Education | Fall 2026

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A student checks out one of the many booths at a recent career fair at the University of Manitoba.

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The good news for today’s post-secondary student is there is expected to be plenty of employment opportunities for them in Manitoba in the not-too-distant future. Last year, the provincial government released its 2025-2029 Manitoba Labour Market report. The report, which was compiled using data gathered in 2024, projects the province will have 138,000 job openings between 2025 and 2029. It attributes 42 per cent of those openings to economic growth and the remaining 58 per cent to replacing retiring workers. Interestingly, the report indicates that 69 per cent of those job openings will require some form of college or university education. MacPherson says that’s why it’s important for students to do their homework about possible career choices before choosing a post-sec- ondary program. That includes talking to people already involved in their field of interest as well as getting some first-hand insight through volunteering or paid work experiences. “Those kinds of steps are important. It’s all about gathering good career information, knowing your options and knowing them well instead of, say, choosing pharmacy and not really knowing what it is and how much chemistry is involved,” she says. “It comes down to doing your due diligence and doing your research so that you really understand (a career choice) beyond just admission requirements. That’s one of the things we see students getting a little bit stuck on. They only look at admission requirements or first-year cours- es and they’re not looking at what does this full program look like.” The province’s labour report lists transport truck driving as the field that will have the most job openings (4,700) with retail salespersons and visual merchandisers (4,500) in second and nurses aides, orderlies and patient service managers (4,000) in third. That hardly comes as a surprise to MacPherson who says she and her career counselling colleagues have noted a recent surge of interest among students in the health care field. “Students are pretty astute. Not that they’re reading labour market reports, but they tend to know where the demand is,” she explains. “I would say health care, hands down, is huge right now. I think it is a field where there seems to be consistent demand. Job security is huge.

I t’s no secret that Manitoba’s economy is evolving. Neither is the fact that this economic evolution is shaping the post-secondary education choices of today’s students as they prepare for the jobs of tomorrow. “I think students are feeling more pressure to make a good deci- sion (about their future) just because of the cost of living,” says Lisa MacPherson, lead coordinator of career services at the University of Manitoba. “It feels like there’s more riding on their decision including job security and salary. During COVID, we saw a ton of students who saw their friends and family members being laid off and their work impacted. I think that has continued to stay front of mind for many students.”

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In the career planning work that we do with students, they’re presenting more concerns around AI. It’s really front of mind for them. ”

— Lisa MacPherson

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A university careers coordinator says it's important for students to focus on careers that are going to be meaningful and satisfying.

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And I think it is a field where compensation is keeping up a little bit better with the cost of living. I think for those reasons, students are really gravitating towards health care.” MacPherson has also noticed an increased interest among students in careers in mental health supports and counselling, something she attributes in part to the fact that mental health is far less stigmatized than it once was. Global instability and climate change are also prompting many learners to consider courses that offer an opportu- nity to effect positive changes in the world, she adds. There has been plenty of chatter about AI and its potential impact on the workplace. It’s definitely on the minds of post-secondary students exploring their career options, but not how you might think. “I would say in general we’re seeing slightly less interest in students in wanting to develop AI skills or AI-ready skills,” MacPherson says. “In the career planning work that we do with students, they’re pre- senting more concerns around AI. It’s really front of mind for them. We’re getting questions about … what fields are going to be most affected by AI. Students are steering away from certain degree path- ways because of concerns with AI. They feel AI might be eliminating certain occupations.” MacPherson’s advice to students who may not be sure about which post-secondary path might be right for them is to consult with a career specialist at their current or future learning institution. They can help by providing some “myth busting” regarding educational requirements prospective employers may or may not have.

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She also recommends students listen to their heart.

“We tell students it’s really important to keep your focus on work that’s going to be meaningful and satisfying for you. What work is going to be well-suited to them is important because when there are downsizes in industries, it’s the people that do well and are passion- ate about what they’re doing that typically survive any decline.” n

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Taking flight Drone program continues to grow The growth of FPDI's drone program has been driven by participant interest and the belief that First Nations learners should have access to emerging technologies and industry-recognized training.

