Aboriginal Workforce Participation Initiative

It has become clear from a growing demand for a skilled workforce, that the electricity industry will need to develop new, sustainable recruitment strategies. Canada’s Aboriginal (also called Indigenous) population presents an under-utilized source: growing nearly six times faster than the rest of Canada and often young, accessible, and ready to enter the workforce. In addition, many Aboriginal communities are located near electricity installations. Despite these advantages, various barriers prevent Aboriginal peoples from fully participating in the electricity workforce. To help alleviate these barriers, and to support relationship development between industry and Aboriginal communities, Electricity Human Resources Canada (EHRC, then the Electricity Sector Council) designed the Aboriginal Workforce Participation Initiative.

The Aboriginal Workforce Participation Initiative informed the development of a cohesive and integrated strategy for increasing the participation of Indigenous workers in the electricity sector. The project included the development of a HR guide and tools for employers, best practices and two pilot projects for youth.

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Aboriginal Workforce Participation Initiative Reports

Barriers to Participation

To establish a focused platform for a strategy, EHRC has distinguished five categories of important barriers to Aboriginal participation in the electricity sector.

Knowledge and Interest: Attracting Aboriginal People to the Sector

There is limited understanding among Indigenous peoples of the career opportunities within the electricity sector. On the other hand, there is limited awareness of how to attract or otherwise access qualified Aboriginal candidates.

Education and Essential Skills: Ensuring a Strong Foundation

Educational attainment levels are much lower among First Nations, Métis and Inuit peoples than among the non-Aboriginal population. This significantly reduces their ability to access skilled occupations such as electrician and engineer.

Training and Job Skills: Building Job Readiness

Finding an opportunity with a union or employer for job training and/or apprenticeships is challenging without a solid educational grounding is not solid. Additionally, when Aboriginal candidates who live in a rural or on-reserve area must relocate for job training, this can create personal, social and financial demands on top of training challenges. Finally, limited workplace experience can make it difficult for Aboriginal candidates to successfully compete for opportunities.

The Worker as a Person: Enhancing Success

Personal and/or family challenges often arise for First Nations, Métis and Inuit workers when they are faced with balancing their culture and traditions with the demands of a structured work environment and/or an urban living environment, often at a considerable distance from their home community.

The Work Environment: Welcoming Aboriginal Peoples In

There remains a set of inequities, whether subtle or evident, small or large, which make it difficult for Aboriginal workers to thrive within many Canadian organizations. Racism and discrimination still exist and other systemic, subtler barriers are created when management practices or HR policies are constructed solely from the perspective of non-Aboriginal cultures.

10 Tips for a Successful Strategy

1. Establish a Focus

Being explicit about the focus and which interests are being addressed creates the platform for trusting relationships among all parties involved. Interests of the community and the individuals must be explored and understood in order to find the best alignment with the company’s and industry’s near-term or long-term interests. The needs of various First Nations, Métis and Inuit communities vary considerably across geography, in particular.

2. Operationalize What 'Success' Means

It is important to specify the intended outcome, in clear language and with quantitative goals where appropriate. A number of relationships between Aboriginal communities and local employers have suffered because of a lack of clarity regarding the expected result. For example, is short-term employment on a capital project ‘success’, or does the initiative seek to transition workers into long-term sustainable employment? Is skill development a stand-alone goal, or is successful completion of an apprenticeship the definition of success? What do we expect managers to do differently, after having participated in an Aboriginal awareness training session?

3. Invest Effort to Build Effective Partnerships

Employers rely on networks of contacts within Aboriginal communities to help them identify potential candidates for job opportunities. Many of these relationships are reported to be extremely successful. Some Aboriginal Skills and Employment Training Strategy holders (ASET) provide services beyond basic referral of candidates, such as pre-assessing applicants, confirming education and experience, and providing reference information or helpful background information on applicants. However, some Aboriginal communities are less experienced or otherwise have more limited capability to be valuable partners in the recruitment process. Efforts to build workable partnerships have been seen to yield a good result.

4. Tailor to the Community

Aboriginal communities vary considerably from region to region; across the various First Nations, Inuit and Métis; from urban to rural to remote; from reserve to off-reserve; etc. Their needs are not the same. Successful employment practices explicitly reflect this fact and are flexible enough to be adjusted accordingly.

