2017-20 Strategic Mandate Agreement: Collège Boréal d'arts appliqués et de technologie

Preamble

This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Collège Boréal d'arts appliqués et de technologie 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.

Collège Boréal Mandate, Mission and Vision

Institutional mandate, mission, and vision statements describe where an institution currently is and where it sees itself in the future.

The following statements are part of the Collège Boréal’s 2015-20 Strategic Plan:

Mission

Collège Boréal provides a high-calibre personalized education to a diverse clientele and practices leadership to foster the sustainable development of the francophone community of Ontario.

Vision

To be a destination French-language college, known for the quality, accessibility and flexibility of its training and services.

Motto

Fostering knowledge and stimulating culture

Axes

Access

Improve access to quality programs and services adapted to clients’ needs.

1. Increase program offerings: postsecondary (including apprenticeship), continuing education, employability services, immigration services
2. Diversify delivery methods
3. Develop a strategic watch mechanism to anticipate labour market trends

Flexibility

Increase the transferability for students and enhance the co-operation between services.

1. Develop tools that enable transferability by increasing the number of articulation agreements, recognized equivalences and other models
2. Increase communication in order to enhance inter-service effectiveness and efficiency

Quality

Ensure the quality of programs and services in order to innovate and adapt to constantly evolving realities.

3. Develop and implement a strategy for the recruitment, retention and development of staff
4. Enhance the performance appraisal system for all employees
5. Review and analyze Collège Boréal’s services to set up a continuous improvement process
6. Continue to analyze programs in order to achieve an optimal level of quality

Visibility

Increase Collège Boréal’s visibility among future clienteles, potential employers and communities

7. Increase the number of active members in the alumni association
8. Increase opportunities for visibility and participation in community activities
9. Enhance Collège Boréal’s marketing initiatives in Canada and abroad
10. Increase the number of partnerships with employers, organizations and community groups

Values

Excellence, Humanism, Inclusion, Innovation, Respect

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

Toronto campus

For close to 15 years now, Collège Boréal’s Toronto Campus has been serving the French-language community, offering postsecondary, apprenticeship, continuing education, customized training and upgrade programs.

Collège Boréal also offers employability and immigration services. The Toronto Campus’s student population has grown since it opened in 2002, from 57 clients annually to 1,290 clients annually by 2016.

In its 2015-2020 Strategic Plan, Collège Boréal prioritized four axes: access, quality, flexibility and visibility. Although the Toronto Campus addresses the four axes, the access axis is critical, considering Collège Boréal is firmly established as the primary college offering a post-secondary option in French in Toronto, or even in Central and Southwestern Ontario. However, the campus lease for 1 York Street expires in August 2020 and Collège Boréal the College must find and move to a new location by the end of May 2020.

The French-Language Education Policy and Programs Branch of the Ministry of Advanced Education and Skill Development (MAESD - formerly the Ministry of Training, Colleges and Universities) submitted a study in 2008 on the gaps between the French-language and English-language postsecondary education and training systems. The study indicated that the rate of access for francophones in the Central region was three%. In 2008 Collège Boréal offered nine postsecondary programs at the Toronto Campus. Through funding from MAESD, the Toronto Campus now offers 16 postsecondary programs. Collège Boréal is working with Laurentian University to offer a four-year Bachelor of Nursing in Toronto for Fall 2018.[1]

The prospect of Ontario establishing a French-language university with potential partnership opportunities with Collège Boréal allows Collège Boréal to position itself as a key player in the continuum of French-language education in Ontario and in the creation of a French-language learning environment in Toronto. Collège Boréal favours a partnership approach that offers students a significant mobility advantage with its 2 + 2 model. Under this model, graduates of a two-year program can subsequently complete the equivalent of two years of university studies in order to obtain a bachelor degree from the other institution. Collège Boréal has already developed this type of agreement with Laurentian University and Saint Paul University, among others. These joint programs facilitate students earning one or two diplomas, once the courses have been completed in both of the partner institutions. They also guarantee that what the students learn in one institution is recognized by the other. This approach gives an advantage to future students of Collège Boréal’s Toronto Campus and possibly the new francophone university, saving them time and money, offering classroom and hands-on training, two exits (labour market or university) and attractive international job opportunities.[2]

A key element of the success of Collège Boréal rests on its ability to offer a single window (under one roof) of programs and services for francophones and francophiles in Toronto, notably postsecondary training, continuing education, customized training, employment services (Employment Ontario) and training for newcomers. This approach has had a considerable influence on increasing the student retention rate and satisfaction rate among students and graduates. Collège Boréal has favoured a personalized approach centred on targeted methods that include case management, mental health services and referral services.

New veterinary care centre in eastern Ontario

For the past 17 years, Collège Boréal has offered a Veterinary Technician program in the Alfred area, where the first Agricultural Techniques program in a college environment was made available. A productive partnership with Collège Alfred and then University of Guelph has led to the enrolment of over 471 students from Eastern Ontario in Collège Boréal. Collège Boréal is currently exploring the possibility of a new location in Eastern Ontario to continue offering and to expand the Veterinary Technician program.

