2017-20 Strategic Mandate Agreement: Cambrian College of Applied Arts and Technology
Read the agreement between Ontario and Cambrian College of Applied Arts and Technology to understand its unique role in the province’s post-secondary education system.
Preamble
This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Cambrian College outlines the role the College currently performs in Ontario’s postsecondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives and government priorities.
The Strategic Mandate Agreement (SMA):
- Identifies and explains the shared objectives and priorities between the Ontario government and the College
- Outlines current and future areas of program strength
- Supports the current vision, mission, and mandate of the College and established areas of strength within the context of the College’s governing legislation
- Describes the agreed-upon elements of the new College funding model, including:
- a College’s enrolment plans and the initial midpoint levels of weighted funding units that will be funded in the corridor funding model during the period of this SMA; and
- differentiation areas of focus including metrics, and targets.
- Provides information on the financial sustainability of the institution; and,
- Informs Ministry decision-making and enables Ministry to align its policies and processes to further support the College’s areas of strength
The term of the SMA is from April 1, 2017 to March 31, 2020.
The agreement may be amended in the event of substantive policy or program changes that would significantly affect joint commitments made in the SMA (e.g., Major Capacity Expansion and Highly Skilled Workforce). Any such amendment would be mutually agreed to in writing, dated, and signed by both signatories.
Ontario’s vision for postsecondary education
Ontario’s colleges and universities will drive creativity, innovation, knowledge, skills development and community engagement through teaching and learning, applied research and service.
Ontario’s colleges and universities will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students and Ontario’s economy.
Cambrian College Mandate, Mission and Vision
Institutional mandate, mission, and vision statements describe where an institution currently is and where it sees itself in the future.
Cambrian’s ambitious and visionary strategic plan identifies three clear goals — to champion innovation by advancing new and creative approaches that transform the learning experience; to enrich the student experience by increasing access and enabling full participation in the Cambrian College experience; and to expand its influence globally by promoting areas of distinction within our organization and beyond our borders.
Mandate
Cambrian meets the needs of northern communities by providing a comprehensive mix of programs using experiential learning, innovative teaching and learning practices, collaborative approaches, applied research opportunities and cultural awareness. Cambrian has an uncompromising commitment to leading the way in supporting at-risk learners to succeed, exemplified by its Glenn Crombie Centre for Student Support.
Vision
Cambrian’s 2015-19 strategic plan sets out to define it as a college of distinction, united to transform future generations. Our vision is to imagine the impossible, to inspire one another and to innovate in ways we have yet to fully explore.
Mission
To advance our efforts, we have repositioned our organizational values to reflect what is unique to Cambrian today and what we expect to hold true in our future.
- To offer a comprehensive program of career-oriented, postsecondary education and training to assist individuals in finding and sustaining meaningful employment
- To meet the needs of employers and the changing work environment
- To support the economic and social development of our diverse community, locally and globally
Aspirations
The Ministry recognizes the importance of supporting institutions to evolve and acknowledges the strategic aspirations of its postsecondary education institutions. The SMA is not intended to capture all decisions and issues in the postsecondary education system, as many will be addressed through the Ministry’s policies and standard processes. The Ministry will not be approving any requests for capital funding or new program approvals, for example, through the SMA process.
Institutional aspirations
Cambrian’s aspiration is to become a destination of choice for learners from across all regions of the province.
To Cambrian, destinational is our differentiator. To us, destinational means:
Providing excellence in programming choice and faculty, industry-standard facilities and equipment and opportunities for work-integrated learning experiences
Cambrian will maintain a program mix that: addresses emerging trends across business and industry sectors; recruits learners from across Ontario, Canada and the globe; allows for variety in experiential learning; and that provides accessible seats to high-demand, oversubscribed programs. Working with government and through prudent fiscal management, Cambrian will systematically address many of its urgent facility needs over the next three years and rejuvenate key academic and research spaces to meet with industry standards.
Being a recognized national leader in indigenous education
Cambrian’s commitment requires us to: Contribute to data collection and research into, and documentation of, residential schools in our area; integrate Truth and Reconciliation and residential schools history into curriculum; establish a designated space to access archival information and to contribute to archival information; become a Northern Ontario Hub of the National Centre for Truth and Reconciliation.
Being an internationalized college
Cambrian will take concrete steps to create an environment in which value is placed on the sharing and celebration of cultural differences, individual preferences and intercultural relationships. Cambrian will provide staff and students with opportunities for intercultural and international exchange — experiences that will enhance college-wide cultural awareness and deepen the understanding of working and learning in a multi-dimensionally diverse environment.
Securing a position within the top quarter of Canadian Colleges for Research
Cambrian will, through the strategic directives of its new three-year applied research plan, build upon its strong relationships with community partners and affirm its position as one of the top 25 research colleges in Canada (Research Infosource).
Establishing an inclusive culture of mental health and wellness
Cambrian’s Glenn Crombie Centre for Student Support and associated Northern Ontario Assessment Resource Centre (NOARC) provide a comprehensive circle of care for students with a wide range of physical, mental health and learning disabilities.
Shared objectives and priorities for differentiation
Student experience
This section captures institutional strengths in improving student experience, outcomes and success. This section recognizes institutions for measuring the broader learning environment, such as continuity of learning pathways; retention; student satisfaction; co-curricular activities and records; career preparedness; and student services and supports.
Institutional approach to improving student experience
Underpinned by its strategic goal to enrich the student experience by increasing access and enabling full participation in the Cambrian College experience, Cambrian has moved to achieve the objective of establishing and promoting an inclusive and engaging atmosphere in which to work and learn.