Tailoring the practice to the community has benefits beyond the immediately pragmatic. Companies create the conditions for a collaborative and trusting relationship with the community when they expend the effort to understand the community, to adapt their approach to the community’s needs, and to have a meaningful dialogue with the community representatives.

5. Start Early (Really Early)

Skill development initiatives, in particular, are not a ‘quick fix’. Aboriginal educational statistics reveal that the gap in post-secondary completion is largely, if not completely, the result of low completion rates for secondary school among the Aboriginal population. Consequently, several initiatives have been designed to encourage elementary and high school students to stay in school and pursue studies that could lead to trades or technical professions. Even with adults, lead times of 2-3 years for educational upgrading are often appropriate.

6. Consider the Full 'Employment Life Cycle'

Most initiatives are focused almost exclusively on skill upgrading. Substantially fewer initiatives give much attention to hiring, and very few indeed extend the effort through to orientation, performance management, training and retention. A select few passionate individuals evidently work tirelessly in their organization to follow individual Aboriginal hires, provide them with support as required, and intervene as a coach to help managers and Aboriginal staff resolve issues. While this is a positive step, its success can rest entirely with the particular individual, rather than being supported or institutionalized in management practices in the company. Systemic approaches for supporting Aboriginals through the entire cycle from upgrading, through training or apprenticeship, and subsequently through their career in the organization are seemingly in very short supply within the industry.

7. Maintain Required Standards

Ensure that job requirements are bona fide and that standards for entry are not unnecessarily high so as to create a systemic barrier. At the same time, organizations should not be tempted to lower requirements that are necessary for the safe and effective performance of the job. Aboriginal workers do not want an ‘easy pass’ into employment. Participants in the symposia and in the interviews have emphasized that any increase in the participation of Aboriginals in the industry will only be sustainable if those who are hired are able to do the work and succeed. Nonetheless, some question whether all existing requirements are still relevant to today’s occupations. Within the electricity industry, increasing use of automated systems and new technologies, such as smart meters, make some skill sets obsolete while creating new skill set requirements.

8. Be High-Touch

Many Aboriginal people confront multiple challenges in pursuing training and job opportunities in the electricity sector. First Nations, Métis or Inuit people who are required to relocate from their community to pursue training or education can face several difficulties. These challenges collectively form an important barrier in addition to the steep learning curve faced by any new hire or trainee. A number of interviewees described the great benefit of having ‘someone to talk to’, someone to ask questions of ‘without being embarrassed’. The most successful programs include elements such as access to elders, Aboriginal counsellors, mentors, social networks, job coaches, designated program or company staff, and other support systems. ‘The right support makes a difference.’

9. Invest in Relationships

Reaching out to Aboriginal workers and communities to increase their engagement in the electricity industry is most successful when there is a foundation of credible, trustworthy relationships. ‘Our strategy cannot just be numbers, it has to be based on relationships, which have to be mutually beneficial.’ ‘Trust’ and ‘relationships’ have been mentioned over and over again as the key elements in moving forward to encourage greater Aboriginal participation in the industry.

10. Support the Aboriginal Cultural Experience

Successful training initiatives, in particular, have embedded Aboriginal cultural traditions in the day-to-day experience of their students. Very few employers report having adopted similar practices with their Aboriginal employees. Anecdotally, issues such as inflexible bereavement leave policies are often cited as barriers to retention of Aboriginal workers. Faced with a choice of respecting their cultural norms and community expectations or complying with an employer’s arbitrary policy, many First Nations, Métis or Inuit workers will choose their culture and community.

Strategic Assertions

The Initiative is based on four strategic assertions to ensure success:

  • Strategic Assertion 1: Maintain a focus on issues directly and closely related to the industry’s workforce. In particular, the focus is on developing, attracting and retaining skilled Aboriginal workers.
  • Strategic Assertion 2: Have a strategic intent to create concurrent improvements in all stages of the employment cycle. Take advantage of mutually reinforcing solutions to move forward on several fronts simultaneously. For example: success in one area such as retention will build success in others, such as the industry’s ability to recruit.
  • Strategic Assertion 3: Focus on developing pragmatic initiatives and tools in labour force development, outreach, hiring, and retention.
  • Strategic Assertion 4: In addition to having a direct impact on the numbers, capabilities and engagement of the Aboriginal workforce within the industry, the initiatives within this strategy will address cross-cutting themes such as collaborative relationships and partnership models, building capacity among stakeholders, and a focus on positive, sustainable outcomes.

