N.W.T. Education System Faces Challenges Without Teacher Training Program

The suspension of the teacher training program at Aurora College in 2017 continues to impact the education system in the Northwest Territories (N.W.T.) significantly. As of 2025, the territory stands as the only jurisdiction in Canada without a dedicated teacher training program. This gap has raised concerns about the availability of qualified educators, particularly among northern Indigenous communities.

Joni Tsatchia, a graduate of the program and a teacher for three years, emphasizes the personal and community benefits she experienced while studying locally. “I didn’t have to leave down south with my kids and leave my support system,” Tsatchia stated. She noted that being close to her family and cultural roots was invaluable during her training. The program allowed her to connect with students who share similar backgrounds, fostering understanding and relatability.

The abrupt end of the program took many by surprise, including Valentina de Krom, who became the head of the program just days before its suspension. At the time, budget constraints and low enrollment were cited as reasons for the program’s closure. Despite these claims, the decision faced significant backlash from the community and educational stakeholders.

In a review conducted in 2021, recommendations were made to enhance support for graduates and improve their employment prospects. De Krom highlighted the program’s flexibility, which enabled individuals with family or job obligations to pursue education without relocating. “You have teachers that are hired locally who understand the culture, understand the people, understand the children,” she commented.

The suspension of the program has created a notable socioeconomic impact. According to de Krom, hiring teachers from outside the region incurs higher costs and often leads to a disconnect between educators and the communities they serve. The lack of locally trained teachers limits opportunities for Indigenous individuals, who are crucial for providing culturally relevant education.

In an email, Souhail Soujah, superintendent of the South Slave Divisional Education Council (SSDEC), stated that the number of new northern Indigenous teachers has decreased since the program’s closure. “Indigenous people are well represented in support staff positions, but are significantly lacking in teaching positions,” he noted. The SSDEC is actively involved in discussions about the potential reinstatement of the teacher training program.

In the absence of the Aurora College program, educational institutions in the N.W.T. have implemented various initiatives to increase Indigenous representation in classrooms. Graham Arts, assistant superintendent for curriculum and learning at Yellowknife Education District No. 1, expressed the need for a teacher education program based in the North. He stated, “If we could have more people who are from the North, trained in the North, it could only be a plus for everyone.”

Despite the challenges, efforts continue to address the gap left by the program’s closure. While the exact figures regarding northern Indigenous teaching hires since the program ended remain unclear, data from the Department of Education, Culture and Employment (ECE) indicates there are currently 96 self-identified northern Indigenous educators with valid teaching certificates. This number has increased from 72 in 2020.

Moving forward, there is hope for the program’s revival. An email from Dr. Angela James, president of Aurora College, indicated plans to renew the teacher training program by 2027, contingent upon securing adequate funding.

The ongoing conversation about Indigenous representation in education highlights the importance of culturally relevant training and support systems. As the N.W.T. navigates these challenges, the demand for an inclusive and effective education framework remains critical for the region’s future.