As part of this strategic priority, initiatives to support students and improve student success include:
- The official opening of a bigger and brighter learning space for its Heating, Ventilation and Air-Conditioning (HVAC) program. The 7,612-square-foot building now features an enhanced training and teaching environment that houses HVAC equipment, including furnaces, boilers, appliances and fireplaces, a simulation lab and a classroom for 40 students
- Enhanced outreach activities to connect at-risk students with advising services, such as the school Academic Success Advisor
- Assessment of retention trends and development of college initiatives to enhance student success. Cambrian continues to measure retention on an ongoing basis and evaluates program performance within its program scorecards. These results are used to monitor retention trends within each program and to implement strategies for continuous improvement
- Improved resources of the Learning Centre to better support students and increased options for General Education electives
- Launch of a new Zen Den space to support student mental wellness — a joint effort of the Library and the First-generation Student Advising Program. This relaxing living room setting houses such amenities as study carrels, bean bag chairs and open tables for games, studying, reading or relaxing, complemented by practical elements such an iPad, whiteboards and seasonal affective disorder lamps. The design of the Zen Den arose from student perspectives regarding the nature of spaces that would help them relax, de-stress and take care of themselves while on campus
- A five-year Campus Modernization Plan that optimizes hands-on, collaborative learning experiences through the revitalization of common areas, simulation and academic lab spaces. The first stage saw the deployment of a campus-wide survey to collect input from staff and students regarding prioritization of spaces and recommended improvements
Examples of institutional initiatives
Over the next three to five years, Cambrian will:
- Create shared-learning space that promotes increased faculty/student interaction and independent and group study. Cambrian will invest annually in academic equipment, labs and learning spaces to provide dynamic learning experiences that reflect industry standards and that support student success
- Prioritize an annual budget allocation toward priorities established through the strategic Campus Modernization Plan. This will be achieved through the use of Cambrian’s Budget Development Framework, which states that during the budget process resources will be allocated to budget requests that are aligned with the priorities identified in the strategic plan. As the Campus Modernization Plan is part of the college’s strategic plan, budget requests related to this plan will be prioritized and funded annually
- Create and implement a college-wide plan to build awareness and understanding of the diverse perspectives and learning needs of the campus community, with a focus of improving student success rates through a series of planned activities led by the college’s SEM Committee
- Develop an organizational framework to reinforce positive mental wellness and address barriers to full participation in the learning experience. As part of this, Cambrian will coordinate student advising and student peer mentorship programs to enable on-demand, seamless access to support services to ensure full participation in the learning experience
- Expand postsecondary credit for Indigenous activities and cultural knowledge, including traditional language ability and experience conducting ceremonies through Prior Learning Recognition (PLAR)
- Improve International student support services, focusing more on initiatives that improve retention, such as hiring of an international student advisor. Cambrian will also focus on initiatives that welcome international students to the college community, such an enhanced orientation and arrival support
- Build on the existing collaboration between Cambrian’s Wabnode Institute and Cambrian International to encourage intercultural diversity and support initiatives
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Overall Student Satisfaction Rate (2015 baseline: 76.73%) |
76.73-78.42% |
| Student Satisfaction with Services (Q39) (2015 baseline: 65.66%) |
65.66-68.22% |
| Student Satisfaction with facilities (Q49) (2016 baseline: 75.01%) |
75% |
| Institution-Specific Metrics | 2019-20 Target Range |
|---|---|
| Percent of students who would recommend Cambrian (2015 baseline: 87%) |
87-89% |
| Student Satisfaction with Lab/Shop Facilities (Q42) (2015 baseline: 69%) |
69-70% |
Innovation in teaching and learning excellence
This section focuses on innovative efforts including pedagogical approaches, program delivery and student services that contribute to a highly skilled workforce and ensure positive student outcomes.
This section captures institutional strengths in delivering high-quality learning experiences, such as experiential, entrepreneurial, personalized and digital learning, to prepare students for rewarding careers. It includes recognition of student competencies that improve employability.
It begins to identify indicators of quality that are currently available and within an institution’s control.
Institutional approach to innovation in teaching and learning excellence
Cambrian has made it a strategic priority to champion innovation by advancing new and creative approaches that transform the learning experience. A cornerstone of this goal was the shaping of a Teaching and Learning Framework (2017), which aims to “put students first by providing the best possible learning experience for all …learners in an affordable and financially sustainable way, ensuring high-quality and globally competitive outcomes for students…" The Teaching and Learning Framework represents the ideals to which Cambrian’s teaching and learning community aspires.
As one outcome of the framework, Cambrian has recently established the Teaching and Learning Innovation Hub — a co-created community of practice, empowering the college community to explore new perspectives in pedagogy, educational technology and curriculum design. This Hub will play a pivotal role in creating and sustaining a campus culture that values and rewards transformative teaching, experiential practices, creativity and support of effective student learning experiences. The Hub is home to the instructional design team, technology support team and faculty development coordinator — a one-stop centre for supporting teaching and learning activities of the college.
To further this drive for excellence and innovation, Cambrian is exploring different approaches to expand its delivery model to attract and retain new audiences through customizable learning experiences in corporate training, professional development, general education/electives and topic-specific learning modules/objects. Achievements to date include:
- More than 230 students enrolled in Cambrian College’s Marketing I and II classes are benefiting from a new suite of interactive online learning resources that ensure on-demand access to course materials across all devices, improving student engagement and learning outcomes. The pilot project and free digital resources are a result of an innovative partnership among Cambrian College, Pearson Education, Texidium and Interpretive Solutions
- The first cohort of students participating in the Business program through the Northern Colleges Collaboration Project (NCCP) joined Cambrian in January 2017. The intake includes students participating in business courses delivered through a web-conferencing platform by the five northern colleges. This collaboration demonstrates creative thinking and responds to the new realities of emerging technologies, fiscal constraint and changing demographics that colleges face