Recommended Initiatives

The recommended initiatives have been selected, based on the four strategic assertations, to consider:

  • Near- and long-term actions leading to a sustainable increase in the engagement of Aboriginal workers in the sector.
  • Initiatives that can be carried out at a national, provincial and/or local level.
  • Investments and solutions that do not already appear to be fully in place.
  • Initiatives that can be combined to serve multiple purposes.

1. Youth Engagement

Recommended Strategic Focus and Objectives Tactical Initiatives and Implementation Considerations Key Stakeholders
1. Youth engagement in relevant science, trades and technology

  • To encourage young Aboriginal peoples to pursue training and career options relevant to the electricity sector
A) Youth camps have been successfully piloted by EHRC; recommended next steps include:

  • Move toward long-term sustainability
  • Conduct follow-up evaluation with 2010 and 2011 participants/communities and communicate results
  • EHRC to lead the transition of the Youth Camps into a sustainable program, including long-term follow-up
B) Mechanisms to build pre-teen awareness of educational requirements and various pathways to a career in the sector (see recommendation in the ‘Reaching Out to Recruit’ section below regarding older youth)

  • Leverage the tools that exist
  • Direct to youth through camps, career fairs, science fairs, websites, social media and other
  • Approach the advisors and influencers (educators, career counsellors, parents and family, community leaders, etc.)
  • EHRC to initiate and facilitate
  • Electricity sector employers to take the lead role in their locations
  • Aboriginal communities are key stakeholders; other industries are also stakeholders – potential competitors and also potential partners to encourage skill development among youth
C) Educational programming supports could be developed, leveraging the learnings and products from the Youth Camps, such as:

  • Culturally-adapted approaches to teaching math and science, with associated materials selected from those developed for the camps
  • Youth-oriented demonstrations and teaching methods for electricity concepts – toolkits, educational materials and/or professional development offered to teachers in Aboriginal communities
  • A network or roster of mentors and role models supported with tips and tools
  • School boards, Aboriginal communities and educators to adopt the materials
  • Electricity sector employers and employees (mentors) to support the network of mentors
  • Funders to partners, Aboriginal communities/groups, etc. could include AANDC, Education Ministries (provincial or territorial) and industry employers

2. Work-Learn Job Readiness Programs

Recommended Strategic Focus and Objectives Tactical Initiatives and Implementation Considerations Key Stakeholders
2. Work-learn job readiness programs for entrance into the industry

  • To fill skill gaps and facilitate the transition to meaningful employment in the sector
  • To create relationships that will attract Aboriginal workers to the electricity sector
A) Enhanced apprenticeship and co-op programs

  • For example, the High School Apprenticeship Program model ( HSAP) in use in Manitoba could be explored for applicability to remote and rural Aboriginal communities in other provinces
  • Apprenticeship boards, school boards, educational institutions
  • ESC as lead
B) Local work-learn programs that can be piloted; then processes and tools developed and disseminated

  • Identify regional opportunities well in advance and partner with the community and other employers; develop career paths that cross industries where appropriate
  • Build on the EHRC’s current Bright Futures – Powerful Opportunities adult initiative demonstration project
  • Leverage the AANDC list of communities and capacity assessments/constraints; explore adapting it as needed to include an industry-relevant skills inventory of the community
  • EHRC has a current demonstration project
  • Employers in the electricity sector and other industries; Aboriginal communities; regional economic development agencies would be possible partners
  • HRSDC Skills and Partnership Fund (SPF) could be a funding source – ‘Skills Development’ or ‘Training-to-Employment’ priority
  • Leverage the INAC community capacity assessment model
C) Explore options for industry-specific distance learning supports for workers in rural and remote communities

  • These might include, for example, mobile classrooms, online learning, mentor/coach telephone network, learner networks/communities, etc.
  • EHRC to facilitate
  • HRSDC and/or Education Ministries for funding and/or certification of training
  • Employers, unions, apprenticeship boards, training institutions for delivery

3. Prior Learning Recognition

Recommended Strategic Focus and Objectives Tactical Initiatives and Implementation Considerations Key Stakeholders
3. Prior Learning Recognition

  • To facilitate entrance of skilled workers into the electricity workforce
  • To encourage skill development in the labour force
  • To focus skill upgrading efforts for new industry entrants
A) National industry approach to Prior Learning Assessment and Recognition (PLAR)

