The University of Ottawa announced yesterday that the university was “deeply concerned” about American President Donald Trump’s executive orders and have thus “immediately sought ways” to help any students or academics who are affected.
What role does an immigrant’s region of origin and English language proficiency have on their academic and employment outcomes? This is the question that researchers at Seneca College’s Centre for Research in Student Mobility explore in a new report. The study followed the pathways of 18,466 students (non-international) who entered Seneca College between 2010 and 2014 within five years of leaving an Ontario high school. The study found that Seneca students who were born outside of Canada were more likely than their Canadian-born peers to have highly educated parents, live in lower-income neighbourhoods, and to aspire to university. Despite having attended an ON high school, many immigrants come to Seneca with weak English-language skills requiring support in language proficiency, with 59% being placed below college level English, compared to 36% of Canadian born students. Despite this, however, these students achieve similar overall GPAs and graduation rates.
More than nine out of ten university graduates from Ontario find well-paying jobs within two years of graduating, according to a new study conducted for the province’s Ministry of Advanced Education and Skills Development. The survey-based study showed that university graduates in full-time jobs earn an average salary of almost $42K six months after graduation, and an average of more than $49K after two years. The report also found that employment rates and earnings for university undergraduates were higher than they were for any other level of education. A large majority of recent graduates in full-time jobs also said that their work was related to the skills they developed in their program of study. “In a complex and ever-changing world, Ontario’s universities are helping to build a brighter future for graduates, their families and communities, and the province,” said Council of Ontario Universities President David Lindsay.
Fanshawe College has officially opened its new English Language Institute, a centre that will gather together the college’s various English as a Second Language initiatives and become home to the college’s new flagship program, English for Academic Purposes. The college reports that this full-time, intensive program will help international and domestic students prepare for further academic study, and will also be recognized by Western University and its affiliated colleges. “Through the English Language Institute, Fanshawe will continue to offer enhanced English language training and support that empowers International students, newcomers to Canada, and non-English fluent students to succeed in post-secondary studies,” said Gary Lima, Senior Vice-President, Academic Services at Fanshawe.
Employers in Ontario might be more willing to hire international students if they are confident about the support governments and universities might offer them, according to a new study by researchers at York University. Titled “International students as ideal immigrants: Ontario employers’ perspective,” the report notes that confusion around immigration and work regulations can be a significant barrier to employers when it comes to hiring international students and graduates. The report also found that while employers had a high level of confidence in international students’ hard skills, they were concerned about a lack of communication skills and extracurricular engagement. The report offers a series of recommendations that governments and institutions might follow to address these concerns and others.
Ontario has announced that it will temporarily close its fast-track residency program for international students due to a backlog of thousands of applicants, reports Simona Chiose for the Globe and Mail. Chiose notes that the closure lends further evidence that Canada’s recent strategies around Express Entry have made immigration into the country more difficult for certain groups. The closure will specifically affect the provincial nominee program for master’s and doctoral grads who earned credentials from an Ontario university. The province is estimated to be currently working its way through 7,000 applicants, nearly half of whom are expected to be recent graduates.
Ontario Premier Kathleen Wynne and PEI Premier Wade MacLauchlan have returned from their 10-day trade mission to India and have negotiated new agreements for postsecondary institutions. According to a press release by the Ontario Government, the ON delegation participated in a signing ceremony announcing agreements involving Ryerson University, McMaster University [CIEC Academic Member], Sheridan College, Algonquin College, and Seneca College. According to Canadian Broadcasting Company, the University of Prince Edward Island signed MOUs with two Indian universities.
Representatives from five Canadian colleges and nine universities have travelled with Ontario Premier Kathleen Wynne on a trade mission to India. An ON release states that the purpose of the mission is to “strengthen economic, political and cultural ties with the world’s third-largest economy.” The creation of new institutional partnerships between the two countries features as one of the highest priorities for the participating Canadian PSE institutions. Prince Edward Island Premier Wade MacLauchlan has also joined the mission, along with 12 delegates from that province.