Cambrian programs ensure that its graduates have the practical, problem-solving skills necessary for the workforce of tomorrow. As the founders of the Co-op Diploma Apprenticeship model, Cambrian has maintained a firm commitment to providing students with opportunities to engage in a variety of experiential learning experiences. To this end, Cambrian has worked diligently with its community partners to develop and integrate these components within the curricula across disciplines. This strategy extends itself to a standard requirement for all new programs. At present, 70% of programs contain some form of practical experiential learning, spanning co-curricular community-based activities, applied research work placements, capstone projects, co-ops, field work and clinical placements. Examples include:
- Paid placements for students for applied research projects across 27 programs. Cambrian ranked third in 2015 among mid-sized colleges in Canada for employing student researchers (Research Infosource)
- Six third-year Graphic Design students received paid placements — funded through the Ontario Centres for Excellence (OCE) Voucher for E-Business and Technology Adoption program — working directly with clients to help the businesses develop stronger online tools or social media assets to support their goals
- Bachelor of Science Nursing and Dental Hygiene students travelled to Costa Rica to provide dental and medical services to those in need. During the mission, students were active members of a multi-disciplinary team working with licensed health professionals with VIDA Volunteer, a non-profit humanitarian volunteer association
- The program coordinator of the Physical Fitness Management program led a team of students to Peru in partnership with Solidarity In Action Inc. Students applied their knowledge and skills in various education, health and infrastructural development projects in low-income communities
- Students of the Police Foundations program take part on an annual basis in a multitude of community initiatives including: the Notice of Community Crime patrol with the Greater Sudbury Police Services; Campus Watch; Santa Claus Parade; Operation Rednose; and the Teddy Bear Picnic where proceeds from a teddy bear auction are donated to the Canadian Cancer Society each year
- Throughout the program, Mining Engineering Technician/Technology students participate in integrated site visits at an operating mine, where they receive the full experience of working underground. For these exercises, they engage in a range of hands-on activities underground utilizing various pieces of mine equipment
- Students in the accounting programs run an annual tax clinic sponsored by the Chartered Professional Accountants of Ontario and the Canada Revenue Agency. This free clinic is offered to the public and helps low-income students, seniors and new Canadians. Annually, accounting students complete 200 to 250 tax returns
Examples of institutional initiatives
To develop flexible, customizable technologically enhanced learning experiences and to foster an organizational culture of innovation, Cambrian will, over the next three to five years:
- Unveil the Teaching and Learning Innovation Hub in its permanent location and commit necessary resources to enable sustainable and effective support of teaching and learning excellence
- Continue to focus on providing training opportunities for faculty, founded on a belief that professional development and innovation are key drivers of effective teaching. Training will entail the enhancement of technical competence, pedagogical practice and new approaches to course delivery, which collectively will lead to individualized, flexible and quality learning experiences for students
- Develop and expand its complement of hyflex programs and learning components to provide each student with an optimal learning experience that is high-impact, immersive and customizable. Hyflex enables a student to move seamlessly between fully online, blended and in-class deliveries
- Deploy enhancements to connectivity, mobile delivery and access and a virtual desktop model
- Expand its eText project to support increasing the affordability of, and access to, education by providing on-demand access to interactive digital resources for students
- Conduct an impact analysis to optimize the provision of programs and services at Cambrian
To enrich the student experience and create meaningful connections in the community and promote the value of shared learning, Cambrian will, over the next three to five years:
- Develop an alumni engagement strategy to maximize a broader community outreach and increase student exposure to learning experiences beyond the classroom
- Expand opportunities in all programs for hands-on, experiential learning
- Offer faculty more robust and meaningful professional development regarding teaching within a culturally diverse learning environment
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Graduation Rate (2015 baseline: 62.23%) |
62.23-66.63% |
| Number of students enrolled in an experiential learning program (WIL) (2015 baseline: 1,581) |
1,581-1,714 |
| Total number of registrations in ministry-funded courses offered in e-learning formats (2016 baseline: 230) |
230 |
| Total number of ministry-funded courses offered in e-learning formats (2016 baseline: 377) |
377 |
| Total number of ministry-funded programs offered in e-learning formats (2016 baseline: 8) |
8 |
| Retention rates (Yr1 to Yr2) (2013 baseline: 87.6%) |
87.6-98% |
| Retention rates (Yr2 to Yr3) (2016 baseline: 85%) |
85-102.5% |
| Student satisfaction rate (overall) (2015 baseline: 76.73%) |
76.73-78.42% |
| Student satisfaction with knowledge and skills (2015 baseline: 87.17%) |
87.17-88.81% |
| Student satisfaction with learning experience (2015 baseline: 80.35%) |
80.35-81.37% |
| Institution-Specific Metrics | 2019-20 Target Range |
|---|---|
| Student Satisfaction with Program Preparation for Placement (2016 baseline: 84%) |
84-86% |
| Proportion of Programs with hyflex/hybrid/alternative deliveries (2016 baseline: 16%) |
≥16% |
Access and equity
This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed.
Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who did not meet admissions requirements.
Institutional approach to improving access and equity
Cambrian believes that widening access is about increasing opportunities for individuals from a diverse range of backgrounds and cultures to benefit from higher education. Cambrian places strategic importance on enriching the student experience by: providing enhanced opportunities to acquire and apply knowledge of Indigenous Peoples; improving accessible support programs to help students access low-cost, high-impact financial support; supporting improved affordability and increased transferability of learning; and, establishing and promoting an inclusive and engaging atmosphere in which to work and learn.
Mental health
Cambrian takes pride in the successes achieved to date stemming from its Glenn Crombie Centre for Student Support. Building on this track record, Cambrian has made it a strategic priority to develop an organizational framework to reinforce positive mental wellness and address barriers to full participation in the learning experience. Accomplishments include:
- Implementation of the Accommodation for Students with Mental Health Disabilities policy
- Addition of a full-time accessibility coordinator to support students with disabilities
- Collaboration with colleges in Northern Ontario on Bridging the Distance, a project to improve mental health awareness in college communities while supporting learners with mental illnesses. This project developed a northern relevant website, with portals intended for students, staff and peers, designed to provide the necessary resources and information for immediate assistance for individuals experiencing mental health concerns or distress across the north.
