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To discuss employability and skills requirements for graduates from a graduate recruiter's point of view.

To look at key graduate recruitment organisations and explain what skills programmes are available to graduates. Also looks at continued development and what employers may be able to do in the future to improve skills?

There are transferable skills that employers like to see in a graduate and these can vary according to type of role; also, in general, graduates are keen to develop their skills further. There are organisations to help graduates improve these employability skills like Graduate Advantage and higher education institutions.

Of value to employers looking to recruit graduates, who need to be aware of what types of programmes are available to graduates. It is valuable to graduates, who need to look at their own skills and improve their employability.

This chapter is a conversation between the three authors, an Indigenous person, a multigenerational White settler, and a White immigrant, about how equity, diversity, and inclusion (EDI) connects with the history and pervasive practices of colonialism, White supremacy, and embedded racism, and what might be done to create a new future that is individually and collectively just. EDI has become increasingly embraced by organizations and governments to overcome bias, to increase representation of underrepresented groups, and to revise discriminatory policies across almost all areas of intersectionality. But EDI has no answers for the issues of Indigenous reconciliation and decolonization that seem to exist in a parallel world. A deeper understanding is needed about the individual rights roots of “equity,” as well as knowledge of Indigenous history, since Indigenous communities are not simply additional cultural groups in Canada. The British Royal Proclamation of 1763 initially codified a “nation to nation” relationship, but subsequent broken treaties, and the 1876 Indian Act, imposed a White supremist relationship on Indigenous populations, stole lands, and attempted to eliminate traditional cultures. Since 1970, Indigenous organizations have sought a “citizenship plus” relationship with Canadian federal and provincial governments, a direction supported by more recent court decisions. This chapter includes examples of how these ideas have been applied by some organizations and concludes with a model for developing personal stamina and resilience for learning, reconsidering, and interacting with others about identity issues given the complexities of personal learning and system change.