Gap Analysis: Primary and secondary education services in Inuit Nunangat

Project Overview

Inuit Tapiriit Kanatami (ITK) is seeking a consultant(s) to gather data and information on primary and secondary education services in Inuit Nunangat. This work will inform ITK’s understanding of education service needs across Inuit Nunangat. This work should focus on gathering publicly available data and information and include:

• Remotely conduct conversational outreach with leaders in Inuit education of the four regions of Inuit Nunangat to collect publicly available data and information.
• Identify key systemic K-12 educational service gaps and gather relevant data and information pertaining to the nature and scope of such gaps.
• Consult with and incorporate feedback from ITK throughout the process.
• Production of a final report describing findings.

Background

Inuit Tapiriit Kanatami (ITK)

ITK is the national representational organization for Canada’s 70,000 Inuit, the majority of whom live in four regions, including the Inuvialuit Settlement Region (Northwest Territories), Nunavut, Nunavik (Northern Quebec), and Nunatsiavut (Northern Labrador). Collectively, these four regions make up Inuit Nunangat, the Inuit homeland in Canada. Inuit Nunangat includes 51 communities and encompasses roughly 40 percent of Canada’s landmass and more than 72 percent of its coastline.

The comprehensive land claim agreements that have been settled in Inuit Nunangat form a core component of ITK’s mandate. These land claims have the status of protected treaties under the Constitution. ITK remains committed to working in partnership with the Crown to fully implement these land claims. Consistent with its founding purpose, ITK represents the rights and interests of Inuit at the national level through a democratic governance structure that represents all Inuit regions.

ITK advocates for policies, programs and services that impact the health, social, cultural, political and environmental issues facing Inuit today. ITK is governed by a Board of Directors that is composed of the following members:

• Chair and CEO, Inuvialuit Regional Corporation (IRC)
• President, Makivvik
• President, Nunavut Tunngavik Inc. (NTI)
• President, Nunatsiavut Government

• President, Inuit Circumpolar Council Canada
• President, Pauktuutit Inuit Women of Canada
• President, National Inuit Youth Council

Scope of Work

ITK seeks a clearer understanding of the primary and secondary education services available throughout Inuit Nunangat. Education across Inuit Nunangat is impacted by the colonial legacy of the residential school system where challenges persist in developing education systems that meet the needs of Inuit students and lead to student successes, while also respecting Inuit cultural.

There is abundant existing data that demonstrates the realities of Inuit education. Despite some improvements over decades of advocacy work, inadequacies still exist related to culturally relevant curricula and Inuktut language of instruction.

While high-level data provides a general understanding of the issues facing Inuit education, key data gaps remain regarding the specific details of educational service delivery, the availability and effectiveness of support systems, and the impact of infrastructure and other factors on student learning. This gaps analysis seeks to identify and investigate these gaps to inform future advocacy and policy development with an aim for Inuit students across Inuit Nunangat to be provided high-quality education comparable to that of all Canadians that is rooted in Inuit knowledge, communities, families, culture, and language.

Key Areas of Interest

The Gaps Analysis should include, but not be limited to, the following indicators and key areas of interest:

• Availability of culturally and linguistically relevant curriculum and learning resources and numbers of Inuktut speaking instructors.
• Prevalence of language and culture programs delivered by Inuit Treaty Organizations and/or in partnership with Educational Service Providers (ESPs).
• Number of Inuit administrators, teachers, and support staff in the region, their qualifications, distribution across communities, and how those numbers align with the number of students with special needs, the overall student population, curriculum development workload, and other identifiable gaps related to teacher vacancies/shortages.
• Required teacher credentials and whether those requirements are always met. Options for Inuit Teacher Education Programs (ITEPs) by region, rate of uptake and graduation. If unavailable, other pathways to teacher certification.
• Opportunities for families and communities to be involved in schools through community events, parent teacher associations, volunteering, etc.
• Prevalence and effectiveness or school food programs, extra-curricular activities, or other initiatives that serve student needs.
• Availability of secondary education coursework by community and region that are required as prerequisites by universities, with a focus on missing educational pathways.
• Age-appropriate, Inuit-specific curriculum for adult learners is available, delivered in-community, and is supported with classroom space and instructors.
• Availability and quality of services for students with disabilities.
• Information on mental health or other behavioral services integrated in schools.
• Use and prevalence of Independent Learning Plans (ILPs) or similar tools to support students with disabilities and/or behavioural issues and whether these existing tools are meeting the needs of students.
• Information related to the building (i.e., the age and status of school buildings) and technological infrastructure impacting access to education, school closures, and educational outcomes.
• Best practices and examples of effective service delivery: identify any innovative examples of education service delivery that may help inform the development of similar interventions in other regions of Inuit Nunangat.