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BY EVAN COLGAN

W hat began as a short introduction to drone technology has developed into an innovative training program that is helping First Nations participants develop practical skills, earn industry-recognized certifications and explore opportunities in a growing industry. First Peoples Development Inc. (FPDI) introduced drone training in 2018 as part of its successful First Nations youth robotics program. At the time, the drone component was a brief, hands-on activity using small DJI Tello drones. These lightweight drones gave partic- ipants an accessible way to learn basic flight controls and program- ming while adding another engaging element to the robotics course. Participants wanted more time with the technology, and it soon became clear that drones offered far more than an engaging class- room activity. As the use of drones expanded into industries such as mapping, construction, emergency response, environmental monitoring, photography, agriculture, and infrastructure inspection, FPDI recognized an opportunity to build upon that enthusiasm by creating a pathway toward professional training and formal certification. Since then, FPDI's drone program has continued to evolve. Through four successful training sessions, the organization has helped partic- ipants earn 56 drone certifications while strengthening partnerships, expanding staff expertise, and demonstrating how emerging tech- nology can support the priorities of First Nations communities. Each training session has provided new opportunities to refine the program while ensuring participants receive practical, industry-relevant instruction. The program reached another milestone during its most recent one-week training session, delivered in partnership with Queen City Drones. Fifteen participants from various First Nations communities came together for an intensive program that combined classroom instruction, practical flight experience, examinations, and in-person flight reviews. The goal was to prepare participants to earn their Advanced Operations certification through Transport Canada while providing them with the knowledge and skills needed to safely oper- ate drones in professional settings. Throughout the week, participants studied air law, meteorology, flight planning, aviation safety, mapping, and the responsibili- ties involved in operating a remotely piloted aircraft system. The curriculum went well beyond learning how to fly a drone. Partic- ipants developed an understanding of aviation regulations, risk management, operational planning, and the responsibilities required to safely conduct professional drone operations. Every lesson was designed to prepare participants not only for certification, but also how to apply their skills confidently in real-world environments. Advanced Operations certification represents an important step beyond basic drone operation. Certified pilots are qualified to conduct flights that require a greater level of planning and knowl- edge, including operating in controlled airspace with the appropriate authorization, flying closer to people and completing more detailed flight planning. To earn this certification, participants were required to successfully pass both the Advanced Operations examination and an in-person flight review that demonstrated their knowledge and flight proficiency. Their dedication throughout the week resulted in an outstanding achievement, with all 15 participants successfully completing both certification requirements, earning their Advanced

strating both the strength of the instruction and the dedication of those involved. The achievement also highlights just how far FPDI's drone program has come since participants first flew DJI Tello drones as part of a youth robotics class in 2018. The growth of FPDI's drone program has been driven by participant interest and by the belief that First Nations learners should have access to emerging technologies and industry-recognized training. As drone technology continues to evolve, the demand for qualified operators continues to grow, creating opportunities across both pub- lic and private sectors. Through practical instruction and recognized certification, FPDI is helping participants develop skills that are valuable today and adaptable for the future. Beyond earning certification, participants are already identifying ways to apply their new knowledge through employment, entrepre- neurship, community projects, land-based initiatives, media produc- tion, emergency services and local mapping. For many, the value of the training extends well beyond the classroom. The success of the latest training session demonstrates that the interest, talent, and potential are already present within First Nations communities. By investing in practical skills and emerging technol- ogies, FPDI is helping participants prepare for careers in a rapidly evolving industry while strengthening the capacity of their commu- nities to make use of those technologies in meaningful ways. As drone technology continues to advance, FPDI remains commit- ted to building on that momentum; creating new opportunities for First Nations participants to gain the knowledge, certifications and confidence needed to succeed. What began as a simple introduction to drone technology has become a program that is opening doors, building careers and helping First Nations communities take part in the future of an increasingly technology-driven world. n

I will be doing LiDAR, mapping, and views for Lands. It will benefit the Lands Department, which will benefit community development."

— Abigail Letandre, Pinaymootang First Nation

Operations pilot certificates and achieving a remarkable 100 per cent pass rate. Following the completion of Advanced Operations certification, the program moved into the next phase with Complex Operations. Introduced by Transport Canada in November of 2025, this new category includes Beyond Visual Line of Sight (BVLOS) flights. Four FPDI staff members joined participants for training in Complex Operations, allowing the organization to continue expanding its own expertise alongside community members. Building internal capacity is an important part of FPDI's long-term vision, ensuring future participants continue to benefit from knowledgeable staff and strong partnerships. For many participants, the training also provided a clear vision of how these new skills could immediately benefit their own communities. Every participant who completed the Complex Operations portion of the training successfully met the program requirements, demon-

It will be used for my job with search and rescue and other valuable situations on the job."

— Ryan Sutherland, Peguis First Nation, First Nations Safety Officer (FNSO)

To learn more about FPDI's training programs and initiatives, visit FPDINC.CA.