Agriculture

Collège Boréal is in the process of establishing an agri-food innovation centre. The centre will promote entrepreneurship and business incubator models will inspire this postsecondary experiential training program. The private sector will benefit from applied research services, and continuing education provided for the benefit of students and the private sector will directly contribute to agricultural economic development. Participants will have access to a network of experts to support their initiatives.

The development of a business incubator will be included in the Agricultural Technician program and will provide innovative, non-traditional training. Collège Boréal students will take part in an incubator of agri-food businesses, choose an area of interest — plant or animal — and receive personalized coaching. The addition of an incubator aspect to this program will allow students to gain technical agri-food skills, entrepreneurial and innovative skills and an appreciation for the sources of, and processes for, applied research funding. They will benefit from a variety of experiences, including being part of a peer network, the possibility of living in their own community, taking hybrid courses and developing a personalized career path in their area of interest. This new model will also serve as an economic engine for northern rural communities and Central and Southwestern Ontario by preparing a skilled workforce willing to work in farming communities.

The experimental greenhouse will support the physical space needs of the agri-food business incubator initiative because participants will be able to use a space to start seeds, experience a complete farm production cycle and be involved in applied research. Furthermore, the experimental greenhouse will promote innovation and long-term economic growth by serving as a research environment for farmers focused on their various northern agri-food production needs to support farmers in Northeastern and Northwestern Ontario. There is also potential for developing new crops for niche markets.

Training as part of a business incubator will contribute to the development of the agri-food economy in Northern Ontario and better prepare students for the realities of plant and animal production in rural Northern Ontario.

Windsor campus

Collège Boréal is the only College to offer postsecondary education in French in Windsor. The 2008 study of the gaps between French-language and English-language systems for postsecondary education and training revealed no access for francophones in Western Ontario. Collège Boréal purchased the Place Concorde Community Centre in 2009. In 2010 the Centre offered the Early Childhood Education program for the first time, with a cohort of seven students. Today, more than 55 students are pursuing postsecondary studies in French and the Centre is continuing to expand. This success shows that the availability of a French-language postsecondary program meets a need in Windsor and its surrounding communities. Given the success and its importance to the region, we intend to refer to our Windsor site as a campus.

International

Internationally, Collège Boréal differentiates itself by the regions and demographics from which it recruits. In its recruitment, it targets francophone countries. This approach supports the 2012 Ontario Immigration Strategy, which proposes a target of five% francophone immigration across the province. With francophone immigration currently under two%), any such initiatives can only help.

Boréal International also does work abroad on economic development projects in the advanced training sector in a variety of French-speaking countries. Funded by Global Affairs Canada, Colleges and Institutes Canada (CICan) and other organizations such as Paul Gérin-Lajoie, the projects are concentrated in West Africa and are being carried out in conjunction with other Canadian educational institutions. The academic, administrative and support staff at Collège Boréal working on these projects benefit from cultural awareness, which helps them in their day-to-day work that requires an increasing amount of multicultural appreciation and understanding.

Collège Boréal expects to add more student mobility agreements with postsecondary institutions abroad. These agreements are used to provide our students with international experience.

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

Collège Boréal offers a wide range of student services to improve the student experience. To ensure student success, the teams in place for learning support and upgrading programs aim to meet the needs of various student demographics.

For all students returning to school, even after a short break between high school and postsecondary studies, Collège Boréal offers skills upgrading through the Literacy and Basic Skills (LBS) program and the Academic Career Entrance certification. This initiative allows students to upgrade their skills before beginning their postsecondary studies in the following subject areas: French-language communication, mathematics, pure science, computer science and effective course load management. This preparation allows students to upgrade their skills and become familiar with the physical facilities and the postsecondary environment. All of these students have access to learning support services, even before they register in their postsecondary program, to ensure their academic success and to obtain help with personal challenges and concerns.

Student Services guide students in reaching their full potential by offering a range of quality services such as tutoring, one-on-one support, the Learning Support Centre,) with specialized tutors and workshops given by learning strategy technologists, as well as a language lab, language workshops and employment services. In addition to understanding different learning s, Collège Boréal on-site teams are trained to understand and respect the cultural diversity of the college community. Activities and services adapted to different cultural realities assist first-generation students, students of diverse ethnic backgrounds and newcomers.

Student Services provides personalized help to support students to succeed. The Learning Support Centre provides students with a quiet, well-equipped study lab where they are encouraged to achieve academic success. The staff at the centre helps them develop a learning strategy and manage their course load. Collège Boréal believes that these factors contribute to student satisfaction.

Examples of institutional initiatives

Coaching

In September 2016, Collège Boréal launched a pilot project aimed at understanding the support needs of students using techno-pedagogical tools, mainly in the context of distance learning and hybrid model courses. A coach was hired to help students enrolled in hybrid courses (with an online component and direct sessions / synchronous/asynchronous courses).

The project was a great success and most of the students completed an introductory course on technological tools used in Collège Boréal classrooms. These include both physical and virtual tools, which are available through the learning management system. The students enrolled in these courses can also communicate with the coach throughout the course for more personalized support. In addition, this service allows students to have a primary contact who may also suggest and refer students to other Collège Boréal services.