  • Develop recommended standards and widely applicable tools for critical jobs and skills; build on what already exists
  • This initiative would also be applicable to non-Aboriginal workers, increasing the potential impact for reducing industry skill shortages
  • EHRC to lead
  • Employers, unions, training institutions, apprenticeship boards are critical stakeholders with possible concerns about maintaining standards, assuring safety and competence
  • Federal funding sources as well as industry funding could be explored

4. Reaching Out to Recruit

Recommended Strategic Focus and Objectives Tactical Initiatives and Implementation Considerations Key Stakeholders
1. Industry outreach

  • To provide career information to potential Aboriginal entrants to the industry – youth and adult
  • To increase the level of knowledge of job requirements, training options and career paths among First Nations, Métis and Inuit youth and workers
  • To develop relationships with Aboriginal peoples that would encourage greater employment participation in the industry
A) Develop and implement industry-wide outreach vehicles to job seekers such as targeted career information, job fairs, websites and social networking, general media campaigns, etc. (building on a recommendation in the 2008 LMI Study)

  • Build upon the communication strategy for the EHRC AWPI project
  • Leverage existing career information vehicles such as the Aboriginal Human Resources Council (AHRC) websites

B) Develop and distribute targeted information for career decision influencers such as parents, teachers and employment counsellors

  • For outreach to youth, this initiative should be aligned with the recommended initiative to build awareness among pre-teens and provide Educational Programming Supports (see above)
  • EHRC and industry associations to design and implement selected approaches (websites, media campaigns, etc.), as well as develop supporting tools for employers
  • Employers to implement approaches such as job fairs, etc.
  • Leverage existing groups such as the Canadian Electricity Association Aboriginal Working Group, the Utilities Aboriginal Employment Educator’s network, etc.
  • First Nations, Métis and Inuit communities, associations and businesses involved in renewable energy could be potential partners
2. Referral system capacity

  • To strengthen the capacity of ‘referral partners’ to seek out, attract, assess and refer qualified applicants
  • To improve the quality of referred applicants
A) Develop and disseminate referral support materials that outline employers’ needs and hiring processes, as well as best practices for identifying and referring talent for the industry.

  • Target audience would include employment counsellors, ASETS holders, training institutions, unions and other referral partners.
  • Vehicles could include EHRC Toolkit, online learning modules, website, regional workshops, etc.
  • EHRC to lead
  • Employers and unions to participate in development and implementation; they are also potential users of the materials in collaboration with referral partners
  • ASETS holders, Friendship Centres and other Aboriginal agencies are a target audience
  • Training institutions and employment counsellors are a target audience
3. Industry branding

  • To foster a positive image of the industry (as an employer) among Aboriginal people and communities
  • Positive image will be fostered by good outreach and relationships built around employment opportunities (Recom. #1, above) and by a strong talent scouting and referral system (Recom. #2, above)
A) The recommended focus is on leveraging the other two related objectives (active outreach and stronger referral systems) for establishing trusting, collaborative relationships with local communities, because in many First Nations, Métis and Inuit cultures, the worker’s community has a strong influence on career decisions.

  • Industry events such as the 2010 National Aboriginal Symposium should be repeated; similar regional events could be explored as vehicles for networking and building relationships
  • Employers who are investing in local communities (through sponsorship and other Corporate Social Responsibility initiatives) should leverage these opportunities to enhance their employer brand
  • The EHRC toolkit should include tips for employers to establish collaborative relationships
  • Employers to take the lead
  • Aboriginal communities
  • EHRC to support and facilitate
  • Educational institutions in communities from elementary to post secondary will be stakeholders in translating a positive brand into specific guidance toward Aboriginal youth

5. Smart Hiring for Capabilities

Recommended Strategic Focus and Objectives Tactical Initiatives and Implementation Considerations Key Stakeholders
1. Local partnerships

  • To foster the development of local agreements that create sustainable relationships
  • To encourage partnership models that make best use of local talent
A) Develop mechanisms for stronger partnerships between Aboriginal groups (ASETS holders, friendship centres, etc.) and industry

  • Continue to develop and distribute supports for stakeholders to create successful partnerships, including EHRC Toolkit, case studies
  • Explore other options for building the capacity for partnerships, such as workshops at industry events, ready access to consultation and advice, community of practice networks, etc.