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EDUCATION GUIDE RRC POLYTECH

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Building Manitoba’s future

RRC Polytech expands in-demand programming with South Winnipeg Campus

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This fall, 19 MITT programs are being delivered as RRC Polytech credentials — most of them at the South Winnipeg Campus.

A s Manitoba’s post-secondary landscape continues to evolve to meet the dynamic needs of a modern economy, the Fall 2026 academic year marks a landmark moment for career-focused technical training in the province.

A DEDICATED HUB FOR TECHNICAL EXCELLENCE: SOUTH WINNIPEG CAMPUS RRC Polytech’s South Winnipeg Campus is comprised of three spe- cialized facilities – the Fultz, Henlow and Pembina buildings – and the campus serves as a primary hub for practical, industry-aligned education. Situated in an industrial sector in south Winnipeg, these facilities house specialized labs, classrooms and technical spaces built for modern, hands-on instruction in health care, information technology and skilled trades. The South Winnipeg Campus ensures an accessible post-secondary presence in the surrounding region and preserves essential com- munity resources such as the on-site daycare centre that serves local families and learners alike. "The South Winnipeg Campus represents an important expansion of RRC Polytech’s educational footprint," said Meier. "Establishing a permanent presence in south Winnipeg provides learners with direct access to health care, technology and trades training close to home. The shared use of specialized spaces and labs gives students the physical tools and collaborative environment they need to excel in their chosen fields." PRESERVING KEY INDUSTRY PATHWAYS: TRANSITIONING PROGRAMS To preserve Manitoba’s skilled workforce pipeline, RRC Polytech conducted an extensive academic program review to adopt and preserve vital training capacity. Starting this fall, 19 MITT programs are being delivered as RRC Polytech credentials. While most of these programs will be hosted at the South Winnipeg Campus, RRC Polytech is also utilizing its broader network of urban and regional facilities. This network includes the Notre Dame Campus (NDC), the Exchange District Campus (EDC) and various regional cam- puses located across the province. South Winnipeg Campus: • Automotive Technician – Certificate • Carpentry – Certificate • Culinary Skills – Certificate • Cybersecurity – Diploma • Early Childhood Education – Diploma • Electrical Trades – Certificate • Electronics Technician – Certificate • Hairstyling – Diploma • Health Care Aide and Personal Support Worker – Certificate • Industrial Mechanic (Millwright) – Certificate • Medical Assistant – Certificate • Medical Assistant and Patient Care – Diploma • Network and Systems Administrator – Diploma • Pharmacy Technician – Diploma • Rehabilitation Assistant – Certificate • Welding – Certificate

With the establishment of the South Winnipeg Campus (SWC) – a result of the transition of operations and some programs from the Manitoba Institute of Trades and Technology (MITT) – RRC Polytech will add nine new programs to its offerings this fall and will begin to deliver 10 existing programs at the campus. This strategic integration preserves critical training capacity across high-demand sectors while expanding career options for high school graduates, mature learners, upskilling professionals, regional employers and industry stakeholders. "Our primary focus throughout this entire transition has centred on students and preserving training capacity in key sectors across Manitoba," said Fred Meier, President and CEO of RRC Polytech. "By combining academic expertise, specialized infrastructure and strong industry partnerships, we are ensuring that learners continue to receive high-quality, career-focused polytechnic education. RRC Polytech is proud to welcome these programs into our learning com- munity and build an even stronger workforce for our province." Preparing for the upcoming academic term required extensive administrative coordination between MITT and RRC Polytech. Staff at both institutions have worked closely to prepare for Fall 2026 delivery at the SWC. Taking steps to update new and prospective students along the way resulted in many applicants who initially applied to MITT choosing to transfer their applications to RRC Polytech to study at SWC. Stu- dents currently enrolled in MITT programs will be fully supported in their studies, to graduation and in entering the job market – earn- ing their credentials and the reputable skills both MITT and RRC Polytech are known for. Starting in September 2026, current MITT students and new RRC Polytech students will co-exist at the South Winnipeg Campus buildings, sharing classrooms, labs, common spaces and full access to student supports and services.

Our primary focus throughout this entire transition has centred on students and preserving training capacity in key sectors across Manitoba."

— Fred Meier, President and CEO of RRC Polytech

The establishment of RRC Polytech's South Winnipeg Campus will help to preserve critical training capacity across high-demand sectors while expanding career options for numerous learners.

