Research Report on Aboriginal Services: Conestoga College Analysis

This research report examines the Aboriginal Services survey conducted at Conestoga College, focusing on the experiences and perceptions of the Aboriginal community. The report begins with an executive summary outlining the study's objectives and key findings. It then delves into a detailed analysis of the survey results, assessing awareness levels regarding Aboriginal Services, related history, and the Truth and Reconciliation Commission. A SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis is performed to evaluate the current state of services, highlighting areas for improvement and potential growth. The report also incorporates secondary research to provide additional context and support the analysis. Key challenges identified include low awareness, language accreditation, and health disparities. Recommendations are provided to address these issues and promote better engagement with the Aboriginal community. The report aims to contribute to a better understanding of the services offered and suggests improvements to ensure inclusivity and effectiveness.

Running Head: RESEARCH REPORT OF ABORIGINAL SERVICES
RESEARCH REPORT OF ABORIGINAL SERVICES
Name of the Student
Name of the University
Author Note

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Executive Summary:
This paper thoroughly studies about the Aboriginal people’s survey and analyses the ways
their services sector can be developed according to time. The study is described in the
perspectives of the strengths, weaknesses, opportunities and challenges the Aboriginals’ face
in their community and the drawback that can be moved out to get them in mainstream
platform and introduce them with the vast worldly knowledge.

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Table of Contents
Introduction:...............................................................................................................................3
Discussion:.................................................................................................................................3
Strengths:................................................................................................................................3
Weaknesses:...........................................................................................................................4
Opportunities:.........................................................................................................................4
Challenges:.............................................................................................................................5
Recommendation:......................................................................................................................5
Conclusion:................................................................................................................................5

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Introduction:
The term ‘Aboriginal’ refers to the people residing in Canada, belongs to the people
residing in the First Nations, Métis and Inuit which is now a part of Canada. They are the
original inhabitants of the region. Aboriginals’ population is about 1.6 million as reported in
2016, which makes up 4.9 percent of the total population of Canada and they are severely
threatened due to colonial pressures, language and different social systems. This study briefly
analyses the services towards aboriginal people to make a research report (Boyce, 2016).
Discussion:
The aboriginal people of Canada needs recognition by its aborigined framework in
order to accredit them and to provide services, dissect contributions potentials, challenges and
effectiveness role to make approach in multisectorial outline. In course of making an
aboriginal accreditation mechanism, hereby a SWOC analysis is performed below to evaluate
the services and programmes and its effectiveness.
Strengths:
Recognition – Over past few decades, the aboriginals are restricted from being officially
recognised and the primary reason for this is the absence from mainstream educational
engagements. A practical step to change aboriginals’ endangered status and transform their
condition can be the accreditation recognition of the aboriginals’ by their higher education
(Pidgeon, 2016).
Aboriginals’ cultures and languages – The aboriginals’ can perform and develop a positive
identity and they are more willingly to use their previous disregarded cultural values.
Therefore, the aboriginals’ are more encouraged to pay attention to their own morality,
worldviews, dialects, languages and cultures (Kuokkanen, 2015).

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Weaknesses:
Lack of Participation – The aboriginals’ lack of participation in the international forum and
support and engaging themselves in common goals by investing time in higher education are
a major drawback in the services concerned in the overall system.
Lack of Quality Assurance – The accreditation process of the aboriginals’ is way too long
due to the newness of the initiatives taken and the programmes of the newly appointed
institutions are barely maintaining their quality and this is preventing the aboriginals to get
possible learning opportunities.
Opportunities:
Aboriginals and Non – aboriginals can meet and greet, collaborate and work with each other
to share the same goal through conferences, convocations and publications in an ideal hub. It
may propose to a better motive as to providing a common perspective to draw strength and
positive approaches from each other. The co-operational motives also provide broad
influence in the institutions and programmes to become more involved with the services in
order to serve better (Ly & Crowshoe, 2015).
The accreditation between aboriginals and non – aboriginals promote the cooperation of the
synergy to approach, preserve and promote aboriginals’ academic accountability. The
aboriginals’ survey focuses on the opportunities of the aboriginals participation in the
economic development, and to continue the process, collection of all the information
regarding health, housing, culture, language, values and mobility has to be assessed well to
mark some of the real opportunities in the service sectors like the factors that effects
economic participation, post-secondary education, the sources of income, financial
development, entrepreneurial approach, skills training targets, physical and mental health, the
sense of belongings and lastly the labour mobility (Wright et al., 2018).

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Challenges:
One of the many challenges in the aboriginals’ services survey is the language accreditational
process in the institutions. This takes a lot of time, effort, money and energy to select the
qualified language with the correct review board of members, those who are familiar with the
local cultures and have a great fluency in the aboriginal languages and values.
Another challenge in the aboriginal services survey is the high rates of health problems
regarding mental and physical as reported (Jacklin et al., 2017). Aboriginal peoples encounter
many other challenges and disadvantage regarding the community. This challenges include
higher rates of unemployment, family breakdown, chronic disease, alcohol and other drugs
abuse, smoking, and high rates of imprisonment and crime victimisation.
Recommendation:
As suggested by the SWOC analysis the Aboriginals have many strengths in their cultures,
values and languages, and many weaknesses as well, in order to institutional higher
education. Many opportunities the Aboriginals do have in their community perspective but as
the analysis suggests the people are still not aware about that, they are closed circle based
community and that depart them from worldly knowledge.
Conclusion:
This study briefly describes the aboriginals’ services according to the survey and thoroughly
analyses according to Strengths, Weaknesses, Opportunities and Challenges to perform a well
- made decision in the services among the Aboriginals’ services in Canada. Aboriginals’
suffer a lot in terms of the services provided to them and the reason in this case is the cultural
difference of them from the non-aboriginals and the lack of enthusiasm in engaging in the

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worldly knowledge institution and many drawbacks in the society as the SWOC suggested in
the previous section.

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References:
Boyce, J. (2016). Victimization of Aboriginal people in Canada, 2014.
Jacklin, K. M., Henderson, R. I., Green, M. E., Walker, L. M., Calam, B., & Crowshoe, L. J.
(2017). Health care experiences of Indigenous people living with type 2 diabetes in
Canada. Cmaj, 189(3), E106-E112.
Kuokkanen, R. (2015). Gendered Violence and Politics in Indigenous Communities: The
Cases of Aboriginal People in Canada and the Sami in Scandinavia. International
Feminist Journal of Politics, 17(2), 271-288.
Ly, A., & Crowshoe, L. (2015). ‘Stereotypes are reality’: addressing stereotyping in Canadian
Aboriginal medical education. Medical Education, 49(6), 612-622.
Pidgeon, M. (2016). More than a checklist: Meaningful Indigenous inclusion in higher
education. Social inclusion, 4(1), 77-91.
Wright, A., Wahoush, O., Ballantyne, M., Gabel, C., & Jack, S. M. (2018). Selection and use
of health services for infants’ needs by Indigenous mothers in Canada: Integrative
literature review. Canadian Journal of Nursing Research, 50(2), 89-102.