Indigenous learning
Cambrian is a recognized leader in Indigenous learning, with a long track record of working with Indigenous communities and providing relevant training and supports needed for Aboriginal youth. Its success has come from a unique approach to Indigenous learners, wherein Cambrian has successfully created a community away from community for students by integrating ceremony, cultural traditions, teachings and activities into the learning experience. This contributes to a greater sense of belonging and to overall student retention and graduation rates for students. Cambrian has strategically focused on enhancing the Indigenous student experience, developing significant new partnerships, and acquiring, applying and sharing Indigenous knowledge and cultural practices. This commitment has led to:
- A national Silver Medal from Colleges and Institutes Canada and an advisory seat on a Ministerial Committee for Indigenous Education
- In November 2016, Cambrian officially became the first college in Ontario to partner with the National Centre for Truth and Reconciliation (NCTR) at the University of Manitoba. The mandate of NCTR is to ensure that Residential School survivors and their families have access to their own story; that educators can share this history with future generations; that researchers and the public can access materials to understand the experience and foster reconciliation and healing; and that this history and legacy are not forgotten
- An agreement with Algonquin College that enables collaboration on research to enhance the postsecondary experience for Indigenous students. The joint Indigenous Student Performance Success Program will focus on producing research that will identify factors that help or hinder Indigenous students as they pursue postsecondary studies at each institution
- Two seats on Cambrian’s Board of Governors occupied by Indigenous people. Cambrian’s Indigenous Education Circle (IEC), a Committee of the Board, guides all strategic direction in Indigenous initiatives and reports directly to the Board. This reporting structure is unique among Ontario Colleges
- A curriculum integration framework to increase student exposure and understanding of Indigenous culture, traditions and learning perspectives has resulted in the approval of a new Indigenous Social Services program and new electives focused on art, language, culture and truth and reconciliation
- A strong service base to support Indigenous students, together with three new full-time Indigenous staff, has resulted in unprecedented levels of self-identification, engagement and retention
Internationalization
Over the past year, Cambrian developed an internationalization strategy to better support the sustained growth and diverse needs of its international student population and to provide reciprocal learning exchange opportunities internally and externally. Actions include:
- Creation of a permanent Vice President International position that speaks to the importance Cambrian has placed on its internationalization strategy
- Development of risk mitigation strategies to diversity Cambrian’s international recruitment markets, which included an international market analysis to identify potential new markets
- Initiation of familiarization tours to broaden the understanding of recruitment agents regarding Cambrian, in particular its programs and services
- An investment in three new positions to strengthen Cambrian’s support of international students and initiatives. These appointments included a Senior Manager - International Recruitment, Manager of International Partnerships and an International Marketing Officer
- Inaugural participation in the International Student Barometer to collect information on where student supports may be enhanced
Access and transferability of learning
Cambrian’s advocacy for, and belief in, education attainment for all individuals is espoused by its goal to establish a framework to support increased access and transferability of learning through:
Streamlined pathways with other institutions, including:
- Establishment of a Pathways and Strategic Initiatives Office with a mandate to support students in navigating the multitude of avenues available to achieving an educational goal and to secure new agreements at the local, provincial, national and international levels for all programs. In the past three years, Cambrian has put in place a number of agreements, 15 of which are with universities across Canada as well as multiple college-to-college agreements. These include a partnership agreement with Seneca College, which capitalizes on the use of technology to allow students at Cambrian to study in degree programs without leaving the city. This partnership continues to grow, with two new pathway agreements in development
- An agreement among the Presidents of Sudbury’s three postsecondary institutions to enhance collaborations that will foster excellence in learning, increase educational mobility between the institutions and optimize support services for students
- A partnership with McDonalds to offer educational opportunities for its employees wishing to pursue business programs in Ontario. Cambrian will grant recognition for first-year business credits towards its Business diploma to McDonald’s Second Assistant Managers who have completed the Management Development Program Level 2
Simplified accessible support program to assist individual students to access low-cost, high-impact financial support, including:
- A $2 million dollar donation from The Joyce Foundation, which funded a new bursary to help northern Ontario students in financial need pay for their Cambrian education. The donation is the largest single gift toward a bursary program in the history of the college
Examples of institutional initiatives
Over the next three to five years, Cambrian will:
- Contribute, via Cambrian’s Glenn Crombie Centre and Northern Ontario Assessment and Resource Centre (NOARC), to leading research, the development of new measurement tools, understanding the factors that contribute to academic transitions, investigating the efficacy of assistive technology and surveying the needs of postsecondary students
- Establish an Indigenous Research Chair to lead Cambrian’s research related to its commitment to the Truth and Reconciliation Education and Research Centre and its partnership with Algonquin College
- Move forward with its curriculum integration strategy that will ensure: programs have Program Advisory Committee membership with Indigenous representation; all programs integrate Indigenous knowledge within the curricula activities; and new programs evolve in consultation with Indigenous community members. In 2017, two new General Education elective courses related to Truth and Reconciliation will be introduced and program development will be initiated for an Indigenous Studies certificate that is part of Cambrian’s new suite of stackable credentials
- Increase the number of outbound opportunities for domestic students and faculty through development of formal framework for placement and exchange opportunities and creation of internationalization fund
- Reshape college-wide awareness of working in a culturally diverse environment through the launch of interactive all-staff professional development training
- Implement a data governance program to ensure effective collection and management of financial, student and other institutional data related to International activities
- Develop and improve mechanisms, through the College’s Transferability Framework, to expand and assess pathways and student mobility with a goal of signing at least three articulation agreements for each program delivered by Cambrian. This may include one local, one provincial, one national, one international and one online/virtual delivery of a degree
- Develop with Laurentian University and College Boréal a bilingual 2+2 pathway for the two colleges to the university’s Bachelor of Business Administration and Baccalauréat en administration des affaires programs. Students can take courses in either language at either college and complete their degree at Laurentian. Anyone who does five courses in any of the three institutions in the other language would get a Laurentian bilingualism certificate, thereby increasing their employability. This particular pathway could serve as a model to be scaled up and replicated in other programs. College pathways of this kind are especially useful in achieving targets for Indigenous enrolment, since Indigenous students participate at much higher rates in college than university. Pathways from a French-language college to university will also increase access to university programs for francophone learners. Laurentian works with its college partners to provide opportunities and modes of delivery to reduce time and cost to completion
- Build functional relationships to further advance future philanthropic activities in support of Cambrian’s aspirational goal to be an endowment-rich institution. Achieving this goal will mean that all students attending Cambrian have the opportunity to receive financial assistance in the form of entrance scholarships or bursaries, opening access to education and a positive future
Metrics and targets
| System-wide Metrics | 2019-20 Expected Value / Range |
|---|---|
| Number of students with disabilities enrolled (3-year average baseline 2014 - 2016: 707) |
707 |
| Proportion of students with disabilities enrolled (3-year average baseline 2014-2016: 13%) |
13% |
| Overall student with disabilities satisfaction rates (2016 baseline: 73.12%) |
73-76% |
| Overall graduate satisfaction rates for students with disabilities (2016 baseline: 78.85%) |
78.85-80.52% |
| Employment rates for students with disabilities (2015 baseline: 58.33%) |
58-80% |
| Number of first-generation students enrolled (2016 baseline: 990) |
990 |
| Proportion of first-generation students enrolled (2016 baseline: 16.80%) |
17% |
| Number of Indigenous students enrolled (3-year average baseline 2014-2016: 734) |
734 |
| Proportion of Indigenous students enrolled (2013 baseline: 13%) |
13% |
| Overall student satisfaction rates for Indigenous students (2016 baseline: 78.13%) |
78.13-79.44% |
| Overall graduate satisfaction rates for Indigenous students (2016 baseline: 76.19%) |
76.19-77.33% |
| Employment rates for Indigenous students (2015 baseline: 68.18%) |
68.18-78.79% |
| Number of French-language students enrolled (2015 baseline: 166) |
125-175 |
| Proportion of French-language students enrolled (2015 baseline: 3%) |
1-3% |
| OSAP recipients as a proportion of all eligible students (2014 baseline: 59.9%) |
59.9-61.4% |
| Percentage of university graduates enrolled in college programs (2014 baseline: 8.10%) |
8.10-10.38% |
| Percentage of college graduates enrolled in university programs (2015 baseline: 1.58%) |
1.58-2.41% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Student Satisfaction with Campus Environment Respects Diversity (2016 baseline: 93%) |
≥93% |
| Number of new pathway agreements (baseline data not available; 2017 will be baseline) |
10 |
Applied research excellence and impact
This section captures institutional strengths in producing high-quality applied research that further raises Ontario’s profile as a globally recognized research and innovation hub.