Collège Boréal is now going to have a coaching service for all students enrolled in a course. Furthermore, to improve the student experience from the very beginning, coaching, courses and information will be available from the time enrolment is confirmed. That way, students will have enough time to familiarize themselves with the tools and be able to receive ongoing support throughout their studies.

Centre francophone d’évaluation et de ressources de l’ontario (CFéro)

CFÉRO is part of a consortium composed of colleges and universities based in Northern Ontario.

CFÉRO’s main goal is to provide francophone students with ready access to specialized postsecondary services. Francophone students in Northern Ontario that attend another postsecondary institution can use psycho-educational evaluation services in their language, developed in collaboration with the Queen’s University Regional Assessment and Resource Centre.

Class visits

For over 10 years, Collège Boréal has offered a service to respond to feedback from students. Every fall, members of senior management, campus and centre directors and/or deans visit classes in every campus and access centre across Collège Boréal network. They visit first-, second- and third-year students enrolled in full-time postsecondary programs and in academic upgrading programs. Collège Boréal’s goal is to gather students’ comments, questions and suggestions and provide concrete responses, improving student satisfaction.

All students have access to an email address that allows them to share their comments and suggestions regarding continuous improvement of Collège Boréal programs and services. A Collège Boréal employee responds to student feedback and follows up with relevant programs and services. This approach has greatly improved client satisfaction results.

Metrics and targets

System-wide Metrics	2019-20 Target
Overall Student Satisfaction Rate	85%
Student Satisfaction with Services (Q39)	82%
Student Satisfaction with facilities (Q49)	80%

Institution-Specific Metrics	2019-20 Target
Percentage of students who would recommend Collège Boréal to their friends or others who are interested	87%
Total number of students participating in surveys on courses and the learning environment	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

In its 2015–2020 Strategic Plan, Collège Boréal developed an institutional strategy for modernizing its pedagogical approach to improve access to quality programs adapted to its clients’ needs. The approach is focused on the needs of students to provide them with what they need to succeed in their program and future work.

The modernized pedagogical approach offers students the flexibility to pursue their education with access to courses based on various delivery models — often through a hybrid model that allows them to benefit more fully from the various strategies and learning approaches. This new pedagogical approach supports the staff in its use of practices that develop high-level cognitive skills in its students, such as critical thinking, creativity, problem solving, risk management and assessment, communication, interpersonal skills and the ability to implement. In a collaborative setting, students learn to work with others, compare their beliefs to those of their peers, see making mistakes as a way to learn and transfer the concepts they learn to different, more complex situations.

The Staff Support Centre encourages ongoing growth of Collège Boréal as a distinguished francophone learning institution by facilitating access for all employees to professional development opportunities that contribute to:

• Dedication and academic success
• The enrichment of the francophone language and culture
• Timely integration of new technologies
• The well-being of all employees
• The training of young employees
• Ongoing learning

The Staff Support Centre offers the teachers and educational support employees who work with students or teaching staff at Collège Boréal two programs in which participants use reflective analysis to come up with solutions for personal and professional development.

The certificates in College Teaching (professionnelle en enseignement collégial) and Advanced College Teaching (Perfectionnement en enseignement collégial) focus on instructional, technological and language development for teachers. They consist of educational activities based on an analysis of the needs in a college environment.

Personalized communication with students is one of Collège Boréal’s strengths. All students are given a program document at the start of their studies. This document is updated annually by the coordinator and program team and provides specific information on the student’s courses, prerequisites and related courses, internships and co-op placements, hands-on camps, clinics, labs and program entry and exit points. Along with the course outlines, this document is an important source of information supporting student success.

A central portal has been put in place so that users can obtain information on the status of programs and courses being developed. It also gives users the ability to manage program change requests, obtain details on the progress of articulations, archive the results of annual program evaluations and manage the application of new MAESD standards. It is a key management tool in the ongoing improvement of programs.

Examples of institutional initiatives

Diversification of delivery models

In Collège Boréal’s 2015–2020 Strategic Plan, it set out to diversify the delivery models to give students more flexibility. The revamped hybrid approach consists of modular learning, which allows students to start their program at any time, thanks to the various technology tools available to deliver programs and course materials. These include video conferencing, webinars, transmission of video or audio materials or online access. Students have access to their courses and information while they are doing co-operative activities in the classroom. They can also gain access from any other locations on- or off-campus (e.g., home, work) using a variety of technological tools, such as laptops, smartphones or tablets.

In modernizing the pedagogical approach, Collège Boréal is aiming to increase the use of technology in its courses and programs to expand experiential learning opportunities and develop a model that maximizes the capacity to personalize learning, giving students a more enriching, quality experience. Using such approaches such as simulation, virtual reality and gamification, Collège Boréal will be able to better prepare students for the work world and maximize evaluation and the achievement of skills through different educational approaches.

