WINHEC Five year mid term report 2008 2013

FIVE YEAR MID-TERM REPORT 2008-2013 WINHEC ACCREDITATION Sรกmi University College

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Background: Sámi University College (SUC) was established in 1989 in Guovdageaidnu, Norway, as the first Sámi higher education institution. The university college was founded by the Norwegian Ministry of Education as a result of the needs of the Sámi society for higher education and research in order to safe and develope the Sámi language, culture, land, and traditional ways of living. SUC is improving Sámi higher education by development of studies that fullfill Sámi needs essentially by combining the Sámi traditional knowledge with academic and scientific knowledge. SUC is a multilingual organization with Sámi language as the main language, and the institution has students and employees from Norway, Sweden, Finland and Russia. SUC has the national responsibility in Norway for Sámi teacher training, Journalist training, Sámi Language and Literature, Duodji and other Sámi related studies and research.

An important step in the process of becoming a Sámi university was the accreditation from World Indigenous Nations Higher Education Consortium. A WINHEC member since from the earliest WINHEC years, Sámi University College was granted a full accreditation by WINHEC in December 2008. The accreditation by WINHEC confirms that Sámi University College satisfies international requirements of an indigenous higher education institution.

Simultaneously with the task of being accredited by WINHEC, there is an ongoing work to satisfy the requirements of the Norwegian Agency for Quality Assurance in Education (NOKUT) that includes the entire institution and the activities related to study quality and learning environment. There has been prepared a quality handbook that comprises all the processes that have consequences for the study quality, from informing potential students to the completion of studies. This assures continuous improvements, give adequate documentation of the work and reveals weaknesses in quality. The quality assurance system is adapted to encompass institution’s indigenous perspective and to maintain the diversity in the higher educational system.

2008: The quality assurance system of Sámi University College was approved by the NOKUT on the 16th of June 2008. The Evaluation Committee concluded that the Sámi University College has a very good quality. SUC is an indigenous institution, and this perspective should be part of the institution’s quality assurance system. Quality in relation to indigenous perspective should be the basis for all activities at SUC. Sámi University College was accredited in December 2008 for 10 years as an indigenous institution by WINHEC. For SUC the indigenous perspective means that the college has two objectives in relation to quality assurance system; NOKUT to meet quality assurance requirements and to meet WINHEC requirements. The development of one quality management system based on two different base leads with both challenges and opportunities, and facilitates a business where SUC works compared to two perspectives; majority society perspective and benchmarks and SUC’s own perspectives and scales assume that SUC has as

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a Sámi indigenous institution. SUC considers this coordination as a force for quality improvement.

From fall 2008 SUC has offered two new bachelor programs, with a distinct Sámi profile: Bachelor of Reindeer Husbandry Studies and Bachelor of Duodji (traditional and applied arts).

In January 2008, NOKUT granted the Sámi University College a Master of Sámi language and Literature program. In 2008 SUC also started working on to develop Master programs in Duodji, Indigenous Knowledge and Indigenous Journalism. SUC is working to increase enrollment in teacher education programs, as there is a great need for a general and pre-school teachers with expertise in the Sámi language, culture and society.

A priority area for the Sámi University College is to expand the college recruiting grounds.

Many Sámi have due to the assimilation policy lost the Sámi language, and do not fulfill the admission requirements for the studies in Sámi language at SUC. The college has been working on to provide qualification study programs in Sámi languages on a regular basis, providing language skills to be admitted as a student for the other academic courses at the Sámi University College. SUC has for several years offered beginner courses in Sámi language, but it has not been possible to offer these courses with the necessary continuity and dimension. SUC signed in December 2008 an agreement with the Sámi Parliament on the development and implementation of a 5-year adult education program in the Sámi language areas in Norway. The target group for the program has been a non-sámi speaker in a wide geographical area. These measures were thought especially for the areas where the assimilation policy has made the greatest damage. All Sámi language communities are to be included in the work. SUC wants to work with language centers and other stakeholders on the practical implementation of the training program.