Applied research projects create or improve products, services and processes. College applied research gives industry firms access to the skills and competencies of faculty and students, facilities and equipment and markets and networks through the colleges’ connections to local business and communities.
Institutional approach to applied research excellence and impact
Cambrian contributes to the prosperity of Ontario and Canada through applied research and education. It has been providing research for over 40 years due to its symbiotic relationship with the regional industrial sectors. Within Cambrian’s strategic plan, specific emphasis is centered on establishing a global identity as a leader in evidence-based practice and applied research. This strategic imperative builds on Cambrian’s success and achievements to date and provides the platform for further advancement of meeting industry needs in practice-based research and enterprise.
Cambrian’s directives in applied research enable small and medium-sized enterprises (SMEs), research organizations and economic development groups to leverage their resources for the commercialization of new products or services. It is with this pull strategy and collaborative approach that Cambrian’s applied research group, Cambrian Innovates, maintains Top 50 status in Canadian research colleges (Research Infosource) and is a recognized contributor in resource-based research. Cambrian’s connections with industry and experience and expertise in being a real-time innovation provider is exemplified by the scope of research activities, which to date have engaged over 49 partners, 35 faculty, provided 156 student paid placements, and garnered $6.4 million in funding. Further, Cambrian has recently signed a memorandum of understanding (MOU) with Laurentian to cement both institutions’ commitments to collaborative research activities and joint ventures. This MOU augments Cambrian’s current involvement with its network of research and funding collaborators, such as the Centre for Excellence in Mining Innovation, MIRARCO Mining Innovation, Northeastern Ontario Research Alliance, Northern Ontario School of Medicine, Advanced Medical Research Institute of Canada (AMRIC), FedNor, Ontario Centres of Excellence (OCE), Northern Ontario Heritage Fund Corporation (NOHFC) and Natural Sciences and Engineering Research Council of Canada (NSERC).
Examples of institutional initiatives
Over the next three to five years, Cambrian will:
- Implement its Mining Environmental Stewardship Initiative, a collaboration of industry, Cambrian and Laurentian University expertise. This multi-year, NSERC-funded project will: Deliver environmental benefits to Canada, thereby enhancing its reputation as a global leader in advancing responsible mining practices; enhance the competitiveness of the Canadian mineral sector, making it more efficient, productive and environmentally sustainable; and develop and advance intellectual property, creating economic value for industry partners. The project will involve a number of college and Laurentian faculty across multiple disciplines and yield up to 30 student research work placements annually
- Act to expand and diversify its research scope and portfolio, leveraging funds from provincial and federal sources such as OCE, NOHFC and FedNor, as well as building on its successes with programs such as OCE’s Colleges Applied Research and Development Fund and Voucher for E-Business and Technology Adoption programs
- Establish two Research Chairs
- Expand and further develop its partnerships with other postsecondary institutions, regional innovation centres, industry partners and research groups to strengthen the research ecosystem within northern Ontario and beyond
- Progress towards a national ranking within the top 25 research colleges
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Number of externally funded applied research projects (2015 baseline: 29) |
25 |
| Number of partnerships / collaborations with community / industry firms (2015 baseline: 39) |
103 |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of students (paid/unpaid) in applied research projects (2014 baseline: 294) |
424 |
| Total research funding ($) (2015 baseline: $1.5M) |
$4M |
Innovation, economic development and community engagement
This section recognizes the unique role institutions play in contributing to their communities and to economic development, as well as to building dynamic partnerships with business, industry, community members and other colleges and universities. It focuses on regional clusters, customized training, entrepreneurial activities, jobs, community revitalization efforts, international collaborations, students, partnerships with Aboriginal Institutes and a program mix that meets needs locally, regionally and beyond.
Institutional approach to innovation, economic development and community engagement
Cambrian is dedicated to promoting the power of community and contributing to a thriving and creative learning community. When companies and colleges work in tandem to push the frontiers of knowledge, they become a powerful engine for innovation and economic growth. Cambrian has strategically developed long-standing, effective collaborations with industry and community partners of local and transnational scope such as Vale and Glencore.
These strong linkages, complemented by investments in technology and infrastructure, speak to industry’s acknowledgement of Cambrian’s collaborative approach to building a sustainable community. Whether it is relationship-building or sharing connections, information and resources, Cambrian works alongside the Greater Sudbury Development Corporation, the City of Greater Sudbury, Health Sciences North, Greater Sudbury Utilities, Infrastructure Health and Safety Association, Ornge, Ontario Power Generation, Sudbury Area Mining Supply and Services Association, Northern Centre for Advanced Technology Inc. (NORCAT), Science North, the Chamber of Commerce, AMRIC, FedNor, NOHFC and sister institutions Laurentian University and College Boréal.
The nature and breadth of these relationships stand as testaments to Cambrian’s ability to create meaningful connections in the community and promote the value of lifelong learning and community development. Cambrian continues to move forward with this priority on multiple fronts, developing an alumni engagement strategy to broaden community outreach and provide students with learning experiences beyond the classroom, as well as a Program Advisory Committee enhancement strategy to increase industry engagement in shaping learning experiences at the College. Examples include:
- A major donation from Greater Sudbury Hydro of equipment to benefit Cambrian’s Powerline Technician program. The city-owned utility company was one of the founding partners of this program, which was the first of its kind in Ontario. This donation emphasizes the value of this long-standing partnership and belief in Cambrian to deliver programs that prepare graduates to consistently meet the expectations of industry
- The hiring of four Cambrian Advanced Care Flight Paramedic graduates by Ornge, Ontario’s provider of air ambulance and related services. The graduates, who were stationed in Kenora, Sioux Lookout, Thunder Bay and Timmins, help Ornge ensure that a high level of care is available to patients in Ontario
- Becoming a provider of an internationally recognized welding training, assessment and credentialing program through CWB Group, Canada’s only national welding oversight body. The CWBi Acorn program, delivered through Cambrian’s Corporate Training division, will enable companies and individuals to have their welding and fabrication skills independently measured through accredited training, testing and assessments that will take place online and in Cambrian’s labs and workshops
Initiatives that underscore Cambrian’s pivotal role in driving socio-economic change in the community include events such as Innovation for a Greater Sudbury, a collaboration among Cambrian, College Boréal, Laurentian University and NORCAT to empower community growth through the development of innovative ideas and new business partnerships and Mining Day, a joint venture of Cambrian, College Boréal, Laurentian University and Stantec, a long-standing industry partner. This annual event allows students to explore the mining industry through presentations, panel discussion and networking.