B) Conduct local collaboration demonstration projects to make best use of local talent

  • Conduct pilot projects that explore alternative models to straight hiring of Aboriginal individuals.
  • Alternative models could include partnering with other employers to sequence projects and/or to create career paths that cross industries.
  • An approach to explore could also include innovative outsourcing models to local Aboriginal companies. These would foster hiring and training of Aboriginal workers in the sector and/or in local communities.
  • Demonstration projects would explore community capacity assessment, partnership models, evaluation methods and labour force development initiatives.
  • EHRC to create the supports for industry and communities, including conducting a range of demonstration, or pilot, projects
  • Employers and communities/agencies to develop partnerships and share experiences/learnings with others
  • Funders such as HRSDC’s Skills and Partnership Fund
  • AANDC might be a source of funding to the First Nations or Inuit communities
2. Inclusive hiring practices

  • To encourage employers, unions, training institutions and referral partners to adopt best practices for assessing qualifications of Aboriginal applicants
A) Build the capacity of all actors involved in the industry’s end-to-end ‘hiring chain’ to minimize systemic biases in assessing qualifications

  • Continue to develop and distribute tools and best practices for bias-free assessment (EHRC Toolkit)
  • Explore options for encouraging uptake of tools throughout the entire ‘hiring chain’, including unions, training institutions and referral partners
  • Explore other options for building and sustaining capacity, such as workshops, online training modules, practitioner networks, etc.
  • EHRC to lead
  • Unions to participate and support
  • Employers to participate and support
  • ASETS holders, referral partners, employment counsellors
  • Training institutions
  • Potential funders such as HRSDC’s Skills and Partnership Fund – ‘Service Delivery Improvement’ priority area
  • Provincial/territorial employment and training initiatives
3. Requirements review

  • To encourage employers to adopt practices that minimize or eliminate barriers to Aboriginal employment
  • To identify effective initiatives for addressing and resolving common barriers
A) Conduct an industry-wide review of systemic barriers inherent in common job requirements (e.g., driver’s license, educational requirements that might be outdated), seeking innovative solutions

  • Must be carefully managed to avoid any perception of lowering standards
  • Would generate information and guidance for job seekers, referral partners and employers
  • Could facilitate the design and development of targeted labour force development programs
  • Employers, unions, training institutions, apprenticeship boards are critical stakeholders with possible concerns about maintaining standards, assuring safety and competence
  • Referral partners (ASETS holders, employment counsellors, etc.) should be active participants
  • Potential funders such as HRSDC

6. Adapting to Include and Retain

Recommended Strategic Focus and Objectives Tactical Initiatives and Implementation Considerations Key Stakeholders
1. Bridging the cultures

  • To increase knowledge, understanding and appreciation of cultural norms – Aboriginal and workplace
  • To create a positive context for retention of Aboriginal workers
A) Develop thorough approaches that can be tailored to the local situation, to build understanding and educate:

  • Aboriginal workers about workplace cultures and expectations; and
  • industry employers and unions about Aboriginal (First Nations, Métis, Inuit) cultural realities
  • Good models are available – to be leveraged, adapted and disseminated (such as Mastering Aboriginal Inclusion tool kit that was developed with input from the electricity industry).
  • EHRC to lead the development; focused on strong business case, HR practices and employment context
  • Employers and unions to participate, support and ultimately use
  • Referral partners to participate, support and ultimately use with their clients
  • AHRC could play a role
2. Advisors/guides network

  • To retain Aboriginal workers in the industry by providing wide-ranging culturally sensitive employment support
A) Develop an industry network of mentors, elders, counsellors, role models, peers

  • With limited role models in the industry, a regional or national network of mentors and other advisors could be an important support to Aboriginal workers.
  • Components of this initiative would include training for advisors, establishment of a network/roster, an advisors’ network, tools and documented best practices, and occasional professional development.
  • An appropriate starting point would be a regional network as a demonstration project, with subsequent expansion if successful based on assessed impact and compelling business case.
  • EHRC to lead, develop and sustain
  • Employers to provide support and encourage participation of their employees as both mentors and learners
  • Employers and unions to support development of Aboriginal employee networks where appropriate
3. Inclusive practices

  • To influence employers and unions to adopt inclusive management practices
A) Conduct demonstration projects for innovative inclusion of Aboriginal cultural norms in the workplace

