The Honourable Gene Makowsky was appointed Minister of Advanced Education in November 2020, following his re-election as MLA for Regina Gardiner Park in the October 2020 provincial general election. In addition to the province’s two universities and their federated colleges, the Ministry’s portfolio includes Saskatchewan Polytechnic, eight regional colleges, three institutions delivering Indigenous educational programs and services, and private vocational schools.

Makowsky was appointed several months after the COVID-19 pandemic disrupted the work of the province’s post-secondary institutions and their students. This gave him a unique perspective on how they had adapted to the abrupt changes required to continue their educational mission, while safeguarding the health and safety of students, teachers and support staff. He is impressed by how the institutions responded.

“I think they did a great job of pivoting to a hybrid model of education in a short amount of time,” he says. “That included strictly online learning, and in situations where hands-on lab work was required, the safety of students and instructors was handled in the best manner possible.”

Makowsky grew up in Saskatoon and completed his education there. He enjoyed his K-12 experience and decided that an education degree would satisfy his combined interests in sports and education. The idea of being a teacher and coaching high school athletes really appealed to him. Staying in his hometown and attending the University of Saskatchewan was an easy decision, helped by the interest the U of S Huskies football program showed in him when he was in Grade 12.

Makowsky received his bachelor’s degree in education, with distinction, from the University of Saskatchewan in 1996. However, the idea of being a teacher and coach – at least as a full-time vocation – was put on hold while he enjoyed a 17-year career as an offensive lineman with the Saskatchewan Roughriders (he was a member of the Grey Cup winning team in 2007). He served as a substitute teacher in the off-season, which he says was sometimes challenging, particularly when an early-morning phone call meant he had to fill in on short notice. The upside, he observes, is that he met and worked with great people, and was spared a teacher’s least favourite chore, marking.

Following his retirement from the Roughriders, Makowsky was first elected as an MLA in 2011, and then re-elected in 2016 and 2020. When it comes to advanced education, as in most areas of our lives, he sees the rapid transition to digital communications and tools affecting how post-secondary institutions deliver their programs, as well as how students select what they will study and in what formats. This will likely mean more courses delivered online or using a hybrid format. He adds that there is increasing interest in what is called micro-credentialing, where students advance their professional or academic accreditation by selecting programs or courses that they find most relevant and that allow them to develop skills in specific areas in a relatively short period of time. He expects this approach to upgrading skills will continue to grow.

Against this background of change, Makowsky believes the Ministry’s role is to support institutions with funding to help them through the pandemic recovery period. This is in line with the province’s growth plan for the 2020 to 2030 time period, which includes targets for population and labour force growth. In particular, the Minister notes the progress made in increasing the participation of Indigenous people in the workforce by 19 per cent. He also points to the $23.3 million allocated in the Spring 2021 provincial budget to support the First Nations University of Canada, the Gabriel Dumont Institute and the Saskatchewan Indian Institute of Technologies.

“Teachers, staff and students have shown resilience and an ability to adapt quickly to changes that no one could have expected,” Makowsky says. “I think those qualities will help our post-secondary sector recover and contribute to our province’s future growth.”

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Kerry Benjoe's journey hasn't always run a straight course. Only three years ago, she was homeless and caring for a young daughter. Two years ago, she faced the difficult decision to have her left leg amputated below the knee, the tragic result of spousal abuse. But Benjoe did what Benjoe has always done - she picked herself up. In 2020, she earned a master's degree in journalism and in February 2021, she was hired by CBC Saskatchewan as the broadcaster's first Indigenous Storyteller.

As a long-time journalist, I've told many stories of triumph and tragedy. But now I'm sharing the story of my own journey.

I grew up in a big family on reserve. Although we lived just outside Regina, we didn't have the same amenities as our urban counterparts such as indoor plumbing, running water, cable television or a corner store. Still, it was a happy life and we never went without. My parents made sure of it.

