Madam Chair, and committee members, Shé:kon Sewakwé:kon. I am Turtle Clan from the Tyendinaga Mohawk Territory, and I would like to acknowledge the Algonquin people on whose traditional territory we are gathered.
Thank you for this opportunity for me and Adam Hopkins, VP of enrolment management, to join you today to discuss the challenges faced by flight training schools from an indigenous perspective. I am here representing First Nations Technical Institute's aviation program. I began my career as a flight instructor and later a pilot for FNTI's charter service. Since then, my primary focus has been flight instruction and program management. Today I am a class 1 flight instructor, ATPL-rated pilot examiner appointed by Transport Canada, chief flight instructor and director of aviation.
FNTI debuted our aviation program for indigenous people in 1990 in response to an absence of indigenous pilots in northern communities. I am a graduate of the first class and have vivid memories arriving at a World World I airport, walking into the World War II hangar to start my training as the only female in my class. We now have over 150 graduates from across the country in various positions in the aviation industry and a current enrolment of 38% indigenous women.
FNTI students come from coast to coast to coast to learn much more than how to fly an airplane. They learn effective communication and problem-solving skills, recognize the importance of healthy living and understand the historical and contemporary issues facing indigenous people in Canada. Moreover, learning takes place in a culturally relevant environment. We have lived through challenges and have problem-solved to provide a great student experience. Challenges include isolation, homesickness, diverse educational backgrounds and financial constraints. We are very happy to share our solutions to achieve student success.
We develop a culture of a community within a community.
We foster a co-operative learning environment, not a competitive one.
We invest in three key supports for students: cultural advisers provide cultural programming, elders are available for emotional and mental health support, and student facilitators ensure healthy and diverse daily living.
Indigenous people stay connected through Facebook over vast distances and FNTI actively posts student successes, which go viral as viewers see themselves in the faces of our students.
We engage with our community at all levels including day care, elementary school and the whole community. We involve students in organizing an annual community day to thank the community for supporting our programs.
We have indigenous mentors in our alumni who share challenges and experiences and also teach in our programs.
We invest in our graduates by training them to be flight instructors and hire them for our program.
We bring industry expertise to learners through strong relationships with the OPP, Jazz, Air Canada and WestJet.
We continually solicit feedback from the aviation industry to ensure our graduates are well equipped for future careers.
This summer, we are hosting the first annual summer camp for indigenous youth. For many attendees, visiting FNTI will be their first experience away from home. We will provide technically enriched training with culturally respectful activities and indigenous staff to support them on their path toward the aviation industry.
We have collaborated with indigenous-owned airlines to support communities to attend the camp. It's a community-based solution to help address a critical shortage of pilots in the north.
Capacity is our largest challenge and we cannot overcome it alone. We have space for 24 students or eight students per year. FNTI receives 50 to 60 strong applications from across Canada and many from remote communities where air transportation is vital to health care, social welfare and food sustenance.
Since I came to FNTI 29 years ago there has been no investment in infrastructure: runways and manoeuvring surfaces are deteriorating, the hangar requires restoration, perimeter fences are required, and we lack aircraft and current technology to meet the growing needs of students.
With support, we could do so much more. I strongly recommend to the committee that investment in our industry goes beyond aviation and not only increases indigenous participation to address the gap in the critical pilot shortage but is an investment in the economic and social livelihood of indigenous communities across the country.
Niá:wen.