Nearly 750 international university students have come to the Greater Toronto Area to partner with Canadian professors to produce cutting-edge research. The students have come as part of Mitacs’s Globalink program, which pays the participating students a set wage to visit Canada for a 12-week summer research period. Over three years, Canada has provided $20 M to attract these students to Canada. The research being undertaken this year includes the creation of robots that can land on asteroids, new marketing channels directed toward Baby Boomers, and solar-powered charging stations for electric cars. Visiting students have come primarily from India, China, Brazil, France, Mexico, and Australia.
Three University of Windsor researchers, with funding from the Higher Education Quality Council of Ontario (HEQCO), have completed a survey finding that Ontario colleges need to improve their methods for recruiting and retaining students from underrepresented groups. The final report, titled The Recruitment of Underrepresented Groups at Ontario Colleges: A Survey of Current Practices, recommends that colleges address this need by implementing a collaborative provincial model, improving tracking systems, developing universal definitions, and expanding successful programs.
Ontario has announced that it will extend funding for graduate studies to international students. Although no new funds are attached to the deal, the province plans to reallocate up to 130 graduate funding spots for international students starting this fall. The policy will give relief to the province’s universities, many of which currently cover the tuition and living costs associated with international students. University of Toronto President Meric Gertler said he hopes this new funding will help alleviate the frustration some Ontario professors have felt at being unable to work with international students due to lack of funds. He added, “we’ve been worried that frustration would cause them to look elsewhere, so this is for us a faculty retention and attraction strategy as well as a PhD student strategy.”
Carleton University [CIEC Academic Member] President Roseann O’Reilly Runte writes in the Ottawa Citizen that “the ability to pursue one’s education makes Ontario and Canada special and offers hope and motivation to all. Thus, funding for accessibility must continue.” To this end, she offers suggestions for how Ontario might build upon the Strategic Mandate Agreements (SMAs) it approved for each university last year, setting measurable goals and accountabilities for universities while emphasizing collaboration. Rather than “destabilize the system at a time when resources are not abundant,” Ontario should introduce new funding for an “incentive program” that might require universities to find matching funds from the private sector in order to access new government money. Under this model, Runte says, “the province would double its investment” in higher education.
The Council of Ontario Universities has released its latest University Works report. The report suggests that university graduates have the lowest unemployment rates, the highest employment rates, and the highest lifetime earnings compared to graduates of other PSE programs. 91% of university graduates reported being employed three years after graduation, and the median bachelor degree holder was earning 33% more than the median college graduate three years after graduation. The report also shows that, among all provinces, ON university graduates have the third-lowest average debt from government sources.
Premier Kathleen Wynne will lead a mission to India in early 2016 to foster more opportunities for trade and investment and promote Ontario’s expertise in sustainable development.
A main component of the trip will be a business delegation that will visit New Delhi and Mumbai — India’s governing and economic centres — as well as Hyderabad and Chandigarh. Premier Wynne will meet with government and industry decision-makers to discuss how Ontario’s expertise makes the province an attractive partner as India works toward achieving its sustainable development goals. She will also highlight the province’s position as the North American leader in attracting foreign capital investment. The mission is expected to result in several new agreements that will create jobs and boost the provincial economy.
As part of the trip, Premier Wynne will also meet with cultural leaders to reinforce Ontario’s commitment to fostering stronger ties with India.
Providing more opportunities for Ontario companies to compete internationally is part of the government’s economic plan. The four-part plan is building Ontario up by investing in people’s talents and skills, making the largest investment in public infrastructure in the province’s history, creating a dynamic, innovative environment where business thrives, and building a secure retirement savings plan.
The University of Ontario Institute of Technology’s program in Forensic Science has received full accreditation from the American Academy of Forensic Science’s Forensic Education Programs Accreditation Commission (FEPAC). Achieving FEPAC accreditation requires that programs meet strict standards for course material and assessment methods, and that graduates demonstrate a high level of practical ability. FEPAC-accredited programs are also required to have ongoing affiliations with forensic science labs and law enforcement organizations. UOIT’s program is reportedly 1 of just 2 programs in Canada to achieve FEPAC’s highest level of distinction. Meanwhile, Mount Royal University’s aviation program has been granted a 5-year accreditation by the Aviation Accreditation Board International (AABI). The distinction reportedly makes MRU just the second aviation program outside of the US to achieve AABI certification. “We’ve received the gold seal of accreditation when it comes to aviation education … This is further recognition that our program meets stringent standards of quality, and it’s also a strong indication that we’re providing a relevant education experience to our students,” said Leon Cygman, acting Chair of Management, Human Resources, and Aviation at MRU.