Assisted living for elderly people

Collège Boréal is working with private-sector partners on finalizing the plans to build an assisted living seniors’ residence on the Collège Boréal grounds in Sudbury. There are a number of components to the project, including intergenerational integration involving Collège Boréal students and residents and partnerships in applied research with Sudbury organizations, including the Northern Ontario School of Medicine, the Sudbury Community Health Centre and the town of Greater Sudbury. The main goal of the project is to integrate students from various postsecondary programs at Collège Boréal into the daily lives of residents (including students from Massage Therapy, Hairstyling, Personal Care Worker, Cosmetology, Practical Nursing, Physiotherapy Aide, Occupational Therapy Aide, Veterinary Technician and Culinary Management).

Nursing simulation lab

Collège Boréal is developing coaching strategies for students via simulation activities, interprofessional collaboration and preparation courses for professional examinations. The simulation laboratory mimics the reality of a clinical setting and allows students to apply their skills in a safe, controlled environment. Collège Boréal integrates simulation activities into its courses on a daily basis. This is an effective way to evaluate knowledge, know-how and people skills. There are many advantages to simulation training, including the ability to put theory into practice and the development of critical thinking and clinical judgment. This method fosters teamwork and meets the students’ learning needs. The Collège Boréal Paramedic program organizes 57 simulations per semester per student. Collège Boréal’s disaster preparedness activity allows multidisciplinary teams of students from different programs to provide assistance and assume the role of a responder.

Collège Boréal offers simulation activities in several laboratories for students enrolled in a range of programs, including Practical Nursing, Personal Care Worker, Paramedic, Massage Therapy and Funeral Director. Simulation exercises can be carried out using mannequins, robotic mannequins or simulated patients.

Metrics and targets

System-wide Metrics	2019-20 Target
Graduation Rate	76%
Number of students enrolled in an experiential learning program (WIL)	735
Total number of registrations in ministry-funded courses offered in eLearning formats 2016 baseline: 507	608
Total number of ministry-funded courses offered in eLearning formats 2016 baseline: 313	376
Total number of ministry-funded programs offered in eLearning formats 2016 baseline: 3	10
Retention rates (Yr1 to Yr2)	72.7%
Retention rates (Yr2 to Yr3)	74.9%
Student satisfaction rate (overall)	85%
Student satisfaction with knowledge and skills	92%
Student satisfaction with learning experience	86%

Institution-Specific Metrics	2019-20 Target
Number of courses developed under the new approach	20%
Programs with practical components	100%

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

The diversity of the student population at Collège Boréal allows it to offer a learning environment rich in culture. It welcomes students from more than 35 countries.

First-generation and Indigenous students are provided with services adapted to their needs. As with all other initiatives to support retention and success, Collège Boréal focuses on students, their academic needs and their cultural, traditional and spiritual needs.

Collège Boréal has counsellors, alumni, resource people and role models who communicate with students to ensure their proper integration into its student community. The welcome and transition programs deal mainly with integrating students, while the specialized centres primarily address the settlement of these students. By consulting with students, Collège Boréal can more clearly identify the challenges facing its students at risk.

Through the use of an interdisciplinary service model, Collège Boréal can respond quickly to requests for support, and, more importantly, can identify the risks and obstacles its students are facing. Collège Boréal believes that early identification is a more effective way to work than intervening to address a situation that was slowly developing on a day-to-day basis. Good habits should be created before bad habits get established.

Collège Boréal focuses on monitoring disabled students and providing them with timely service. Early identification by the school staff is critical to its students’ success. Mid-term meetings between program coordinators and academic employees are effective. Meetings with students at risk to draw up learning contracts help make students responsible and support them toward success. The fact that the academic staff takes the time for these meetings confirms to students that they are really important to Collège Boréal and that the college wants to ensure their success. The co-operation between the special needs unit and the academic staff is important and the students feel that the departments are working together on their behalf.

The contribution of the welcome and transition programs offered by Collège Boréal at the start of a term is significant. These programs help new students feel at home and understand that the college is there for them. The “ICI pour toi” campaign that starts from the moment a student is recruited continues throughout their education. Collège Boréal orientation activities bring together over 100 students at a time to help them to transition and integrate into the school community. They help students become familiar with Collège Boréal and the staff who work in the various services they may need. It helps them associate words like library and research, finance, foundation, registrar’s office, support services or structural services with friendly faces. The integration period is crucial to the success and resilience of students coming from all corners of the province. Collège Boréal provides newcomers with a new family in the college setting.

Examples of institutional initiatives

Initiative for the transition of students with special needs

As early as April, Collège Boréal practitioners at the special needs office are in touch with school boards and meet with staff, students and their parents in high schools. Information sessions are given on various laws and ministerial directives and internal processes for requesting services are explained to the various client groups. One-on-one meetings are arranged so that students and parents become familiar with the services available and Collège Boréal’s resource persons. These meetings are very beneficial to both students and their families.

Students not only familiarize themselves with the interveners, but also with the new reality of post-secondary education. Files are prepared over the summer to ensure that students and their families are prepared for the start of school. This avoids the stressful situation of collecting all of the information in the first two weeks of the term, which puts students at risk of being overcome by an unknown and intimidating environment.

