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together university and college Presidents, Rectors, Provosts, Chancellors as
well as Vice-Presidents around specific themes. In 2008 the rectors signed the
UArctic Charter. The idea behind the charter was to have a mechanism for
UArctic members to show increased commitment to UArctic activities.
By signing the charter the institutions agreed among other things to the
following:
“UArctic recognizes the integral role of indigenous peoples in northern
education, and seeks to engage their perspectives in all of its activities. UArctic
and its member institutions further respect the needs of the indigenous peoples,
and commit themselves to actively include the needs of the indigenous peoples
and indigenous communities of the Arctic in education and training.”
This statement is very promising with regard to having UArctic as a strong
engine to create good possibilities to maintain the cultural and linguistic
diversity in the Arctic.
During this strategic period 2009–2013 UArctic will refine the Rector’s Forum
as a venue for the leaders of the UArctic institutions to engage, jointly, in
facilitation of development in the north.
Strategic Areas
UArctic is organized into seven strategic areas, each consisting of one or several
programs.
These include:
1) Shared Focus –Thematic Networks
The thematic networks are a mechanism for building partnership among
members. Networks provide a structure for facilitating student and faculty
mobility and collaboration. A Thematic Network is a group of UArctic
members working together on subjects of shared interest to create learning
experiences for students, faculty and communities. This includes student and
faculty exchange and curriculum development.
2) Shared Learning –Undergraduate Studies
The Undergraduate Studies programmes at UArctic focus on building human
capital, and knowledge about the North among its residents and others. They
are characterized by the expansion of offerings across members to develop
fully operational Circumpolar Studies Program (BCS); constant revision and
review of core curriculum; high-quality programming by continuing to engage
external academic control mechanisms; development of relevant Advanced
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