Founded on the premise that the best approach to creating sustainable and effective training solutions that address a community’s needs is one that is participatory and inclusive, Cambrian has engaged in extensive outreach with communities across the region. The success of this strategy is evidenced by the many worthwhile partnerships that have been developed with Indigenous peoples. Cambrian has formal relationships with Kenjegewin Teg, Seven Generations Learning Institute, Greenstone Regional Training Centre and Métis Nation of Ontario. A formal agreement was also formed in 2016 with Cambrian’s host, Atikameksheng Anishnawbek First Nation, which includes a campus-wide recognition approach to celebrate and increase opportunities for collaboration. Cambrian has a close working relationship with N’Swakamok and Gehztoojig in Sudbury to support urban Indigenous students with programming such as Academic and Career Entrance (ACE). Recent partnerships include:
- Delivering Youth Exposure to Skilled Trades (YES) program in the small community of Whitefish River First Nation to 12 youth interested in plumbing, electrical, welding and carpentry
- Partnering with Oshki-Pimache-O-Win and Goldcorp Musselwhite Mine on a project to support skills development in remote northwestern Ontario communities. This project provided the Pre-Trades training to 34 individuals from Weagamow Lake, Wunnumin Lake, Kingfisher Lake and Cat Lake First Nations at the Musselwhite Mine in a simulated work environment. Graduates had the opportunity to be hired by Goldcorp and to pursue further training to become a licensed journeyperson
- Entering into a unique formal agreement with three northern communities (Fort William, Windigo and Red Lake) and Resolute Forest Products to provide Industrial Millwright Techniques training for six individuals who will then be guaranteed employment. The partnership was initiated through consultation with the Ring of Fire communities and industry
- Partnering with The Infrastructure Health and Safety Association (IHSA), Gezhtoojig Employment and Training and The Ontario Youth Skills Connections Program, to deliver 15-week, entry-level skills Line Crew Ground Support training to 50 Aboriginal youth
Sudbury’s three postsecondary institutions have developed the region’s internationalization strategy. In a highly competitive global market, the institutions collectively recruit over 1,000 international students annually to Sudbury for a quality education. Many stay to work. Together, the three institutions ensure a diverse stream of new professional workers to meet the needs of the intercultural workforce of the region.
Examples of institutional initiatives
Over the next three to five years, Cambrian will:
- Build meaningful and sustainable partnerships with industry and community groups to address workforce and education requirements. In collaboration with institutions, Cambrian will seek opportunities to deliver programs to meet the unique training requirements of students in Ontario and enhance the capacity of a localized workforce in remote, resource-based communities
- Expand, through the newly established International, Applied Research and Business Development division, business development opportunities to respond to industry/ community needs and increase the number of international students on campus
- Remain an important economic driver, working diligently with industry, government and communities to renew its program portfolio, explore potential community-building initiatives
- Capitalize on emerging opportunities that will widen access to high-demand program areas for students across Ontario and act to set Cambrian apart as a destinational college. In alignment with Cambrian’s mission to support the economic and social development of its diverse community, locally and globally, the college will launch programming that serves to assuage the unmet demand in over-subscribed programs in central Ontario
- Develop a Program Advisory Committee enhancement strategy to increase involvement of community and industry partners in shaping learning experiences at the college as part of Cambrian’s strategic direction to create meaningful connections in the community and promote the value of share learning
Metrics and targets
| System-wide Metrics | 2019-20 Target / Target Range |
|---|---|
| Number of active Program Advisory Committees (PACs) (2016 baseline: 39) |
40 |
| Number of employers engaged in PACs (2016 baseline: 419) |
419 |
| Graduate employment rates (2015 baseline: 81.72%) |
81.7-85.5% |
| Employer satisfaction rates (2016 baseline: 85.37%) |
85% |
| Proportion of Graduates employed full-time (2016 baseline: 57.94%) |
58% |
| Proportion of Graduates employed full-time in a related job (2016 baseline: 37.79%) |
38% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of International students on campus (2014 baseline: 226) |
≥353 |
| PAC Satisfaction with Quality of Programs (baseline data not available; 2017 baseline year) |
≥85% |
Enrolment strategy, program direction, sustainability and partnerships
Enrolment strategy and program direction
Enrolment plan
The purpose of this section is to identify institutional enrolment plans and aspirations. The enrolment projections are based on Cambrian’s plans and assumptions for the coming years.
As stated in the College Funding Formula Technical Manual, the introductory corridor midpoint in 2019-20 will be calculated based on the “three-year average, two-year slip”, the average of three years of enrolment two years prior to the funding year.
Domestic projected funding eligible enrolment
Projected eligible full-time head count
| Level | Actuals 2015-16 | Actuals 2016-17 | Projected 2017-18 | Projected 2018-19 | Projected 2019-20 |
|---|---|---|---|---|---|
| Ontario College Certificate | 763 | 588 | 580 | 573 | 565 |
| Ontario College Diploma/Advanced Diploma | 2,366 | 2,674 | 2,639 | 2,605 | 2,571 |
| Ontario College Graduate Certificate | 84 | 56 | 55 | 55 | 54 |
| Baccalaureate Degree in Applied Area of Study | 0 | 0 | 0 | 0 | 0 |
| All other funding activity in full-time equivalent (FTE); Part-time, Tuition short, Prior Learning and Assessment Recognition (PLAR) | 130.7 | 129.9 | 123.26 | 121.65 | 120.07 |
International projected funding-eligible enrolment
Projected eligible full-time head count
| Level | Actuals 2015-16 | Actuals 2016-17 | Projected 2017-18 | Projected 2018-19 | Projected 2019-20 |
|---|---|---|---|---|---|
| Ontario College Certificate | 47 | 39 | 66 | 77 | 88 |
| Ontario College Diploma/Advanced Diploma | 214 | 264 | 456 | 532 | 608 |
| Ontario College Graduate Certificate | 25 | 46 | 78 | 91 | 104 |
| Baccalaureate Degree in Applied Area of Study | 0 | 0 | 0 | 0 | 0 |
International strategy and collaboration
International activities and associated priorities have been established in alignment with Cambrian’s strategic plan, which sets out the objective to “develop a comprehensive strategy to provide reciprocal learning exchange opportunities internally and externally.”