Centre louis-riel

The Centre Louis-Riel is a gathering place for students of Indigenous origin (i.e., First Nation, Métis and Inuit). The Centre serves as a study hall and meeting place where students can feel comfortable living and being immersed in their culture. The presence of an alumnus at the Centre encourages them to discover the Indigenous culture, traditions and spirituality that define them. Teaching and knowledge sharing are done more naturally when the environment respects the needs and the uniqueness of the students.

All regular student services are available to Indigenous students and are offered with sensitivity that accommodates their respective origins. The coordinator and resource person guide and make the rest of the staff aware of the spiritual, cultural and emotional needs of students of Indigenous origin. Special activities for this group of students are always organized upon requests and those of the Aboriginal Education Committee in mind. This Committee ensures compliance with the Centre’s mission and vision through proposals and recommendations that enrich the postsecondary experience for the students. From financial, personal and academic support, to physical or mental health, everything is done to support, guide and respect the students. For some students, the Centre Louis-Riel is what makes the difference between dropping out of school and developing the resilience needed to succeed at school and in the workplace.

Personalized approach to student success

Learning support services are in line with early identification and referral strategies. The collaboration among Collège Boréal’s various teaching teams in identifying and referring students who express and demonstrate academic challenges makes it more effective in providing specialized and timely support service to students. The exchange and information sharing among all parties makes them more involved in students’ educational development and success. The addition of academic development specialists is another opportunity to provide students with a proactive action plan. The services are seamlessly coordinated.

The specialized tutoring service at the Learning Support Centre, supervised by a learning strategy technologist, allows students to benefit from timely help with homework and projects. The specialized tutors work 40 hours a week at the Learning Support Centre to provide services relevant to a range of subjects. Language support services are also available to all students through a virtual language lab, on-site monitors and daily conversation workshops that ensure both academic success and entry into internships and the job market.

Metrics and targets

System-wide Metrics	2019-20 Expected Value
Number of students with disabilities enrolled	341
Proportion of students with disabilities enrolled	23%
Overall student with disabilities satisfaction rates	83%
Overall graduate satisfaction rates for students with disabilities	87%
Employment rates for students with disabilities	82%
Number of first-generation students enrolled	332
Proportion of first-generation students enrolled	22%
Number of Indigenous students enrolled	96
Proportion of Indigenous students enrolled	6%
Overall student satisfaction rates for Indigenous students	84%
Overall graduate satisfaction rates for Indigenous students	84%
Employment rates for Indigenous students	85%
Number of French-language students enrolled	1,497
Proportion of French-language students enrolled	100%
OSAP recipients as a proportion of all eligible students	64%
Percentage of university graduates enrolled in college programs	6%
Percentage of college graduates enrolled in university programs	11%

Institution-Specific Metrics	2019-20 Target
Number of articulation agreements available	85
Number of international students enrolled	100

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

With a view to fostering innovation and ensuring growth and economic yield, Collège Boréal is undertaking applied research projects in partnership with various businesses, industries and community organizations. These projects primarily focus on the development of products, procedures and prototypes and advances in industrial design and marketing strategies.

Recently completed projects:

• A project aimed at improving air quality and the ventilation system in partnership with Skater’s Edge in Sudbury and with funding from the Natural Sciences and Engineering Research Council of Canada (NSERC)
• A web application for hockey players in Northern Ontario in partnership with Healthy Living and Northern Ontario Hockey Association, with funding from the Industrial Research Assistance Program (IRAP)
• A project on the use of an organic fungicide on potatoes in partnership with Valley Growers and with funding from IRAP

Projects underway:

• Incubation and hatching of whitefish eggs in partnership with Open Water Systems Limited and with funding from NSERC
• Entrepreneurship project in postsecondary institutions in partnership with Laurentian University, Cambrian College and the Northern Centre for Advanced Technology Inc., with funding from the Ontario Centres of Excellence. As a complement to this project, Collège Boréal organizes a yearly contest, The Next Big Innovation is Mine!
• The effectiveness of wood biomass ash in reducing soil acidity in partnership with EACOM Timber Corporation, Glencore-Sudbury Integrated Nickel Operations and Cégep Abitibi-Témiscamingue and with funding from NSERC
• A project on quality of life among Franco-Ontarian postsecondary students in Sudbury in partnership with Institut Franco-Ontarien and Laurentian University and with funding from Consortium national de formation en santé
• The Innovation Enhancement Grant: the beginning of partnership with Open Water Systems Limited, Milfoil Solutions Inc. and Glencore, with funding from NSERC
• Project on the creation of a water-resistant wood pellet, in partnership with FPInnovation and Lacroix Timber and with funding from NSERC
• Project aimed at boosting the labour market in Nipissing in partnership with North Bay’s Labour Market Group, Employment Ontario, the municipalities of North Bay and West Nipissing, West Nipissing Economic Development Corporation and City of North Bay Economic Development, with funding from the Ontario Centre for Workforce Innovation (OCWI).