As a member of WINHEC, SUC took over leadership and responsibilty of WINHEC head office from December 2008 through 2011. SUC succeeded to obtain external funding for operations of the head office.

SUC has been also a leader of UArctic thematic network: Indigenous Teacher Education called VERDDE. The thematic network aims to strengthen international cooperation between institutions offering teacher training with indigenous perspective. SUC and Nunavut Arctic College in Canada established exchange enabling shorter exchanges of both students and staff.

Cooperation with educational institutions networks as WINHEC and UArctic contribute to the development of the activities and the quality of education, through the possibility of exchange of experiences and expertise, and by the Sámi University College in this way opportunities to offer courses / studies not covered by regular college academic portfolio.

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2009-2010: In 2009, the Sámi University College has established a Center for Sámi Language in Education, as a project. The center was officially opened in 2010. The centre’s objective is to function as a permanent academic environment that has a special responsibility in teaching of reading and writing, from beginner’s level to advanced level. The centre offers courses and guidance, leads research and development projects that regard reading and writing in all 3 Sámi languages in Norway.

An important step in the development of the professional profile is also auditing of study and program plans. Both programs and courses are subject to regular revision. In 2009, among other things, the model for teacher education revised and made applicable for admission in fall semester 2009. SUC has otherwise in fall 2009 led a working group on new Sámi curriculum for teacher education. SUC has worked on the implementation of the Bologna process. SUC adopted in 2009 a new template for curricula and programs, where the principles of learning (learning outcomes) were introduced. All new learning and program plans and revisions follow the new template.

Sámi University College has since 2008 been in a re-organization process. The new organization came into force on 1 August 2009. (see the new academic structure on pages 78) SUC prioritizes working with indigenous people in the Arctic, and otherwise strengthen contacts and network with other indigenous institutions. Through the cooperation of the University of the Arctic, the Sámi University College has enabled staff mobility and exchanges of academic staff. In 2009, the college had shorter exchanges of academic staff within “duodji” subjects with Arctic State Institute of Art and Culture in Yakutsk, Russia.

In 2010 Sámi University College has two projects: Interpreting Education in Sámi and Region 7 - Sámi Education.

Interpreting Education in Sámi is a joint project between the Sámi University College, University of Nordland, University College Nord-Trøndelag, University College of Finnmark, and University of Tromsø on how to organize an interpreter education in the Sámi languages in Norway.

Sámi University College, University of Nordland, the University of Tromsø, University College Nord-Trøndelag, University College of Finnmark signed an agreement Region 7 for regional cooperation on Sámi Education and Teaching in Sámi subjects and topics in elementary teacher education, as well as courses related to teacher education.

In 2010 Mathis Persen Bongo has been awarded as the best online teacher by the Norwegian Association for Distance Education. Bongo’s education program “Boazovázziid oahpahusráidu” (a study program for the reindeer herders) was rewarded for its innovative system using new technology in practical education.

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2011-2012: In 2011 Sámi University College prioritized the development of academic programs at doctoral and masters level. NOKUT has in spring 2011 approved the application for accreditation of Master study in Duodji, starting in fall 2012. The SUC has also applied for accreditation of Master's degree studies in Indigenous Education and Indigenous Journalism.

Cooperation with the University of the Arctic (UArctic) has been further strengthened by Jan Henry Keskitalo at Sámi University College in 2010, elected as a Vice-Chancellor on Indigenous Issues at the University of the Arctic, for the period 2010-2013. SUC has been involved in UArctic activities, including the council, the work of thematic networks and worked with the foundation of UArctic Institute of Circumpolar Reindeer Husbandry. In addition, the Sámi University College hosted UArctic Rector’s Forum taking place in Kautokeino March 2011.

Jan Henry Keskitalo was head of WINHEC to the end of 2011 and the head office was therefore located at SUC. This gave ample opportunities for an increased focus on collaboration with both WINHEC and directly with its member institutions. SUC participated in 2011 the WINHEC Annual Meeting in Peru and turned over the WINHEC leadership to the new co-chairs..