The Higher Education Quality Council of Ontario (HEQCO) has published a new evaluation of post-secondary bridging programs for internationally educated health professionals (IEHPs). The research was conducted by Academica Group in collaboration with researchers from Western University, the University of Ottawa, McMaster University, the Canadian Association of Medical Radiation Technologists, and the Canadian Society for Medical Laboratory Science. It examined 7 bridging programs, finding that in spite of differences between programs, each faced similar challenges around finding clinical placements for students. Funding was another common challenge; many programs received pilot funding, but were then expected to rely on tuition fees. However, variable labour market demand and immigration policies have led to fluctuating enrolment numbers, hampering long-term planning. The report recommends designing programs that offer theoretical learning alongside a practical component that should include the opportunity to learn about the Canadian workplace and the Canadian healthcare system. The report also recommends offering flexible, modular program delivery; hiring faculty who are particularly sensitive to the needs of IEHPs; better inclusion and coordination of stakeholders; sustainable and coordinated funding; and a centralized registry of bridging programs.
Georgian College and Centennial College are offering assistance to students affected by the closure of Everest College. Staff in the Office of the Registrar at Georgian are offering learning assessments as well as insight into what courses Everest students would need to take to obtain a certificate or diploma from Georgian. Georgian offers a number of programs that overlap with those provided by Everest, including health, business, and human services. “At Georgian College, we feel for Everest students who suddenly find themselves in such a stressful position… We will do our best to work with each of them to determine if there is a Georgian program that fits their needs, and to let them know exactly where they stand in terms of academic learning that they may transfer to Georgian,’ said Cindy Mutchler, Associate Registrar, Admissions. Centennial has also invited affected students to contact the institution to discuss possible pathways into its own programs.
Everest College filed for bankruptcy protection on Friday, one day after Ontario shut down its 14 campuses in the province. Provincial Minister of Training, Colleges and Universities Reza Moridi said, “since the suspension occurred, the superintendent [of private career colleges] has been working diligently to put training completion plans into place for students. While this is still a challenging situation for students, Everest’s bankruptcy does not change these ongoing efforts.” Moridi also emphasized that the bankruptcy should not affect the province’s ability to administer the Training Completion Assurance Fund set aside for Everest’s former students.
Citing financial concerns, Ontario’s Ministry of Training, Colleges and Universities has suspended the operations of Everest College, a private career college with 14 locations in the province. Approximately 2,400 students and 450 staff have been affected by the move. Everest College is owned by the US-based Corinthian Colleges, which has been under investigation by the US government. The province said that it has allocated $3 M for students who wish to apply for refunds; students may also be eligible to transfer their tuition to comparable programs. “Our first concern is for the students and faculty affected by the suspension of all Everest College campus activities,” said Minister Reza Moridi. Corinthian spokesperson Joe Hixson said that Ontario’s action took the company by surprise. “We were informed this morning, just like the students were,” he said. “We’ve been working with the ministry for the past few months to try to find a path forward, so this came, in our mind, out of nowhere.” In a statement, Career Colleges Ontario (CCO) said that “this cessation is an adverse result of the US parent company… terminating its operations in the United States last year… CCO is diligently working alongside the MTCU to transfer existing Everest College students to alternative career colleges, while ensuring that all current students are properly accommodated.”
Mohawk College is launching a year-long campaign to bring more international students to the college and to Hamilton. Through the Welcoming Communities project, Mohawk will work with international students, local employers, and community representatives to identify ways to attract foreign students and convince them to stay in the city. The college will identify between 8 and 12 key initiatives and develop action plans for each. Mohawk President Ron McKerlie said that the project is motivated in part by a recent report from the Conference Board of Canada that gave Hamilton a D grade for attracting and retaining skilled workers. Mohawk has set a goal of doubling the number of international students attending the college. “It is important for us to be a welcoming community,” McKerlie said. “We really think there’s an opportunity… to improve Hamilton as a destination or to set up a business.”