Examples of institutional initiatives

Excellence in early childhood education in Toronto

If the government proceeds with the establishment of a French-language university and College Boreal is co-located with the proposed university[3], Collège Boréal hopes to create and offer a centre of excellence in early childhood education in Toronto as part of this establishment. Collège Boréal anticipates this would include negotiation of an articulation agreement in order to allow its Early Childhood Education program graduates to continue their studies at the degree level in French in Leadership. This partnership would allow for research projects on factors related to integration of newcomers, intercultural skills and speakers as well as the development and fulfilment of the Franco-Ontarian community.

Environment and natural resources

Collège Boréal plans to continue the development of its centre for applied research in the environment and natural resources. Collège Boréal is already involved in multiple projects with mining and forestry companies in the field of environmental remediation, for example, and plans to engage in similar projects in the mining and forestry sector in Northern Ontario. These initiatives help corporations fulfill their enhanced social responsibility mandates.

Metrics and targets

System-wide Metrics	2019-20 Target
Number of externally funded applied research projects 2016-17 baseline: 7	9
Number of partnerships / collaborations with community / industry firms 2016-17 baseline: 9	12

Institution-Specific Metrics	2019-20 Target
Number of research projects in the agriculture sector	5
Number of research projects related to the centre for excellence in early childhood education	1
Number of research projects in the environment and natural resources sector	3

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

College Boréal’s business development department contributes to regional economic development by meeting the specific job training needs of businesses, industries and the community. Among other things, the department aims to provide professional training, take part in local, regional, national and international economic development, establish strategic partnerships and stimulate job creation.

With six campuses and 37 sites in the province, Collège Boréal is well positioned to establish and maintain links with industry. Visibility is one of the four axes outlined in Collège Boréal’s 2015-2020 Strategic Plan. More precisely, the visibility axis is defined as follows: “Increase Collège Boréal’s visibility among future clienteles, potential employers, and communities.” Collège Boréal senior managers are involved with several chambers of commerce and economic development associations in the province, among other entities.

Collège Boréal offers customized training to both businesses and the community. It offers many community training projects for Indigenous persons. One such project is carpentry training on a building construction site. Further training programs for Indigenous persons are contemplated in construction and in agricultural greenhouse operations. Once the project is over, the communities will be able to continue operating greenhouses.

Collège Boréal, in partnership with Employment Ontario, offers job-seeking services that allow Ontarians to access, from one location, a wide range of services and the support they need to find and retain a job, apply for training and plan a career that suits them.

The Ontario Centre for Workforce Innovation (OCWI) was established in February 2016 by a consortium of 12 partners from different sectors. The OCWI is managed by Ryerson University and Collège Boréal is a founding partner. Collège Boréal heads the steering committee for Central Ontario and manages the OCWI regional centre in Sudbury.

Collège Boréal also offers programs in immigration services. The successful professional, economic, social and cultural integration of French-speaking newcomers settling in Ontario is a key factor in the vitality of the Franco-Ontarian community and the future of Ontario. Successful integration requires a continuum of francophone immigration services, including the promotion of francophone communities abroad, recruitment, selection and welcome and settlement services. It also requires full inclusion of newcomers in welcoming, dynamic and inclusive French-speaking communities. Collège Boréal is recognized and financed by IRCC as a settlement service provider in Central and Southwestern Ontario. It is also recognized and funded by Immigration, Refugees and Citizenship Canada as a settlement service provider in Sudbury. Collège Boréal collaborates with regional campuses and francophone organizations and institutions in francophone communities so it is equipped to welcome francophone, allophone or francophile newcomers who wish to settle in a Northern Ontario community. Collège Boréal can also refer newcomers to the francophone welcome and settlement services and follow up on the settlement process in each town.

Collège Boréal also carries out international work on economic development projects through advanced training programs in a variety of French-speaking countries. Most of these projects, which are funded by Global Affairs Canada, CICan and organizations such as the Fondation Paul Gérin-Lajoie, are rolled out in West Africa, in collaboration with other Canadian educational institutions. The academic, administrative and support staff at Collège Boréal assigned to these projects have undergone cultural awareness training, which helps them in their day-to-day work, which requires an increasing amount of multicultural appreciation and understanding.

Highly skilled workforce

Partnerships and Local Leadership

In addition to its consultative committees for each program, in its 2015-20 Strategic Plan Collège Boréal expressed its intention to increase its visibility in the communities it serves and to strengthen links with community organizations such as academic councils and businesses. It is the intention of the college to explore all opportunities to forge partnerships at all levels in order to ensure its postsecondary programs and training promote success and form the workforce of the future for industries and businesses.

Improving Information on Labour Markets

Collège Boréal sits on the tables of local employment planning councils in Peel, Windsor, Timmins and London. It also has a partnership with Magnet. The college is open to doing applied research in this area.

Expanding Opportunities for Experiential Learning

Collège Boréal incorporates experiential learning into its programs. For example, students in Nursing, Social Work and Early Childhood Education programs have access to simulation labs which allow them to obtain practical experience relevant to the job market. There are also multiple community partnerships that allow students to acquire workplace experience. The Centre for Leadership and Teaching Innovation is developing and modernizing the pedagogical approach to ensure that experiential learning is incorporated.