Research at SUC is done in collaboration with other higher education institutions, both in Norway and other countries, through collaboration the level of research activities increased and researchers' expertise has improved. The Norwegian partner institutions exist around the country. SUC has done cooperation agreements with other institutions and on other research and development projects as EALÁT, Árbediehtu and Language Sociology Project. EALÁT otherwise has much cooperation outside Norway, as in Sweden, Finland and Russia. The Árbediehtu project focuses on capacity building in local Sámi communities. The new Interreg project in collaboration with institutions in Sweden has started conducting research on reindeer herding women's traditional knowledge about ecology. Through WINHEC, SUC is also in contact with researchers from other countries and areas, both in the Arctic and the world at large.

The «Prinsipper for opplæringen og Samisk læringsplakat» (The Sámi Learning Poster) has been implemented between 2011-2012. The national Sámi educational resource center; Centre for Sámi in Education, has been responsible for a support project SUOHTAS guiding municipalities into the Sámi Learning Poster. The Sámi Parliament has taken the initiative and has allocated funds for the project. 22 participants from two municipalities in Sámi districts at four elementary schools participated in this project.

2012-2013: In 2012 NOKUT has approved Master program in Sámi Journalism with Indigenous Perspective. Program will start in fall 2014. Sámi University College has now 3 approved master programs: Master in Sámi Language and Literature, Master in Duodji (traditional and 5

applied arts) and Master in Sámi Journalism with Indigenous Perspective. SUC is working on the Master of Pedagogy and PhD program on the Sámi Language and Literature. SUC intends to send the applications for both programs to NOKUT by the end of 2013.

In 2012 SUC intensified collaboration activities on “Verdde” cooperation. SUC has received funding from UArctic and is working on the development of University Center for Mobility in Indigenous Education. In 2012, SUC has entered into agreements with Canadian and Russian institutions for cooperation. SUC has sent an application for external funding to strengthen Verdde cooperation, particularly to aim for exchange students, both outgoing and incoming students.

SUC has for years given priority research on traditional knowledge, so as to contribute to the development of sustainable Sámi communities. The biggest project for SUC is Árbediehtu (mapping, documentation, protection and preservation of traditional Sámi knowledge).

The college has in 2012 had several projects on traditional knowledge in reindeer husbandry, both externally funded and the assigned time resources to research and development.

Sámi as a scientific language is one of the fundamental elements of SUC work. Researchers at Sámi University College in 2012 have published numerous articles in Sámi, through the Sámi research journal with peer-review Dieđalaš Áigečála (SDA). SUC contributes with academic human resources to the editorial work of SDA. The journal is a collaboration project together with the Centre for Sámi studies at the University of Tromsø. Sámi language as a research field and as a means of research work, teaching and writing is a priority research area for the Sámi University College. In 2012, SUC published the most scholarly publications in this field, compared with other academic institutions working in the same field.

SUC has nine multi-year research and development projects. Six of these will be completed in 2013. In 2012, Sámi University College has been successful on a new four-year research project on the Sámi elections on behalf of the Sámi Parliament. The project “Sametingsvalget 2013–2016” started in 2013.

SUC is actively participating in the development of the concept WINHEC Global University Network, which includes, among other international cooperation on joint study programs and in the long term study programs in higher education for indigenous people.

The Ministry of Education has started in 2010 work on a report on Sámi research and higher education. The Butenschøn report was sent in June 2012. The consultation process for report was an important work for SUC. Sámi University College has great expectations for the follow-up of the report and is looking forward to further dialogue with the Ministry of Education.

SUC published own publications both in book format and in electronic format. Sámi University College strives to make available the research conducted at the institution, in accordance with the principle of open access. The efforts to put out publications available online, both new and old, continues in 2013.

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In June 2013, The Sámi parliament officially transferred the Sámi curriculum materials service “Ovttas” to SUC as a part of the Center for Sámi Language in Education. The main target of this online service is the staff and teachers in primary education. The users of this online service will have an access on Sámi curriculum materials, and service should also be an inspiration to find resources you do not know already.

