For more than five years, something transformative has been happening beyond the walls of a university classroom — in community halls, outdoor classrooms, and gathering places across First Nations communities in New Brunswick.

What began in 2020 as a Memorandum of Understanding (MOU) between Three Nations Education Group Inc. (TNEGI) and Mount Allison University has now been formally renewed for another five-year term, reaffirming a shared commitment to Indigenous-led community-based post-secondary learning. At the centre of the partnership is Mount Allison’s Institute for Transformational Education, an initiative grounded in collaboration and community. 

Under the leadership of Assistant Professor in Canadian and Indigenous Studies Dr. Sacha DeWolfe, Director of the Institute, and supported by Research Professor in Community-Engaged Learning Dr. Michael Fox, the work has focused on expanding access to education. That access goes beyond Mount Allison and includes post-secondary education in many forms, including dual-credit programs, community-based courses, micro-credentials, and experiential learning.

 

"Meaningful learning doesn’t begin with curriculum,” says DeWolfe. “It begins with listening.”

TNEGI — a Mi’kmaq–Wolastoqiyik regional education organization serving Esgenoopetitj, Elsipogtog, and Neqotkuk — entered the partnership with a clear goal: strengthen post-secondary pathways for Indigenous learners in ways that reflect community culture, priorities, and lived realities.

Over the past five years, the partnership has secured more than $1.7 million in federal funding through Indigenous Services Canada’s Post-Secondary Partnership Program, supporting:

•    Community-delivered Mount Allison credit courses
•    Dual-credit opportunities for high school students
•    Experiential learning tied directly to community priorities
•    Research aligned with Indigenous data sovereignty principles
•    Expanded pathways into post-secondary education

Participation has grown steadily, with students learning both in community settings and on campus. Many Mount Allison students have also engaged directly with First Nations communities through course-based projects — shifting learning from abstract theory to lived understanding.

The renewed partnership is already expanding. In January 2026, the Institute for Transformational Education at MtA and TNEGI received a $20,000 Community Board grant from the TELUS Friendly Future Foundation to support Indigenous youth engagement and mentorship.

The funding will expand the Connecting Indigenous Students and Communities initiative, helping to attract and retain approximately 60 Indigenous youth aged 16 to 29 across the three partner communities. Working with local Community Builders — trusted mentors in each of the TNEGI communities — the program focuses on connection, belonging, and skill development, particularly during summer months.

One of the most significant outcomes of the partnership has been the Community Connectors model, which positions communities themselves as sites of learning. Youth, elders, educators, and university students collaborate on projects that strengthen infrastructure, cultural life, environmental stewardship, and local economies. Recent initiatives have included:

•    Infrastructure improvements identified by Elders
•    Youth entrepreneurship
•    Welding camps
•    Cultural events and markets
•    Outdoor classrooms and environmental projects
•    Recreational and wellness programs

Early evaluation findings suggest stronger engagement, improved transitions into post-secondary education, and a deeper sense of belonging among participating students. It has also created a more meaningful and authentic avenue for non-Indigenous students to learn about First Nation communities and peoples in a respectful and reciprocal way.
The renewal of the MOU signals confidence in an approach that recognizes meaningful educational change takes time, consistency, and collaboration.

With the partnership now extended through 2030, the next phase will expand mentorship programming, strengthen transitions into post-secondary institutions, and continue community-led program design.