Promoting Multiple Career Pathways

Collège Boréal is deeply engaged in literacy programs and will continue to work with AFB programs to adopt new learning modules on financial and numerical literacy, and on career planning. Boréal is also involved in various learning methods in order to ensure maximum flexibility in pathways.

Investing in Human Capital

Collège Boréal’s employment centre will continue to work with vulnerable populations, underemployed individuals, employers and the postsecondary education sector with the goal of training them and offering a postsecondary education to help them find work. Collège Boréal continues to offer quality postsecondary education programs in French to contribute to the province’s francophone workforce.

Developing Skills

Collège Boréal will continue to offer hybrid learning opportunities and to develop new learning methods and instruction with the goals of helping experienced workers update their skills and for newcomers in the labour market to better integrate. This involves developing study and training programs and new methods of recognizing achievements in short-term programs leading towards targeted professional credentials.

Examples of institutional initiatives

International initiatives

Collège Boréal, in partnership with Université Laval and Éducation internationale, contributes to an agriculture training project in food safety in Mali. This project aims to offer more agricultural training and employment for young people in the agricultural sector. Collège Boréal is responsible for evaluating, updating and rolling out programs in the Institut Polytechnique Rural de Katibougou and rolling out educational training in the Institut de Formation Professionnelle de Koutiala. Furthermore, during an intercultural information-sharing evening, international students from Collège Boréal, Greater Sudbury Police Service officers and representatives from the YMCA Newcomer Information Program met at Collège Boréal’s restaurant to celebrate the success of the 2016-2017 Intercultural Police Ride-Along Program. The program twins international students from Collège Boréal, Cambrian College and Laurentian University with Greater Sudbury officers in order to teach students about local laws and regulations. Through a series of friendly exchanges, the program aims to also change the perception newcomers may have of law enforcement agents.

Additional qualifications for the professional development of secondary and elementary school teachers in ontario

Collège Boréal has entered into an agreement to offer additional qualifications for the professional development of secondary and elementary school teachers in Ontario. This additional training will include targeted, high-quality courses and training programs. Collège Boréal would like to train contemporary teachers who are capable of finding opportunities to make use of the expertise for which they are seeking training. Collège Boréal aims to provide future teachers with high-level multidisciplinary and interdisciplinary training in the fields of technology education and education in minority communities. This training will make the participants more culturally aware and open minded in a professional setting.

Partnership for the extension of community training services in literacy and basic education

Collège Boréal and the Conseil public du nord-est have entered into a partnership to serve the francophone population of the town of North Bay. Given that there is no French-language institution in this area where 15% of the population is francophone , this opportunity was identified following ministerial and community consultations. An active offer of services includes academic upgrading courses in French. The service offer was designed to provide training services within the context of an integrated model, inside the Conseil scolaire public catchment area in North Bay. This single window provides students with the opportunity to pursue their academic upgrading in order to access college training through the Accès Carrière Études program or by obtaining Ontario Secondary School Diploma credits. Students can also pursue their career goals through employment channels.

Metrics and targets

System-wide Metrics	2019-20 Target
Number of active Program Advisory Committees (PACs)	14
Number of employers engaged in PACs	168
Graduate employment rates	82%
Employer satisfaction rates	94%
Proportion of Graduates employed full-time	65%
Proportion of Graduates employed full-time in a related job	53%

Institution-Specific Metrics	2019-20 Target
Percentage of employers who would recommend hiring a Collège Boréal graduate	90%
Increase the number of active members in the Alumni Association	2,500

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 Boréal’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	246	165	247	249	251
Ontario College Diploma/Advanced Diploma	1,094	1,059	1,097	1,108	1,119
Ontario College Graduate Certificate	12	10	14	15	15
Baccalaureate Degree in Applied Area of Study	11	14	12	0	0
All other funding activity in full-time equivalent (FTE); Part-time, Tuition short, Prior Learning and Assessment Recognition (PLAR)	193	191	204	206	208

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	7	5	6	6	6
Ontario College Diploma/Advanced Diploma	21	25	41	70	94
Ontario College Graduate Certificate	0	0	0	0	0
Baccalaureate Degree in Applied Area of Study	0	0	0	0	0

International strategy and collaboration

1. Through a partnership agreement between Collège Boréal, Cambrian College and Laurentian University, the college plans to participate in joint recruitment of international students, develop a support network to respond to their needs, develop training in cultural competencies, and pilot the offering of articulations for business programs
2. In its recruitment strategy, Collège Boréal targets francophone countries such as Morocco, Mali, and Senegal
3. The college takes advantage of recruitment initiatives organized by groups such as Avantage Ontario, ÉduCanada, the Association des collèges et universités de la francophonie canadienne (ACUFC), and Colleges and Institutes Canada (CICan)

Strategic areas of program strength and expansion

Program areas of strength

1. Administration
2. Health
3. Community services
4. Technology
5. Skilled trades

Program areas of expansion

1. Administration
2. Health
3. Community services
4. Technology
5. Skilled trades

Apprenticeship

For more than 10 years, Collège Boréal has been making its apprenticeship programs available throughout the province through its fully online courses. This includes the following careers in the service sector: Child Development Practitioner. Annually, over 450 apprentices make use of online learning to obtain their trade certification in the apprenticeship stream. The Developmental Services Worker trade has been added to the list of programs available online for 2017-2018.

