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The First Nations University of Canada appears doomed, undone by years of bad governance and worse leadership. But the efforts to advance first nations postsecondary education must continue.

Faced with the latest allegations of financial improprieties, the federal and Saskatchewan governments had little choice but to pull their funding from the troubled institution. Suggestions of malfeasance surrounded senior university officials, more or less since its establishment as a university in 2003 (it was founded as Saskatchewan Federated Indian College in 1976). The university was subject to a large, politicized board packed with tribal council appointees. The Canadian Association of University Teachers censured the school for curbing academic freedom. When it comes to governance, management and use of funds, all major Canadian universities should be held to the same, high level of accountability. Those who ran First Nations University failed this test, and students suffered.

Fortunately, the decision does not harm most aboriginal students. First Nations University has fewer than 1,000 students today, around half of the enrolment at its 1995 peak. Many will have the chance to complete their degrees at the University of Regina, with which First Nations University is federated; not an ideal situation, but a tolerable one. Meanwhile, there are 30,000 aboriginal students nationwide.

That's the problem, though: too few aboriginal students. Hundreds of thousands of aboriginal Canadians will be entering the job market in the coming years. But only 7.7 per cent of Canadian aboriginal adults have a university degree, half the rate of American Indians, and one-third the rate of Canadians as a whole. The situation is exacerbated by federal funding for aboriginal postsecondary education, which, at just over $300-million per year, has not kept pace with inflation, leading to fewer aboriginals receiving financial support.

Aboriginal students have particular needs that require a different approach: many are older, with care-giving responsibilities toward both children and parents, and many come from reserves. Several universities have experimented with programs that include aboriginal curricular content, participation of elders and social services geared to aboriginal students. When funding from First Nations University is being reallocated, it should go toward programs and initiatives that reach aboriginal middle and high school students, helping them imagine a life in university.

Perhaps a new group will emerge to create another aboriginal-run and focused university. Even in its absence, though, aboriginal postsecondary education can still thrive, with some political will.