  • Examples of culturally inclusive practices are: adapted bereavement leave policies, quiet rooms, culturally sensitive Employee Assistance Progam providers, etc.
  • Some culturally inclusive practices have been documented by EHRC and others (Toolkits, best practices, etc.). Demonstration projects can identify successful implementation features.
  • Additional methods for disseminating the best practices could be explored, including workshops, webinars, practitioner networks, etc.
  • EHRC to lead the development; focused on strong business case with long-term benefits to industry and communities
  • Employers and unions to participate in the development of materials and/or demonstration projects, ultimately adopting more inclusive practices, monitoring the impact and participating in dissemination of best practices across the industry

Electrical Trades Orientation Program

The Electrical Trades Orientation Program was created to develop a program that would provide pre-trades orientation and upskilling to Aboriginal adults. EHRC and other stakeholders in the AWPI strategy developed and tested key elements for a transferable and scale-able initiative conducting a pilot program.  The 2011 pilot program provided pre-trades orientation to Aboriginal adults across  ca 15-week program from January to April, in Happy Valley – Goose Bay, NL. The program was initiated and co-sponsored by EHRC and the Labrador Aboriginal Training Partnership (LATP).

Overall, it appears that the participants were satisfied with the content and design of the program, and it achieved the anticipated outcome. All nine participants completed the originally planned 14 weeks of instruction and several also completed a week of ‘job shadowing.’ Of eight students who took for-credit courses, four achieved a credit in Workplace Communication and five achieved a credit in Workplace Skills. The learners were asked to complete brief questionnaires to provide their feedback on the program at five different points: the students indicated a high level of satisfaction with the program content and its delivery. The students felt they received enough information about each trade to make an informed decision regarding courses for the future. Most participants were able to make a clear choice to enter an electricity and renewables sector occupation (5 of the 9) or to pursue another career path. There were 1 or 2 who remained undecided at the end of the program. When asked directly about whether the program met their expectations, the students provided positive results.

Bright Futures Aboriginal Youth Camps

EHRC created the youth camp initiative to address one of the key barriers to increasing Aboriginal involvement in the electricity sector: limited educational background in the mathematics and science required for employment in the industry. The camps are oriented to pre-teen youth (approximate ages 10-13). Attendees build relevant interest, knowledge and confidence in advance of making educational and career choices.

The camp curriculum includes a mix of hands-on activities, facilitated discussions, Respect for Aboriginal cultures are embedded within the week’s activities such as: a local Elder participating in the opening and/or closing of the camp, with a prayer and/or a smudge ceremony (depending on the cultural traditions of a particular community). Modified Guiding Circles activities are also used as a method of exploring participant perspectives on careers, personal strengths, and learnings from the camp.

Additional Resources


Windspeaker is the largest circulated national Aboriginal newspaper, published monthly by the Aboriginal Multi-Media Society (AMMSA).

Say Magazine is the largest national magazine for and about Aboriginal youth⁠—the largest growing demographic in North America. This monthly magazine is in its sixth year of publication.


Contacting or advertising in a local paper is an effective way to target specific areas, especially in rural or remote regions. Contact your local band office to see how they disseminate information; most have a community newsletter where job advertisements or other information can be posted.

Web, Radio and Television

Aboriginal Peoples Television Network (APTN) is the first and only national Aboriginal broadcaster in the world, with programming by, for and about Aboriginal Peoples, to share with all Canadians as well as viewers around the world.

CBC has a wide reach across the country, including rural and remote communities.

Taqramiut Nipingat Inc is the TV & Radio network of Nunavik, or Arctic Quebec. TNI’s 15 hours of weekly radio programs are broadcast via the Northern Service of the Canadian Broadcast Corporation (CBC). Their half-hour of weekly television program is broadcast on Aboriginal Peoples Television Network (APTN).

Local community radio stations—many communities maintain their own local stations which are often used as the main source of information for the community.

Online Jobsites

Indigenous Services Canada (ISC) Portal is your single window to First Nations, Inuit and Métis on-line resources, contacts, information, and government programs and services in Canada.

Indigenous Careers connects employers and educators directly to the Aboriginal talent pool and to over 400 Aboriginal employment centres. The site has hundreds of registered employers and over 3,000 Aboriginal job seekers. This job site is designed with state-of-the-art functionality that helps employers and Aboriginal job seekers make better career connections.

NationTalk is a national Aboriginal newswire and employment service, updated daily.