Unfortunately my protective bubble burst when I was 13. For years afterwards, I tried to recreate that life, but failed because it was my parents' journey and not mine.

My mom and dad were residential school survivors, as were my grandparents and my great-grandparents. In fact, I was the last generation of my family to attend an Indian residential school.

Four generations of my family attended the residential school in Lebret, Saskatchewan. This school was one of the first three residential schools the federal government opened in 1884; it was closed in 1998. This long line of residential school survivors shaped me and the decisions I've made along the way.

My parents had no choice but to attend residential school and it impacted them differently. They rarely spoke about their experiences. Years later, I learned the true history of residential schools and only then did I begin to really appreciate my parents.

My dad only shared one story about his time at the school and he told it with a gleam in his eye and always ended it with a laugh.

He was dubbed a chronic runaway. He ran away so often that he spent his final year at the school completely bald. Back then, runaways were hunted down and returned to the school. As part of the punishment, the children had their hair shaved off, regardless of their gender. The purpose was two-fold: one was to humiliate the student and the other was to easily identify "the runners."

During my parents' time, the school was called the Fort Qu'Appelle Indian Industrial School, which was a place where gaining an education was secondary to learning a skill. The goal was to provide a source for cheap labour for the school itself and other non-Indigenous businesses. My dad was taught basic agricultural skills so he could become a farm hand.

When my dad was around 12 or 13 years old, he gained his freedom. That final year at the school, he began running up and down the hills during breaks, but always returned once the bell rang. He ran in the rain, the snow and the sunshine. After months of this, the priests and supervisors believed he had changed his ways. What they didn't know was my dad was waiting for the perfect time and for his hair to grow back. One warm spring day, he ran up the hill and kept running. He ran so fast and so far no one could catch him.

This time, he didn't go home. Instead, he found work as a farm hand. He lied about his age and said he was 15. Once harvest was completed, he returned home and by then, the school had given up on him.

The only story my mom told me about her time in residential school was that it was the place where she learned to cry.

Benjoe has gone from being homeless three years ago to being hired as CBC Saskatchewan's first Indigenous storyteller. Benjoe has gone from being homeless three years ago to being hired as CBC Saskatchewan's first Indigenous storyteller. Benjoe's mother Yvonne is a Residential School survivor, as were her parents and grandparents. She holds a photo of her grandparents,
Bob Obey and Mary Emily, who helped raise her. Benjoe's mother Yvonne is a Residential School survivor, as were her parents and grandparents. She holds a photo of her grandparents, Bob Obey and Mary Emily, who helped raise her.

For a six year old, it was a scary and lonely place. She started school late in the year, so when she got there everyone already had their bonds and she had no friends. Her job was to darn socks, which she did every afternoon after morning lessons.

She said her dad travelled by wagon to visit her and take her home at Christmas and at the end of the school year. This routine continued until a day-school opened on her reserve when she was about 12.

My mom was 80 when she said, "To this day, I still don't know why my dad ever put me there." I gently explained that in her day, residential schools were the law and her dad was probably threatened with incarceration, which explains why she started late in the school year.

Despite the trauma my parents likely endured - but never talked about - they provided a stable and safe home. It's the greatest gift they could have given us and I carry their stories with me.

Unfortunately, as the youngest of eight, I didn't get as much time with my parents as my siblings did. My dad died when
I was 13 and my mom had to change from caregiver to provider virtually overnight.

I can go on and on about my parents and the many obstacles they both overcame. Knowing their struggles has helped motivate me even in my darkest times.

My experience in residential school was different from my parents but it still had a big impact on me. When I attended it wasn't mandatory, but with no high school on reserve, my choices were limited. The bottom line is that I had to leave my community if I wanted to graduate high school. My dad was big on education, so graduating high school was expected.

School is where I developed the skills I needed to survive. I didn't face the same trauma as my parents, but living in an institution surrounded by strangers changes a person. I learned to depend on myself and make my own decisions. I was solely responsible for my actions and I dealt with the consequences of poor decisions on my own. I lived at the school, so there was no going home to mom with my problems.