Sámi University College will start the new Sámi Kindergarten teacher education program in fall 2013. SUC is developing short academic courses in English for exchange students to be available in 2014.

SUC has a new strategy plan for 2012-2016. The main strategies for achieving goals for the next few years:         

Protect the sámi culture and Sámi University College’s distinctiveness as an indigenous institute Create professional teams for long-term and short-term academic priorities in teaching and research Student recruitment Develop and promote teacher programs and research that will raise institution’s academic level Support the use of Sámi language in all activities Clarify society's educational and research needs Develop partnerships with national and international institutions, primarily in the Nordic countries but also in the Arctic Strengthen the expertise among the staff Create an effective communication with state authorities and the Sámi Parliament

The University College involves indigenous elders and knowledgeable people to educational and research activities. Beginner courses in Sámi language, courses in traditional knowledge and reindeer herding are some examples of involvement of elders as teachers and supervisors.

SUC has appointed elders to honorary positions as a Honorary teacher (ávvuoahpaheaddji), which is given to Edel Hætta Eriksen who is now 90 years old and still actively participates in academic activities, and a Honorary Traditional craftsman (ávvoduojár), which is given to Jon Ole Andersen who is now 80 years old. SUC is working to create a permanent system for including of the elders’ experiences in the College’s work.

The New Academic structure of Sámi University College (since 2009): The academic leaders at Sámi University College are:  

Rector Dr.philos. Jelena Porsanger Prorector/ Dr. philos. Inger Marie Gaup Eira

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The faculty is divided in three different departments (fágagoahti). Each department has a Chair person which is appointed by the Executive Board for a period of 4 years.   

Giellagoahti: Sámi and other languages. Assistant Professor Mai Britt Utsi Servodatgoahti: Social Sciences, Law, Journalism and Reindeer Husbandry. Associate Professor Dr. Nils Johan Päiviö Duodje-, luonddu- ja boazodoallogoahti: Duodji (Sámi Handicraft and Applied Arts/Fine Art), Natural Sciences, Teacher training education and educational studies.

Assistant Professor Jan Idar Solbakken

Tasks of the departments:            

Academic support and advice in teaching and research matters Academic development Motivate for academic progress and innovation Plan teaching according to available resources Develop study programs that belong to their academic field Identify needs for research Ensure that teaching is research based Identify ways of communicating research results (outreach) Identify methods to include traditional knowledge in research and teaching Direct attention to indigenous perspective in teaching and research Participate in the writing of academic statements Other activities the departments define

Sámi University College Board: The SUC Board is the highest authority and has overall responsibility for college and the current quality standards. The boards and committees shall report annually to the SUC Board on the status of quality assurance and other conditions. The Board approves the budget for operations each year and allocates financial and human resources to SUC. Board has overall responsibility for education and research quality, quality improvement, and that the college has an approved quality system. The Board is responsible for the documentation quality system procedures used in the management of the institution.

The Board of the Research and Education (DOS): All three Chair persons and two student representatives constitute the Research and Education Board DOS (Dutkan -ja oahppostivra). DOS elects a chair and vice chair. Chairman has a casting vote. If the leader is absent, the meeting is chaired by deputy, with the casting vote.

Each representative has a personal deputy. DOS membership period is 4 years, the first term is 8.1.09 - 31.7.2013, and the election is held every four years. Student representatives are 8

elected annually. DOS has both advisory role and decision-making powers delegated by the board, and it works within the budget that the college board sets.

Academic publications (since 2008): Kaisa Rautio-Helander: Namat dan nammii. Sámi báikenamaid dáruiduhttin Várjjaga guovllus Norgga uniovdnaáiggi loahpas. Dieđut 2008-1.

Maksim Kuchinskiy: Саами Кольского уезда в XVI–XVIII вв. – Модель социальной структуры. Dieđut 2008-2.

Steinar Pedersen: Lappekodisillen i nord 1751-1859 - Fra grenseavtale og sikring av samenes rettigheter till grensesperring og samisk ulykke. Dieđut 2008-3.