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RRC Polytech continues to pave the way for sustainable workforce growth across Manitoba through shared spaces, modern equipment and unwavering community support.

RRC Polytech's South Winnipeg Campus will ensure an accessible post-secondary presence in the surrounding region and help preserve a number of essential community services.

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DRIVING ECONOMIC GROWTH AND STUDENT SUCCESS RRC Polytech has aligned academic pathways with labour market requirements to ensure graduates emerge with the skill sets required by Manitoba businesses. For recent high school graduates, learners seeking mid-career tran- sitions, educators advising students and employers seeking qualified talent, the integration of these 19 programs ensures stability and long- term economic strength. The RRC Polytech model merges hands-on technical training with deep theoretical learning and strong industry connections. By aligning academic pathways directly with labour market requirements, graduates emerge equipped with the skill sets required by Manitoba businesses. As the Fall 2026 academic year begins, this expanded network reflects successful institutional collaboration and a unified dedication to student achievement. Current and prospective learners can continue to expect access to a range of supports, including academic advis- ing, financial counselling, Indigenous student supports, and career mentorship services. Through shared spaces, modern equipment and unwavering community support, RRC Polytech continues to pave the way for sustainable workforce growth across Manitoba. n

Discover South Winnipeg Campus programs at rrc.ca/swc.

The SWC provides local families and learners an accessible post-secondary option and essential community resources, like an onsite daycare.

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RRC Polytech recently conducted an extensive academic program review to adopt and preserve vital training capacity.

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South Winnipeg Campus

DISCOVER PROGRAMS TRANSITIONING FROM MITT TO RRC POLYTECH Explore a range of career-focused options designed to help you build practical skills, gain real-world experience and move forward with confidence.

Automotive Technician Certificate Carpentry Certificate Culinary Skills Certificate Cybersecurity Diploma

Early Childhood Education Diploma Electrical Trades Certificate Electronics Technician Certificate Hairstyling Diploma

Health Care Aide and Personal Support Worker Certificate Industrial Mechanic/Millwright Certificate Medical Assistant Certificate Medical Assistant and Patient Care Diploma

Network and Systems Administrator Diploma Pharmacy Technician Diploma Rehabilitation Assistant Certificate Welding Certificate

LEARN MORE rrc.ca /swc

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ST JOHN'S-RAVENSCOURT SCHOOL It’s an empowering culture at St. John’s-Ravenscourt School

S cience lessons are out of this world at St. John’s-Ravenscourt School (SJR). When Kaitlynn Buffie asked about sending a weather balloon, loaded with cameras and sensors, up to the edge of the stratosphere as a project with her Grade 7 and 8 students, the response was immediately enthusiastic at the Winnipeg independent school. Soon, her students were calculating flight paths, launching the balloon from eastern Manitoba, then trekking across a farmer’s field to retrieve it — along with images of the upper atmosphere and the curvature of the Earth. “It’s an awesome opportunity for the students; however it’s expensive and there’s a lot of expertise that goes into a project like this,” says Buffie. “But anytime something is good for students and professional growth, it is supported.” Buffie, who joined SJR last year to teach Middle School, is now a Senior School Science Teacher and Head of the Science Department. She says the feeling of belonging began even before she set foot on campus. Hired in the summer, she received a video from a colleague she had never met, welcoming her to the school. “I immediately felt included and excited to start,” says Buffie, who found that supportive culture continued throughout the school year. “Teachers are very passionate people. In many other schools, there are barriers to truly enjoying your job. At SJR, most of those barriers have been removed so we can create enrichment experiences. It opens up the opportunity to focus on teaching. You have more prep time, more access to resources and additional learning opportu- nities. Everything that you would want to have to become the best teacher you can be is available to you.” As Middle School Principal, Steve Landreville sees his central role as empowering the teachers around him. “We are constantly assessing how professionals use their time and build in more prep time so they can create enriched experiences for the students,” he says. “Teaching is hard, and in five years, teaching will be even more complex. We need to recognize teachers as profes- sionals and allocate more time and resources so they can be builders and thinkers — not go home and be doing the work at 10:30 p.m.” One of his favourite aspects of the job is listening to people like Buffie outline a plan to send something to space and track it — and have the kids do the work.

“My instinct was to support it, then get out of the way and let this passion run wild,” says Landreville. “I want teachers to be seen and heard. I want them to feel valued. They are the experts. It’s my job to empower, support and remove barriers.”