I learned to work to earn privileges and rewards. Most of all I learned family isn't determined by blood. The downside was rarely going home or seeing my biological family. It was a lonely time but I adjusted and worked towards that day when I could leavefor good.

I excelled in school and my high school principal recognized my potential and encouraged me to get a degree.

"Get your education, Benjoe, that's the one thing they can't take away from you," he said. It wasn't until years later
I realized how true his words were. Once I completed my time at the school, off to college I went. I was completely unprepared for the culture shock.
I had absolutely no idea what I was doing, but I knew I needed to get my education, not only for me, but for my dad who had never had a chance and for those, like my principal, who believed I was capable.

Leaving Lebret was a lonely time because I had no place to call home. I was 18 and responsible for myself. I failed university that first year but I met my future husband. We started our own family. Barely out of high school, I became a mom and the first time I held my baby, I promised I would give her a good life.

Truth be told, all I really wanted was to have a happy home and a career.

My daughter was three months old when I returned to university, determined to succeed. There were times I brought her to class with me. Twenty-eight years ago, this was unheard of, but I did what was necessary because I refused to quit.

I became the first in my family to graduate when I received a bachelor's degree in English and Indigenous Studies. My plan was to become a lawyer. However, life can throw you curveballs and, in my case, I adopted four children, so I adjusted my life accordingly. Around this same time, I realized I loved writing. For fun, as well as to maintain my sanity, I freelanced while working and raising seven children. The writing led to a gig at the Regina Leader-Post where I became the first Indigenous reporter hired in the paper's history.

Unfortunately, during this time, my marriage broke down and I became a single mom. It was a struggle sometimes, but
we managed.

In 2011, I met a person who would change the course of my life forever and not for the better. I realized too late that I was stuck in a cycle of violence and it was hard to get out.

In September 2014, I turned to walk away from an argument when I was shoved from behind with a force that knocked me off my feet. When I landed, I heard a loud snap. I thought it was just from me hitting the floor, but when I stood, my leg buckled. When I looked down, my toes were pointing up. The arch of my foot was broken.

Sadly, it wasn't the first time he broke one of my bones. I was silent about the abuse partly out of embarrassment and partly out of denial. The relationship came to a dramatic end in December 2017. I left with nothing but the clothes on my back and my youngest daughter in tow.

In January 2018, I was homeless and living in a shelter with my daughter, but that was the easiest part of the year. While
I was rebuilding my life, I had to face my abuser in court. It was a difficult but necessary part of my healing journey. I thought my life was finally going to be normal again, but the injury to my foot reared its ugly head. I faced yet another tough decision.

The bones in my foot were damaged beyond repair and I had to decide whether to have part of my foot or all of it amputated. After several consultations, I decided to have my foot amputated below the knee to end years of pain.

I began 2019 in a wheelchair but determined to walk. However, I had to rethink my career path. Returning to my job as a reporter wasn't possible because it's a physically demanding job. I resigned my position with a heavy heart but, rather than dwell on what I couldn't do, I focused on what I could and I returned to university.

Within about a year after her amputation, Benjoe was back wearing the
boots and skirts that was her pre-surgery fashion practice. She eventually
named her gold-coloured prosthetic - she calls it Hardy after actor Tom
Hardy. She figured that, if the prosthetic was going to be her life partner,
she might as well name it after her Hollywood crush.

In 2020, the pandemic threatened my education goals but I figured out how to complete my research. In October, I received my Master of Journalism and joined CBC Saskatchewan as part of a 12-week program. In February, I was hired as the Indigenous storyteller for CBC Saskatchewan, which is a newly created role.

Some people have asked why I'm not angry or bitter considering everything I've experienced, but the way I see it, I've gained knowledge. In each hardship, there's a lesson I've learned.

