Abstract
Responding to barriers to educational mobility experienced by Indigenous graduates, Six Nations Polytechnic proposed to assess the recognition of its Bachelor of Arts programming and identify possible parity-catalysing measures both internally and externally. The primary goals of the project were:
- understanding the transfer experiences of BAOL students by exploring and analysing the specific hurdles to mobility they face;
- documenting the lapses and lacunae in existing credit transfer pathways out of the BAOL program;
- enhanced understanding of the Indigenous Institutes sector among Ontario universities and colleges, necessary to facilitate recognition of the credentials these postsecondary bodies are empowered to grant; and
- identification of possible internal supports and external tools that could reduce disparities in the current credit transfer system (including possible changes to BAOL curriculum)