We are constantly assessing how professionals use their time and build in more prep time so they can create enriched experiences for the students ”

— Steve Landreville, Middle School Principal

Landreville has been at SJR for 16 years, having joined straight out of university, and never looked back. The school fully funded his post-baccalaureate and master’s programs and now he “signs off on those regularly” for his faculty. In his division alone, he notes, “I have five faculty working on their master’s, fully supported by SJR.” He attributes much of his own career success to the mentors he had at the school who encouraged him to pursue his “North Star.” Today, he extends the same support to his staff, protecting time in his mornings for informal “collision coffee” conversations and building a collaborative culture where everybody has a seat at the table. “Culture does not take shape without purposeful, deliberate inten- tion,” says Landreville. “We are very intentional about booking off our time to connect — whether that’s taking 230 students to camp as a grade retreat or organizing social outings for staff and their fami- lies. For me, this is more than a job, this is a community.” n

Senior School Science Teacher Kaitlynn Buffie and Middle School Principal Steve Landreville say teachers at SJR have a great opportunity to create an enriching environment for students at the school.

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UNIVERSITY OF WINNIPEG

When your future is limitless

Discover new possibilities at the University of Winnipeg

Ashley Sinclair

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T he best education doesn’t limit your future. It expands it. It opens doors to opportunities you never thought possible. At the University of Winnipeg, students find the support and inspiration they need to build the future they want, one that is entirely their own. When education changes the game If Rhéanne Marcoux could distill her UWinnipeg experience into one lesson, it's that education has no boundaries. President of the Winnipeg Sea Bears, Rhéanne's career has taken her across the professional sports scene. A graduate of the Joint Com- munications Degree/Diploma program, she achieved a diploma at RRC Polytech before completing a Bachelor of Arts in Rhetoric and Communications at UWinnipeg. While following her passion for the written word at UWinnipeg, Rhéanne also took the opportunity to explore a variety of other sub- jects including psychology, philosophy, and kinesiology. Her curiosity was encouraged by her professors. "That's not, I think, the experience everywhere," said Rhéanne, "so it was really nice to be able to have that direct access to your teachers and professors and have their input."

Just as her professors influenced Rhéanne’s education, her love of sports guided her career. Before joining the Sea Bears, she patrolled the sidelines as a reporter for the CBC, became a media specialist for the Winnipeg Jets, and rose through the ranks of the Winnipeg Blue Bombers to become senior director of branding. It's been a whirlwind experience, but the mindset of continual learn- ing Rhéanne developed at UWinnipeg has helped her adapt to each new opportunity. "You can always add more to your repertoire and do more and learn more,” she said. “That's been my philosophy; I'm going to learn as much as I can, and take that and grow with it." When Indigenous languages thrive When he enrolled at UWinnipeg, Cameron Adams hoped his educa- tion would provide the opportunity to learn Swampy Cree. Now, he's an emerging leader in the field of Indigenous language revitalization. First drawn to UWinnipeg for its intimate class sizes, Cameron's experience in Cree courses, notably Introductory Cree with Ida Bear, shifted his focus from learning Indigenous languages to helping pre- serve and teach the next generation of speakers. Under the mentorship of Ida Bear and Elder Margaret Osborne, Cam- eron released the n-dialect language app, nēhinawēwin, with the aim to help others learn Swampy Cree. When Cameron completed an integrated Bachelor of Education and Bachelor of Arts degree at UWinnipeg, he was one of only 20 recip- ients Canada-wide to receive a prestigious McCall MacBain Schol- arship. The scholarship allowed him to complete a Master of Arts in Indigenous Language Revitalization at McGill University in Montreal. Today, Cameron continues creating opportunities for the revitaliza- tion of Indigenous languages in his official capacity as an Indigenous language consultant with Manitoba Education and Early Childhood Learning. When thinking back on his time at UWinnipeg, Cameron fondly recalls the community and support he found on campus. "UWinnipeg gave me a sense of belonging — but also belief that there's a better world both in higher education and beyond higher

education," he said. "That comes through building a community around you that can support you, challenge you, and help you further