As part of this directive, Cambrian recently completed an internationalization strategy, which provides a clear road map for the future, with a goal to have 800 international students studying on campus by 2019-20.The college has identified a number of strategies that will help it achieve that goal and, at the same time, ensure it has a broad and diverse international student population.
The internationalization strategy was endorsed by the strategic objective working group, Senior Team and the Board of Governors as is required for all Cambrian’s strategic plan priorities.
Through Cambrian’s Enterprise Risk Management register, a number of mitigation strategies have been established to offset identified risks related to International recruitment and associated activities. Priorities for budget requests, as set out in Cambrian’s Budget Framework, include those related to key risk mitigation efforts, including such efforts for international activities.
One of the concerns identified is the reliance on, and the associated risk of attracting too many, students from one country. An international market research study was recently completed, which provided Cambrian with a detailed analysis of what new and emerging markets could be very fruitful for attracting international students from a larger number of countries.
To further mitigate the risk of decline in international enrolment, Cambrian has put in place numerous other risk mitigations, including:
- Continuous growth targets for on-campus international enrolment
- Additional resources to support wider marketing and recruitment efforts
- Putting a Manager of International Partnerships in place to nurture relationships and ensure contract compliance and quality assurance practices
- Monitoring government relations and policies relating to international activity
- Monitoring world events and assessing impact, if any, on ability to recruit from particular countries
- Investment in additional resources for international student advising and support
- A four-year financial plan to reduce overall dependence on international growth/enrolment
Strategic areas of program strength and expansion
Program areas of strength
- Health Technology
- Media
- Civil
- Electronics
- Mechanical
- Power
- Instrumentation
- Health Miscellaneous
- Geology/Mining
- Child and Youth
Program areas of expansion
- Health Technology
- Mechanical
- Business Computer
- Media
- Law & Security
Apprenticeship
Building on its institutional strength of providing a high number of Co-op Diploma Apprenticeship program options, Cambrian will continue to respond to regional training opportunities to address labour market demands in northern Ontario. The recent approval of Cambrian’s Training Delivery Agent application for Refrigeration and Air Condition stands as one example of the college’s efforts on this front. Apprenticeship training for Refrigeration and Air Conditioning was previously only available in the southern Ontario. Providing the training at Cambrian alleviates for northern residents the inconvenience of travelling outside of the region to complete the training. The Co-op Diploma Apprenticeship Program option aligns with one of Cambrian’s key areas of strategic focus, as it provides students with a great opportunity for experiential learning.
Cambrian anticipates a slight increase in apprenticeship training as a result of additional offerings planned over the next three years. Through partnerships with the local school boards, Cambrian will also continue to offer Dual Credit opportunities involving level-1 training for a variety of skill trades.
Financial sustainability
The Ministry and Cambrian recognize that financial sustainability and accountability are critical to achieving institutional mandates and realizing Ontario’s vision for the postsecondary education system. To this end, it is agreed that:
It is the responsibility of the Board of Governors and senior administrators of the College to identify, track, and address financial pressures and sustainability issues. At the same time, the Ministry has a financial stewardship role. The Ministry and the College agree to work collaboratively to achieve the common goal of financial sustainability and to ensure that Ontarians have access to a full range of affordable, high-quality postsecondary education options, now and in the future.
The College remains accountable to the Ministry with respect to effective and efficient use of provincial government resources and student resources covered by policy directives of the Ministry, or decisions impacting upon these, to maximize the value and impact of investments made in the postsecondary education system.
| System-wide Metrics | Benchmark | 2015-16 Actuals | 2016-17 Actuals | 2017-18 Projections |
|---|---|---|---|---|
| Annual Surplus (Deficit) | >0 | $1,843,320 | $1,976,709 | $1,500,000 |
| Accumulated Surplus (Deficit) | >0 | $15,102,249 | $17,078,958 | $18,000,000 |
| Net Income to Revenue Ratio | >1.5% | 2.24% | 2.35% | 1.7% |
| Net Assets to Expense Ratio | >60% | 67.72% | 68.97% | 68% |
| Quick Ratio | >1 | 2.87 | 2.84 | 2.8 |
| Debt Servicing Ratio | <3% | 2.73% | 2.68% | 2.6% |
| Total Debt to Assets Ratio | <35% | 32.52% | 31.69% | 31% |
Institutional collaborations and partnerships
Northern Institutions Pathways Steering Committee
Cambrian is an active member of the Ontario Council on Articulation and Transfer (ONCAT) Northern Institutions Pathways Steering Committee, which was established in early 2016. The purpose of the committee is to support the development and continuation of an integrated strategy to create pathways and enhance institutional collaboration among northern institutions. It also intends to provide a northern perspective on the ONCAT Secretariat’s activities and encourages new ideas and initiatives to support mobility for northern students. This committee espouses the idea that by working collaboratively on uniquely northern Ontario focused pathways and projects the institutions will create viable, long-term solutions that support the ongoing economic sustainability of their respective communities.
Cambrian/Boréal/Laurentian MOU - Agreement for partnership and collaboration in higher education
In June 2016, this partnership agreement was signed by the three postsecondary institutions as a sign of their commitment to work together to enhance Greater Sudbury’s reputation as an education destination. Together, the three will provide educational opportunities and encourage excellence in learning so that the community of students they serve will make the most meaningful contributions to society through the maximization of their potential and achievements. The primary objectives are to increase educational mobility among the three institutions through: credit transfer, creation of new pathways and collaboration on course/program development and delivery; reducing duplication while maximizing resources and leveraging partnership opportunities; providing a source of human resources, which complements the development of the province’s economy and meets the demands of an increasingly global labour market; supporting Greater Sudbury’s goal of enhancing the community as a postsecondary destination of choice.
One of Greater Sudbury’s strength is the close collaboration among its three main postsecondary institutions (Laurentian University, Cambrian College, Collège Boréal), covering two languages and two postsecondary education sectors. Senior leaders and Governors from the three institutions meet on a regular basis. The institutions plan to build on this success in the next three years, through new program pathways, new joint recruitment efforts and increased research collaborations.
