This article examines why Indigenous adult learners choose to pursue vocational education and training (VET) programmes offered within their communities. Drawing on the sociology of experience and the concept of trials, the study analyzes three sharing circles conducted with groups of five to nine Indigenous learners enrolled in VET programmes in two Indigenous communities in Quebec (Canada). The findings show that learners’ engagement is shaped by interrelated factors, including cultural relevance, a sense of belonging, personal circumstances, and the transformative potential of these programmes. Beyond creating pathways to employment, community-based VET supports holistic development by fostering the education of the whole person. It also supports self-determination at both individual and community levels. Notably, many participants indicated that they would not have pursued further education if the programme had not been offered within their community and on their traditional lands.
Joncas et al. (Tue,) studied this question.