yourself in whatever goals you strive to achieve." When you teach from the heart

Ashley Sinclair's time at UWinnipeg has not only helped her discover her own purpose, but has placed her on the pathway to helping others do the same. Ashley arrived at UWinnipeg through Build from Within, a partnership between the university, Winnipeg School Division, and Indspire that creates paths for Indigenous high school students to become teachers. Without Build from Within, Ashley doesn't believe she would have entered post-secondary education. "I was coming close to graduation and wasn't really sure what I was going to go into next," she said. "Build from Within really caught my attention because it was aimed to increase Indigenous representation in schools. Growing up in the west end of Winnipeg, I didn't really experience any representation of that sort." As much as Ashley’s experience at UWinnipeg has opened doors for her future, it has also helped her reconnect with her roots. She has begun learning Anishinaabemowin, which has given her the opportu- nity to teach in a bilingual classroom. Ashley wants to use her education to nurture the next generation of students and pass down history, traditions, and language. And she hopes her journey — growing up footsteps from UWinnipeg's down- town campus and returning as an adult to pursue higher education — can serve as an inspiration in her future classrooms. "For the kids to be able to see someone like them in that space is really important," she said, "because it teaches them they can be in that space, too, one day." n

Ready to take your next step? Find out what comes next at: uwinnipeg.ca

Cameron Adams

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RHÉANNE MARCOUX Alumna & Winnipeg Sea Bears President

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BRANDON UNIVERSITY

Incredible journeys start at Brandon University

BU students have ample opportunity for meaningful, life-changing experiences

B randon University is the perfect place to start your post-secondary education, and from there the possibilities are as wide open as the western Manitoba prairies. Most of BU’s programming is offered on its friendly, compact campus in the heart of Manitoba’s second largest city, but that only scratches the surface of all the places BU students find themselves. From high-flying careers to flights around the world, BU students have ample opportunity for meaningful and life-changing experiences. This summer, Katlego Khoza and Josh Ransom visited Brussels, Belgium on an all-expenses-paid trip after finishing among the top three Canadian teams in the Schuman Challenge, an academic competition in which students develop and present their own international policy proposals. Khoza, a student in BU’s iconic Applied Disaster and Emergency Studies program, and Ransom, a

double-major in Economics and Political Science, advanced through a competition that included teams from many of Canada’s largest universities to earn their place presenting their proposal to European Union officials. “Not a lot of people outside Manitoba know what Brandon is, and we have a very small school relative to the other schools we were competing against,” Ransom told The Brandon Sun. “It was cool to go there and show that we can compete with these schools on an intellectual level.” This past spring, more than a dozen students in the BU Travel Club visited Germany, the Netherlands, Belgium, France and England for a trip exploring Canada’s roles in the World Wars. The club, working with professors who help lead the trip, is planning to visit Japan next. Other students have ventured far afield for paid work terms offered through BU’s highly successful Co-operative Education Program, which has had summer placement rates between 90 and 100 per cent in recent years. “Co-op was one of the best decisions I made during university,” said Kendal Giesbrecht, who completed three BU Co-op terms, including a research opportunity in Germany, leading up to her graduation this year. “The experience helped me build technical skills, profes- sional confidence and relationships that opened doors.” With an enrolment of about 3,500, BU offers students a wide range of options to prepare for their careers. Students can choose from a wide variety of undergraduate programs, plus six graduate programs and four certificate programs in the Faculties of Arts, Education, Health Studies, Science and the School of Music. In addition to the students on campus each day, many established professionals further their careers by studying offerings such as the Master of Education and Master of Psychiatric Nursing programs, which they can pursue part-time while working. Brandon University also has a presence in Winnipeg, one of two locations where students can earn a Bachelor of Science in Psychiatric Nursing.

To provide even more options, many additional pre-professional programs allow students to start with one to three years of study in Brandon before advancing to specialized programs at other universities. That’s a lot of choice for students to think about, but BU has supports in place to help every step of the way. Academic advisors and career counselling help students map out their plans, while accessibility, mental health and wellness experts work to ensure everyone gets the opportunity to show their true potential. The Indigenous Peoples’ Centre, with its dedicated staff and Knowledge Keepers, provides a community feeling and cultural support, while clubs and collectives give students the opportunity to make new friends with similar interests. “Our students often tell us how much they appreciate the personal touch we’re able to offer at BU, where they can easily get to know each other as well as their professors,” said Katie Whelpton, Dean of Students at Brandon University. “For many students we are just the right size to step into post-secondary institution without being overwhelmed.” Because health and recreation are an important element of academic success, tuition includes access to the BU Healthy Living Centre, where students can work out, join a fitness class, play intramural sports or gather to cheer on the Bobcats athletics teams. n To learn more about Brandon University, take a virtual tour, or set up an in-person visit at BrandonU.ca/Future-Students. Brandon University offers students ample opportunities for meaningful and life-changing experiences.