Asta Mitkijá Balto: Sámi oahpaheaddjit sirdet árbevirolaš kultuvrra boahttevaš buolvvaide.

Dekoloniserema akšuvdnadutkamuš Ruoŧa beale Sámis. Dieđut 2008-4.

Johanna Ijäs &Nils Øivind Helander: Sáhkavuoruin sáhkan. Sámegiela ja sámi girjjálašvuođa muhtin áigeguovdilis dutkanfáttát. 2009-1.

Pigga Keskitalo: Saamelaiskoulun kulttuuri-sensitiivisyyttä etsimässä kasvatusantropologian keinoin. Sámeskuvlla kultursensitiivavuođa guorahallan pedagogalaš antropologiija vehkiin.

Dieđut 2010-1.

Otto Jebens: Det rettshistoriske og folkerettslige grunnlag for eiendomsretten til grunnen i Indre Finnmark. 2010-2.

Jelena Porsanger & Gunvor Guttorm:Working with traditional knowledge: communities, institutions, information systems, law and ethics. 2011-1. Øyvind Ravna & Jan Josef Olli: Sedvanerettslige oppfatninger om arealbruk blant reindriftsutøvere. 2011-2.

Arne Johansen Ijäs: Samer i to norske nyhetsmedier. En undersøkelse av saker med samisk hovedfokus i Nordlys og Dagsrevyen i perioden 1970–2000. 2012-1.

Erika Katjaana Sarivaara: Statuksettomat saamelaiset. Paikantumisia saamelaisuuden rajoilla.

2012-2.

Articles (since 2008): Sámi dieđalaš áigečála 1/2008 Ulla Aikio-Puoskari: Sámi servvodaga dutki – dieđalaš vai politihkalaš bargi? Reasearchers in Sámi society – scientists or politicians?

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Outi Kilpimaa: Nomengihpuid definihttavuođa dulkon davvisámegiel teavsttaid vuođul. The interpretation of definiteness i North Sámi texts.

Rauna Kuokkanen: Sámenissonat, “árbevierru” ja veahkaválddi hámit. The autonomy of Sámi women, tradition and forms of violence.

Irja Seurujärvi-Kari: Eurohpa ráđi guovllugielaide dahje vehádatgielaide guoski vuođđogirji ja dan mearkkašupmi sámegillii. The European Charter for Regional or Minority Languages and the results of its application on the Sámi languages.

Sámi dieđalaš áigečála 2/2008 Lene Antonsen: Lokatiivva gehčosat Gáivuona suopmanis. Locative suffixes in the Gáivuotna dialect.

Solveig Joks: Boazodoallu – eallinvuogi máhtut. Reindeer husbandry – knowledge from livelihood.

Klemetti Näkkäläjärvi: Duovddamuitu sámi boazodoalus – Sápmelaš boazodoalu kulturdiehtovuogádat Jávrrešduoddara orohagas Davvi-Suomas. Landscape memory in Sámi reindeer herding: System of Sámi reindeer herders’ cultural knowledge in the Jávrrešduottar district in Northern Finland.

Kirsi Paltto: Gielddasámegiela aspektuála suorggádusat ja ruoššagiela aspeakta. Aspectual derivatives in Kildin Sámi and aspect in Russian.

Sámi dieđalaš áigečála 1/2009 ja 2/2009 Aimo Aikio: “Oahpponeavvo- ja oahppoplánaoahpahus Sámi allaskuvllas. The Teaching of Educational Material and Curriculum in the Sámi University College Asta Mitkijá Bálto – Liv Østmo: Máŋggakultuvrralašvuođa oahpu sámáidahttin Sámi allaskuvllas. Indigenising the study of Multicultural Understanding at the Sámi University College.

Elisabeth Utsi Gaup: Duovdagiid giella – Bálggesčuovga lunddolaš oahppanarenaid ozadettiin sámegiela oahpahusa olis. Language of the landscape: Searching for natural arenas for Sámi language teaching.