Northern Colleges Collaboration Project (NCCP)
NCCP has established and implemented principles and practices of technology-enabled teaching and learning excellence. By capitalizing on individual institutional strengths in various program areas, it has harnessed quality and provided access through the collaborative delivery model across colleges. The launch of the Business programs has demonstrated the proof of concept on which to move forward. The relationships established at all functional levels of the institutions have stimulated exciting discussions and created an environment that is evolving as an incubator for innovation, where initiatives such as unique pathways and micro-credentialing can be explored. With a vision for the future of a maturing and ongoing collaboration among the six northern colleges, the institutions, communities and students will be well served. Cambrian and its NCCP partners will look to collaboratively launch up to three new programs during the second phase of this project.
eCampusOntario
Given the north’s vast geographic region, access to educational opportunities is a critical issue. Cambrian has invested in online learning infrastructure and curriculum development to build high-quality programming for northern learners. However, Cambrian’s efforts require support to assure it is bringing the most dynamic, current instructional design to an online format. As it continues to identify capacity gaps and development needs, Cambrian will continue to need support. It is working directly with eCampusOntario to build a networked community of support in the north to facilitate this growth and development. The Ministry of Advanced Education and Skills Development (MAESD) has made a strong commitment to online learning through its support of eCampusOntario. Cambrian is working with eCampusOntario to fulfil this commitment and show demonstrated gains in capacity in the North.
OntarioLearn
OntarioLearn has focused on working collaboratively to provide relevant online learning that is accessible to learners across Ontario. The consortium has proven to be a leader in innovation and collaboration with its model of sharing the development and delivery of online courses and programs.
With the recent support of shared online course funding, OntarioLearn partners have already developed several online courses and programs that culminate in an Ontario Credential, with at least 12 additional programs slated for completion and delivery within the next few years. It is significant to note that in all instances a team of colleges plays an active role in each program development project and all Ontario colleges can make this program available through their college.
Pathway agreements
Cambrian, through its Transferability Framework, continues to seek opportunities to expand and assess pathways and student mobility. Successes to date on this front have included the development of articulation agreements with:
| Canadian | ||
|---|---|---|
| Algoma University | Royal Roads University | Centennial College |
| Athabasca University | Ryerson University | Huntington University |
| Cape Breton University | Thompson Rivers University | Thornloe University |
| Laurentian University | University of Fredericton | University of Sudbury |
| Lakehead University | SAIT Polytechnic | Memorial University |
| Mount Saint Vincent U. | UOIT | University of Ottawa |
| Nipissing University | McMaster University | Wilfrid Laurier University |
| University of Lethbridge | Humber College | |
| International | ||
| Institute of Technology Sligo, Ireland | Lake Superior State University, USA | |
| Letterkenny Institute of Technology, Ireland | Michigan Technological University, USA | |
| Athlone Institute of Technology, Ireland | Northwood University, USA | |
| Dundalk Institute of Technology, Ireland | Griffith University, Australia | |
| Institute of Technology Blanchards, Ireland | Waterford Institute of Technology, Ireland |
Other
Cambrian is working towards formalizing partnerships with regional research facilities, such as Health Sciences North, for the conduct of research aimed at addressing systemic barriers to education and health in northern Ontario. An integral facet of the research strategy will be the development of work-integrated learning experiences for students across multiple disciplines (e.g., Nursing and Fitness Management) to work with community partners for the creation and implementation of health and social well-being initiatives. Through extensive community consultation, the aim is to have a robust data infrastructure in place that will inform long-term strategies and planning to increase access to education in Indigenous communities along James Bay.
Ministry/government commitments
- The SMA2 process has focused on implementing the first stages of the new funding model and demonstrating the ongoing commitment by all colleges and universities to student success. Future growth will only be funded through negotiated changes to an institution’s funded enrolment corridor. Through the SMA2 cycle, the ministry will continue to work closely with institutions to ensure all dimensions of the funding model are implemented.
- In a memo to colleges and universities dated March 7, 2017, the ministry committed to using the SMA2 (2017-20) process as a transitional phase to commence the collaborative and joint development of performance metrics and targets, tied to funding, for SMA3 (2020-23). The ministry reiterates this commitment and reaffirms that metrics and targets included in SMA2 are not tied to funding at this time and are a beginning point for further discussions with the sector prior to their application in SMA3. Colleges and universities will have the opportunity to reset and realign metrics prior to the application of metrics in SMA3. The ministry will also engage other stakeholders as part of discussions on a broad metrics strategy.
- The ministry commits to establishing a joint working group with each of the sectors and to begin detailed discussions in fall 2017 on metrics/targets and to seek input on the performance measurement methodology for SMA3.
- Colleges, universities and the ministry all benefit from processes that are transparent and non-duplicative. The ministry commits to work with colleges and universities to continue to streamline processes and seek opportunities to further reduce red tape (in part through increased access to other tools), including reducing or eliminating duplicated reporting requirements.
- Through SMA2 discussions, the ministry has heard concerns about the challenges of delivering breadth in programming for Francophone and Francophile students, including the cost and funding of such delivery. Starting in fall 2017, the ministry commits to consulting institutions who have a formal mandate for bilingual and/or French-language delivery to review the delivery of French-Language programming and consider these concerns
- In 2016, an extension of the existing tuition policy framework was announced to support a major reform in OSAP. The ministry will engage with both the college and university sectors around the next tuition policy framework, including examining the issue of tuition anomalies in certain professional programs as a result of past changes to tuition policy, and, for colleges, examining tuition levels relative to competitive college tuition frameworks in Canada.
- In recent years and during the SMA process, there has been an increased interest in the creation of a new polytechnic designation in the Ontario postsecondary education system. Starting in fall 2017, the ministry commits to undertake a review that examines whether improved benefits for students and employers are sufficient to make such a change. The ministry commits to working collaboratively with institutions across the sectors on this review.
- The ministry acknowledges a request by Ontario’s colleges to explore how to support more flexible delivery of programming, including reviewing part-time funding levels. The ministry commits to working collaboratively with colleges to review this issue, including identifying implications for credentials.
- The ministry commits to continue to work collaboratively with colleges to review the eligibility criteria and allocation method for the Small, Northern and Rural Grant to help target funding to best meet sustainability challenges.
2014-17 Strategic Mandate Agreement: Cambrian College of Applied Arts and Technology