education and I think this is really a wonderful example of that, and a really wonderful place to visit if you're ever looking to go somewhere else to learn more about how Inuit teach. Piqqusilirivvik is run fully in Inuktut. It's run through cultural programming. The students do research. They spend time out on the land. They hunt. They build things. They learn to sew. They learn to build tools and they learn to utilize those tools on the land. It is a genuinely Inuit-built, Inuit way of knowing, way of being and way of teaching that is utilized at that school and it's an absolutely incredible place. It's an amazing place to go to see the growth that can happen within our students when they're allowed to live within their language, within their culture, and to be able to learn from elders and knowledge keepers around them.