Jan Henry Keskitalo: Sámi máhttu ja sámi skuvlamáhttu: teorehtalaš geahčastat. Sámi knowledge and Sámi school-knowledge: A theoretical consideration.

Pigga Lauhamaa: Sámi vuolggasaji nannen oahpahusas – rituálat guovddažis. Strengthening Sámi Foundations in Instruction.

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Vuokko Hirvonen: Juoiggus uksan sámi njálmmálaš girjjálašvuhtii – bálggis gillii, identitehtii ja iešárvui. The Yoik Opens Secret Doors to Sámi Oral Literature: A Path into Language, Identity and Self-Esteem.

Ylva Jannok Nutti: Sámi árbevirolaš matematihka diehtu ja máhttu – Akšuvdnadutkamis sámeskuvllas. Sámi traditional mathematical knowledge - An action research project in Sámi schools.

Sámi dieđalaš áigečála 1/2010 Lene Antonsen ja Trond Trosterud: Manne dihtor galgá máhttit sámegiela? Why the computer should know its Sámi grammar?

Marit B. Henriksen: Sámegiela báikenamat ja sámiide guoski dieđut Peter Schitlera čilgehusas Norlándda ámttas. Sámi place names and other Sámi-related information in Major Peter Schiltler’s report from Nordland amt.

Erika Katjaana Sarivaara: Máttuid giela gáhtten: Stáhtusmeahttun sápmelaččaid sámegiela ealáskahttin Suoma bealde Sámis. Saving the language of our ancestors; Language revitalization of ‘Non-status’ Sámi on the Finnish side of Sápmi.

Irja Seurujärvi-Kari: “Nubbi” sápmelašvuođas – ođđalágan identitehtat. “Otherness” in Sáminess – new identities.

Sámi dieđalaš áigečála 2/2010 Inger Marie Gaup Eira, Ole Henrik Magga ja Nils Isak Eira: Muohtatearpmaid sisdoallu ja geavahus. North Sámi snow concepts and terminology.

Mikkel Nils Sara: Mainna lágiin galget siiddat joatkahuvvat? Siidda sulladallama gažaldagat.

How is the siida going to continue?

Katri Somby: Nuorttanaste – vuoiŋŋalaš bláđđi vai sámi servvodatguoddi? Nuorttanaste: Christian magazine or a builder of Sámi society?

Sámi dieđalaš áigečála 1/2011 Gunvor Guttorm: Hutkáivuohta, improvisašuvdna ja innovašuvdna kultuvrralaš ovdanbuktimis. Creativity, improvisation and innovation of cultural expressions.

Kaisa Rautio Helander: Sámi báikenamat, válddi relašuvnnat ja representašuvdna. Sámi Place Names, Power Relations and Representation.

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Johan Klemet Hætta Kalstad: Norgga sámepolitihka molsašupmi ođđa áiggis. The transition of Sámi politics in Norway.

Pigga Keskitalo – Kaarina Määttä: Sámegielat álgooahpahusa gielalaš iešvuođat. Linguistic features in Sámi instruction at first grades.

Sámi dieđalaš áigečála 2/2011 ja 1/2012 Vuokko Hirvonen: “Muitalus Sámi eatnama dovdameahttun elliid birra” – girječálli Johan Turi kolonialismma geavadiid árvvoštallan. The unknown animals of Sápmi – Johan Turi as a critic of colonialism.

Mikael Svonni: Johan Turi giella girjjis Muitalus sámiid birra: Veahkkevearbbaid ortnet ja posišuvdna. Johan Turi’s Language in Muitalus sámiid birra: Order and Position of Auxiliaries.

Ole Henrik Magga: Johan Turi čállin. The Orthography of Johan Turi.

Gunvor Guttorm: Johan Turi duddjonmuitalusat ja –vásáhusat. The stories of Johan Turi through his duddjon (Sámi handicraft) and experiences.

Veli-Pekka Lehtola: Johan Turi – sámiid iežaset etnográfa? Johan Turi – an ‘insider’ ethnographer of the Sámi?