Our students often tell us how much

they appreciate the personal touch we’re able to offer at BU, where they can easily get to know each other as well as their professors”

— Katie Whelpton, Dean of Students at Brandon University

Give Brandon University a try! When you become part of our welcoming community, you’ll find supportive faculty and sta, plus programs that help you launch confidently into your future.

Start at Brandon University, and you can go anywhere.

EDUCATION GUIDE UNIVERSIT É DE SAINT-BONIFACE

SUPPLEMENT TO THE FREE PRESS • SATURDAY, AUGUST 8, 2026

A rtificial intelligence is shifting the way we work and learn. It automates tasks, summarizes data from diverse fields, and is already reshaping the scope of some professions. This technological transformation is providing access to information at a previously unknown scale and speed, and many future stu- dents may wonder whether higher education is still relevant. In a nutshell, one question stands out: which skills will remain fundamentally human, continuing to matter in tomorrow’s world? The value of postsecondary education While digital tools become increasingly sophisticated, we know that the foundational competencies that allow individuals to use them critically, ethically and creatively are irreplaceable. Among these competencies, critical thinking is arguably the most important. The ability to analyze information, assess its credibility, distinguish fact from interpretation or misinformation — which also means being able to recognize AI-generated content — is now essen- tial. Universities play a central role in this regard, teaching students how to question and analyze information, not simply consume it. Other closely related competencies include intellectual discipline, academic rigour and oral communication skills. Where information is available at the touch of a button, and is often overwhelming, the ability to structure one’s thinking, conduct in-depth research and produce reasoned and well-documented work remains one of postsecondary education’s most prominent outcomes. Of equal importance is being able to present said work verbally in a compel- ling way and responding effectively to questions and criticism. These skills cannot be replaced by technology. On the contrary, they need to be properly guided and developed in an academic environment Intercultural dynamics as a defining skill Beyond these essential skills taught at all postsecondary institutions, Université de Saint-Boniface offers a distinctive strength that is rooted in its very identity: the ability to foster intercultural awareness and sensitivity. Cultivating what AI cannot replace BY DR. SOPHIE BOUFFARD, PRESIDENT OF UNIVERSITÉ DE SAINT-BONIFACE

Learning at Université de Saint-Boniface also extends

far beyond the computer screen and the classroom

Sophie Bouffard.

PHOTO BY GABRIELLE TOUCHETTE

Empathy is also at the heart of our School of Social Work, a discipline where AI can support professionals, but could never replace the human connection that is characteristic of the field. Compassion outweighs pure logic when supporting people through complex life situations. Building trust and authentic human interac- tions are what make lasting social changes possible. These immersive learning experiences, combined with personalized academic support and a strong sense of community, play a vital role in developing cross-curricular competencies, such as adaptability and discernment. These skills are valued by employers and, in my opinion, will come to be even more valuable. Higher education as a means of avoiding AI’s pitfalls With the rise of artificial intelligence, it is understandable that parents and students begin to question the continued relevance of postsecondary studies. My answer is simple: higher education is in fact more important than ever. It enables students to harness technology thoughtfully and responsibly, while developing critical thought, self-awareness and empathy — qualities that machines cannot replicate. At Université de Saint-Boniface, we are committed to educating and training bilingual citizens who communicate respectfully, collabo- rate effectively and engage mindfully with the world around them. Today, these abilities do not merely give you an edge, they are essential. Ultimately, while artificial intelligence may be reshaping how we work and learn, it cannot replace the things that make us human. Curiosity, discernment and compassion in building meaningful relationships will continue to define engaged leaders and caring professionals, and that is the enduring value of higher education. n

In our interconnected world, communication alone is no longer suf- ficient. One must also strive to understand others through the lens of their cultures, histories and identities. Studying in a French-language institution in a minority context, like Manitoba, offers a universal yet locally grounded experience: navigating multiple perspectives, from Franco-Manitoban or Métis, to French immersion as well as newcomers to Canada, to name a few. It creates a unique meeting place all facilitated by one language. The ability to operate across multiple contexts is not merely an added benefit to the academic experience, it is central to it. Interculturally competent graduates are capable of collaboration, active listening and inclusive leadership. These skills prepare students to thrive in professional environments where diversity is not the exception, but the norm.