Collège Boréal has received funding from the government of Canada’s Flexibility and Innovation in Apprenticeship Technical Training, which will allow the college to find means to help apprentices who wish to complete their technical training. The main goal of the project is to implement new innovative methods for delivering training in Red Seal trades; these methods will be designed to address the current problems raised by industry and the participants. The project is aimed at developing an online training program in the trades, which will have a practical, face-to-face component to meet current needs. The theory component will include basic knowledge and skills in order to meet the requirements of two Red Seal trades: Carpenter (403A) and Heavy Duty Equipment Technician (421A). The online theory will include a wide range of interactive components and assessment strategies to maximize the engagement of participants and their acquisition of the knowledge and skills required to go on to the practical component. The online component will have multimedia and virtual learning activities, which will make for an innovative learning environment for participants. At the end of each component (online and practical), an assessment of the apprentices’ skills and knowledge will verify whether they are ready to go on to the next stage of their apprenticeship.

Specific objectives of the project include:

1. Reducing the time apprentices spend away from their workplace by providing an innovative way of receiving training in each of the Red Seal pilot programs. Apprentices will spend most of their learning time online. Part of the training time will be spent participating in practical, face-to-face exercises
2. Improving access to technical training for underrepresented groups (such as francophones and women) by creating a new learning method that allows them to have access to and flexibility in their learning. This method will also enable them to learn in their language of choice. The project allows for flexibility and training access for two trades
3. Improving learning and increasing the success rate of francophone communities by providing training and education in French in the Red Seal pilot trades. Providing programs in their mother tongue will increase both the success rate and completion rate
4. Expanding access to technical training for apprentices in remote and rural regions by delivering training online
5. Reducing the time required to complete technical training by offering a partially online program (asynchronous delivery model) that allows participants to decide on their schedule in order to complete the program within a particular time frame. The goal is to allow apprentices to learn at their own pace, spend more time on a specific topic that requires more attention and spend less time on others, giving them greater control over their learning environment
6. Increasing enrolment in the Red Seal trades with an innovative solution to meet the needs of apprentices, allowing them to set their own schedule based on their life and in an interactive online environment

Financial sustainability

The Ministry and Boreal 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	$103,285.80	$20,082	$0
Accumulated Surplus (Deficit)	>0	$22,849,995.08	$23,094,253	$23,094,253
Net Income to Revenue Ratio	>1.5%	0.14%	0.03%	0%
Net Assets to Expense Ratio	>60%	110.14%	106.94%	105%
Quick Ratio	>1	2.74	2.91	2.8
Debt Servicing Ratio	<3%	1.17%	1.15%	1.20%
Total Debt to Assets Ratio	<35%	21.39%	21.49%	21.50%

Institutional collaborations and partnerships

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)

Collège Boréal has been a strong partner in the development and implementation of Phase 1 of the NCCP (Northern Colleges Collaboration Project) and will continue to work with the team through Phase 2. The synergies that have developed both within and outside the project have created new opportunities for the partner institutions to work together in a more efficient way to support student access and sustainability.

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.

Northern Institutions Pathways Steering Committee - Ontario Council on Articulation and Transfer (ONCAT)

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.

Ontario Council on Articulation and Transfer – Francophone and bilingual advisory council

Collège Boréal is an active member of the francophone and bilingual advisory council, whose goal is to support the development of an Ontario-wide integrated strategy to create francophone and bilingual credit transfer pathways. In addition, the Council encourages dialogue on new ideas and initiatives to improve and support mobility in Ontario for francophone and bilingual students.

International mobility

Collège Boréal has a mobility agreement with the Haute École Provinciale de Hainaut Condorcet (HEPH-Condorcet) in Belgium. The purpose of the agreement is to allow inter-school student mobility in technical programs.

Innovation centre

Collège Boréal is a founding member of the OCWI and plays a leadership role in employment services in Ontario. This research centre invests more than $3 million annually in the identification and promotion of best practices in training and employability and in building capacity in a variety of Ontario communities for the use and implementation of best practices. This investment ensures that the supports and training available in Ontario serve postsecondary graduates and reach people who are not enrolled at Collège Boréal, but who belong to diverse communities (e.g., Francophones, Indigenous people).

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.

[1] Any new nursing programs or streams will be reviewed on a case-by-case basis. Considerations will include an assessment of the need for new nurses, the commitment to the collaborative delivery model, and the partnership’s plan to manage enrolment.

[2] The ministry acknowledges Boréal’s position on a French-language university in Ontario. The government has announced a proposal to create a new French-language university in central and southwestern Ontario.

[3] The ministry acknowledges Boréal’s position on a French-language university in Ontario. The government has announced a proposal to create a new French-language university in central and southwestern Ontario.

2014-17 Strategic Mandate Agreement: Collège Boréal d'arts appliqués et de technologie