Nils Oskal: Johan Turi, ipmirdeapmi ja ipmirdeami rájit. Johan Turi, understandig and the limits of understanding.

Harald Gaski: Dan maid čalbmi ii oainne – Johan Turi čállima ja dáidaga erenoamášvuohta.

What the eye can’t see: On Johan Turi’s subtle truth-telling in his images and art.

Sámi dieđalaš áigečála 2/2012 Lene Antonsen – Laura Janda – Biret Ánne Bals Baal: Njealji davvisámi adposišuvnna geavahus. The use of four North Saami adpositions.

Lill Tove Fredriksen: “Dát lea mo nu munnje oahpis” – kulturáddejupmi ja konteaksta girjjálašvuođa analysas. “This is somehow familiar to me” – Cultural understanding and context in literary analysis.

Nils Øivind Helander: Norgga beale oahppoplána doaibmi guovttegielatvuohta – mo dan meroštallat? Functional bilingualism.

Johan Klemet Hætta Kalstad: Norgga sámepolitihkka 1970-logus – ođastemiin nanosmahttit sámevuođa. Norwegian Sámi policy in the 1970s – strengthening “Sáminess” through renewal.

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Summary: 1. What is the current status of the accredited institution? 

    

Sámi University College has been in active operation since the accreditation. In this report SUC has brought out the most significant issues related to studies and study programs, various projects (Árbediehtu, Suohtas, Interreg), cooperations (Verdde, EALAT, Uartic), academic publications (Sámi dieđalaš áigečála, Dieđut) and the ongoing process of combining traditional knowledge in research and teaching with indigenous perspective.

As a member of WINHEC, SUC took leadership and responsible for WINHEC head office from December 2008 through 2011.

SUC prioritizes working with indigenous peoples in the Arctic, and otherwise strengthen contacts and network with other indigenous institutions.

A priority area for the Sámi University College is to expand the college recruiting grounds.

Sámi University College involves indigenous elders and knowledgeable people to educational and research activities.

SUC is actively participating in the development of the concept WINHEC Global University Network, which includes, among other international cooperation on joint study programs and in the long term study programs in higher education for indigenous people.

2. What changes have been made in the institution since it was accredited? Describe any significant improvements or revisions and the impact they have had on its implementation. 

 



From autumn SUC has offered 2008 two new bachelor programs, with a distinct Sámi profile: Bachelor of Reindeer Husbandry Studies and Bachelor of Duodji (traditional and applied arts).

In January 2008, NOKUT granted the Sámi University College a Master of Sámi Language and Literature program.

In 2012 NOKUT has approved Master program in Sámi Journalism with Indigenous Perspective. Program will start in fall 2014. Sámi University College has now 3 approved master programs: Master in Sámi Language and Literature, Master in Duodji (traditional and applied arts) and Master in Sámi Journalism with Indigenous Perspective. SUC is working on the Master of Pedagogy and PhD program on the Sámi Language and Literature. SUC intends to send the applications for both programs to NOKUT by the end of 2013.

Sámi Kindergarten teacher education program starting in fall 2013

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3. Document any significant changes in administrative or organizational practices that bear on the integrity of the institution as represented in the original eligibility application and self study presented to and approved by the WINHEC Board of Affirmation:  

The New Academical Structure of Sámi University College that has been operative since 2009.

Strategy plan for 2012-2016

4. Describe any current conditions or future plans that may have a positive or negative impact on its effectiveness. 

The requirements of the Norwegian Agency for Quality Assurance in Education (NOKUT) that includes the entire institution and the activities related to study quality and learning environment can have challenging affects on the SUC’s progress

5. Provide documentation of any other relevant changes that are anticipated during the remaining five-year period of WINHEC accreditation.    

Faculty department’s responsibilities to follow up and implement the new strategy plan Master Studies of Pedagogy and PhD program of Sámi Language and Literature International Indigenous Student Mobility University Centre Long-term plans to develop study programs

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