Experiences beyond the classroom: developing emotional intelligence

Learning at Université de Saint-Boniface also extends far beyond the computer screen and the classroom, and is enhanced by concrete, experiential opportunities that bring academic knowledge to life. Initiatives such as the Ethics Bowl invite students to engage with complex, real-world issues that require sound judgment, teamwork and the ability to think critically under pressure. I am proud to share that our students travelled to Halifax this past June for the National Francophone University Ethics Bowl Championship, and won first prize. At Université de Saint-Boniface, we also partner with organizations in Thompson and Churchill to offer nursing internships, giving stu- dents an opportunity to experience healthcare in a rural or northern environment. As they use their skills to make a significant difference in the lives of others, they also develop compassion and empathy, which cannot only be taught in a classroom or acquired through AI tools.

Belong, connect, succeed... Discover the possibilities at USB. University, college and continuing education programs. LEARN MORE AT USTBONIFACE.CA en français

EDUCATION GUIDE

SUPPLEMENT TO THE FREE PRESS • SATURDAY, AUGUST 8, 2026

UM - EXTENDED EDUCATION

Take your in-house training to the next level Turn it into a pathway to a University of Manitoba certificate

F or Manitoba businesses, these are uncertain times. The challenge of labour shortages now often requires increasing wages or offering additional incentives to attract and retain workers. “We are all feeling it,” says Yvonne Kinley, Director, Business Development, University of Mani- toba (UM) Extended Education. “It is a very dynamic time, a time to invest in your people.” Invest in your people Workforce development is now more important than ever, and Manitoba businesses, sector councils and organizations don’t have to continue to train and upskill their people alone. They can do it in partnership with UM Extended Education. “Rather than replacing your organization’s training, the University of Manitoba builds on it. Together, we can create pathways that allow your employees or members to continue their learning and work towards a University of Manitoba certificate,” says Kinley. Recognition of Prior Learning This partnership is called Recognition of Prior Learning (RPL). Your in-house training may qualify for academic credit towards a UM Extended Education program, reducing the number of courses needed to earn the credential. "You are the experts in your trade or industry-specific, in-house training. We certainly recognize its value and will work with you to build on it, creating pathways that allow your employees or members to continue learning and work towards a UM certificate,” says Kinley. Extended Education will consider your in-house training including programs, courses and workshops for RPL, says Marcia McKenzie, Area Director, UM Extended Education. “We take your training and look for alignment in our programs, so you can provide laddering opportunities from your training into a UM certificate, and later even a Bachelor of Arts Integrated Studies. We take your courses, programs, workshops and build on what you are already doing to take it to the next level.” Kinley says, “Within our programming, there are many options to build on your industry-specific training with leadership, manage- ment, technology, adult education and more.”

Rather than replacing an organization's training, the University of Manitoba's Extended Education program helps to build on that training.

SUPPLIED

For all sectors, all of Manitoba UM Extended Education works with all sectors in Manitoba, from the office to the trades. “We don’t train specific job functions or trades but we provide career progress to management and leader- ship, and the opportunity to earn a UM credential,” says Kinley. For example, The Winnipeg Chamber of Commerce now pro- vides their members with programs to build on their Leadership Winnipeg training. Extended Education’s Certificate in Applied Management for Leadership Winnipeg provides additional learning in Canadian business, team leadership, and communication. The Certificate in Human Resource Management for Leadership Winni- peg prepares members to become a leader in Human Resources and for professional membership in CPHR Manitoba. In another partnership, the Mechanical Contractors Association of Manitoba (MCAM) and the Electrical Contractors Association of Manitoba (ECAM) now provide their members with two customized partnership programs that build on their Construction Fundamen- tals training. The Certificate in Applied Management for MCAM & ECAM prepares mechanical and electrical contractors to advance into construction management and leadership including succession planning. The Certificate in Building Information Modeling (BIM) Management for MCAM & ECAM provides practical skills in digital construction and BIM management processes. Start with a conversation A Recognition of Prior Learning (RPL) partnership begins with a conversation to learn more about your organization, your current

training, and your goals, says Kinley. “That helps us to understand your needs. We will work with you to suggest opportunities.” Extended Education is eager to hear about your current training including its course description, contact hours, and assessment of learning, says McKenzie. “We see the value you are investing in your employees and members. We support your great work and want to help you augment it.” Partnering with UM Extended Education is connecting with Manitoba’s largest research university, the first university in Western Canada, and its quality reputation, says Kinley. Adding a UM cre- dential to a resume provides long-term value and benefits people for many years. “UM invests in quality content and instruction. Together, we can create opportunities that benefit both your organization and your people.” n Learn more and partner with us

Learn skills. Gain confidence. Lead your way.

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