Methods

The anticipated methods are as follows:

• Take an investigative stance to compiling data and information with an aim to uncover the story of the K-12 educational landscape in each region with a focus on education gaps.
• Remotely conduct conversational outreach with leaders in Inuit education to investigate Key Areas of Interest (above) and other connected pieces, as they present themselves.
• Differentiate education service gaps into two categories: (1) gaps with existing legal, legislative, and policy mechanisms through provinces, territories, Inuit Treaty Organizations, federal ministries, or school boards, and (2) gaps that have no legislative or policy mechanisms.
• Provide drafts, consult with, and receive recommendations and direction from ITK at specific checkpoints throughout the project.

Core Deliverable

An Inuit Nunangat Primary and Secondary Education Gaps Analysis report of no more than 25 pages, including standard sections such as executive summary, introduction, methodology, results and analysis, discussion and references. Graphics to support quick comprehension of data is also expected. Detailed data, as necessary or available, may be presented in additional appendices.

Proposal

ITK requires a detailed proposal that includes:

1. Proposed activities, cost estimates and timeline for the project.
2. Resumé of the primary person(s) responsible for the development and coordination of the project.
3. Access to two examples of similar work.
4. Three references and contact information of people for whom you have conducted similar or relevant work.

Selection Criteria and Process

Through this RFP, ITK is seeking experienced consultants who can provide high quality analysis as outlined above. ITK will assess proposals based on the following criteria (please include in your proposal):

1. Qualifications of the applicant, including background and expertise in:
   1. Inuit education and/or programming;
   2. Navigating interjurisdictional landscapes that involve Inuit Land Claims Agreements, Provinces, Territories, and Canada;
   3. Experience working with Inuit communities or organizations, particularly in education or policy development.
2. Description of a collaborative and participatory approach to the work, including:
   1. Project description, outlining a sound, comprehensive approach that covers all tasks outlined in Scope of Work;
   2. Description of the proposed activities and how they will meet the objectives of the core deliverable;
   3. Timeline for the proposed activities;
   4. Explanation of how input and guidance will be sought on this framework to achieve the desired objectives of the report.
3. Demonstrated knowledge and understanding of Inuit Nunangat with respect to the unique political, geographical, and cultural autonomy of each of the four regions.
4. Budget and budget justification that fits with the project description and milestones.

NOTE: Companies that are owned, managed or otherwise represented by a beneficiary under an Inuit Nunangat land claims agreement will be given priority consideration. We encourage all applicants to self-identify.

Interviews and references may be required upon request. Priority will be given to project teams that include Inuit beneficiaries.

It is anticipated that the work required for this project will start in July 2025. The ability to produce high quality work within a compressed timeline is important; ITK will iterate and assist in providing direction for the creation of this plan as needed. Work should be completed by December 30, 2025.

Submission Deadline:

Your electronic submission should be sent by 5:00 pm ET on July 7^th, 2025.

All submissions must come through the Responsive website below:

app.rfpio.com/survey/public/65b7a6959e97ba79ded5b5aa_681ba3719ffda853372588d5/Gap-Analysis–Primary-and-secondary-education-services-in-Inuit-Nunangat?podName=us-west-01&tab=summary

Any queries can be sent to ITK Contracts at contracts@itk.ca