I had dark days but I also experienced the very best in people. When I was at my worst, I had friends and even strangers reach out and lift me up. Any time I ever thought of quitting, I remembered where I came from but most importantly, who I came from. My life isn't all sadness. I've had many opportunities and I've been very blessed.

The road I chose has been one of privilege, in that I've had opportunities my parents never imagined could be possible.

It hasn't been an easy journey, but I wouldn't change a thing.

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When Dr. Jeff Keshen arrives to begin his term as eighth president of the University of Regina on July 1, he will hit the ground running.

Keshen will be taking the administrative reins of a university just three years away from its 50th anniversary and one year into a new strategic plan. This means celebrating strengths and making improvements, while the institution is preparing for its second year of educating during a global pandemic.

But Keshen is excited about the job.

"The University of Regina is young and young at heart," says Keshen. "It's open to experimentation. I think it's a tremendously exciting place with an amazing future and I think that people want to see it shine."

Keshen comes to Regina after three and a half years as vice-president of Memorial University in Corner Brook, Newfoundland. Previously he served as dean, Faculty of Arts at Mount Royal University in Calgary. He also served as chair of the Department of History at the University of Ottawa and was an adjunct professor in the Centre for Military, Security and Strategic Studies at the University of Calgary.

A professor of history as well as an author and editor of several books and articles, Keshen's research focuses on war and society, particularly on the home front. His earlier work focused on censorship and propaganda. Most recently, he's turned his attention to families and wartime, studying the changing roles of women, impacts on children and ways the economy was transformed.

The changes COVID-19 has brought on Canadian society are not lost on Keshen. In fact, they remind him of what happened during wartime.

"Social crisis calls for the best from people under very stressful circumstances," he says. "It also accelerates change. (Wartime) really did teleport change in so many areas that we knew had to happen. It transformed our society."

In the environment created by COVID-19, Keshen sees the need for universities to be flexible and responsive to the needs of students on campus and off. Offering more intensive courses and a hybrid of online and in-person learning are experiments that will need to happen, he says.

"If we're pre-conditioned to think in a certain way, I'm not sure that we're going to get it completely right," he adds.

However, in his opinion, the on-campus university experience will always have priority.

"University is not just about learning in the classroom. It's also about the connections you make, about growing as an individual, about encountering people from so many different parts of the world. That's absolutely essential."

All Our Relations: kahkiyaw kiwâhkômâkaninawak, the University of Regina's 2020-2025 strategic plan, was what sold Keshen on the University, along with the institution's commitment to Equity, Diversity and Inclusion (EDI) and Indigenous ways of knowing. Keshen helped develop Memorial's 2020-2025 strategic plan, which is similar in scope and vision and targets more retention of Indigenous students and Indigenous programming. Strengthening the university's roots within the community is a key theme in both plans.

"The U of R strategic plan champions ideals, which I think are inspirational. It is comprehensive; it is accessible," he says. "It is connected to and really wants to be involved in its community."

Keshen believes the benefits of community connection go both ways. As budgets tighten across the post-secondary sector and government funding decreases, partnerships with other university stakeholders such as Indigenous communities, as well as not-for-profit, non-governmental and industry organizations, will become vital.

"Establishing partnerships to leverage the potential that you have within the University, to enrich it through connections to others, is going to be important," he says.

In return, Keshen sees the University as a community hub providing opportunities for the local community to better itself, to exchange ideas and to learn from all that researchers have to offer.

"Universities have expertise in so many areas that affect the daily lives of people. We can show the tremendous good that we can do in people's lives. I see the University and the community it serves as intrinsically linked."

He believes working towards reconciliation is also about partnerships and reciprocity. Memorial University is on traditional Mi'kmaw territory and 20 per cent of the students are Indigenous. Keshen wants to see First Peoples as part of the fabric of the university community, something the U of R is committing to in its plan to provide educational opportunities to Indigenous communities across the province over the next five years.

"If any place has the responsibility… to lead in redressing and showing the way of improving for the benefit of us all, it is the university," Keshen says.

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