The Cross-Border Institute at the University of Windsor will offer a new Border Management and International Trade Certificate program. The program, described as the first of its kind in the world, will be made available in partnership with the Forum for International Trade Training. Students will complete 8 courses to build expertise in areas such as international trade, border management, and cross-border logistics and security. It has been designed to accommodate the schedules of working professionals and students working in complementary disciplines. “This is a program that bridges the traditional disciplines and will address emerging trends in international trade while taking into consideration the needs and focus of stakeholders from such areas as government, industry, and academia,” said Bill Anderson, Director of the Cross-Border Transportation Centre.
CIEC endorses Patrick W. Brown, MP, Barrie, a conservative member of the House of Commons who represented the Ontario riding of Barrie since 2006. On Sep 28, Patrick announced he would run in the 2015 Ontario Conservative Party leadership election. Learn more…
Ontario is weighing the possibility of offering funding for international graduate students in response to pressure from the province’s universities. Leaders at Ontario’s universities say that the lack of funding for international graduate students limits their ability to attract top-notch global talent; as a result, universities say that they face challenges when competing on the world stage. The lack of funding has made Ontario institutions very cautious when accepting applicants. Allison Sekuler, Dean of Graduate Studies at McMaster University, said, “We are not able to bring in the best and brightest from around the world and we will start to see Ontario universities falling in the rankings. We’ve started to see that a little bit.” Ontario is currently one of a minority of provinces that does not provide funding for graduate students from abroad; Alberta, Saskatchewan, New Brunswick, and Nova Scotia provide the same amount of funding for international students as they do domestic students, while Quebec and British Columbia provide partial funding. However, such a move would likely be controversial in Ontario; a previous attempt by then-premier Dalton McGuinty met widespread criticism.
Humber College [CIEC Academic Member] has published the details of its internationalization strategy. Humber’s approach is organized around 5 goals: recruit an increasingly diverse group of students from around the globe; provide opportunities for students to earn credits while studying abroad; ensure that faculty and staff are equipped to support internationalization; develop partnerships focused on intercultural academic exchanges and collaboration that engage the Humber community; and advance initiatives that enable faculty and students to contribute to international development initiatives globally. To achieve these goals, Humber will invest in marketing efforts and international student support services. Moreover, the institution has launched a Global Citizenship Certificate, a set of courses, travel experiences, and co-curricular activities that fit into students’ current studies. Humber says that it will also work on further internationalizing its curriculum and processes, as well as expanding its network of international partnerships, among other initiatives.
Queen’s University Principal Daniel Woolf has announced his goals and priorities for the coming academic year. Woolf committed to increasing the number of opportunities for expanded credentials, including opportunities for experiential and entrepreneurial learning. Woolf also committed to sustaining Queen’s tri-council success rate, to supporting faculty engagement and development, and to maintaining Queen’s position among Canada’s top universities for faculty awards, honours, and prizes. Woolf pointed to the need to ensure the university’s financial stability by meeting its annual fundraising target, diversifying its revenue, and pursuing long-term sustainability for its pension plan. Woolf further intends to improve the institution’s international profile through increased international enrolment at the undergraduate and graduate level, as well as through the growth of international collaborations and partnerships. Finally, Woolf committed to promoting and developing top-quality faculty and staff with strong succession planning, well-developed competency models, refined hiring practices, and discussion among Deans around the matter of faculty renewal.
A recently-released research project out of the University of Guelph [CIEC Academic Member] and York University examines the experiences of international students transitioning to the Canadian labour market and identifies a number of barriers these students must overcome in order to integrate into employment. The researchers framed the study around the new International Education Strategy, which aims to double the number of international students studying in Canada, and Ontario’s focus on international students as potentially filling labour gaps. The study found that difficulties finding work in one’s field of study, prejudice against international students, and “inconsistency of information and lack of clarity on constantly changing immigration policies and processes” were some of the barriers experienced by international students. The study also found that the respondents viewed the educational experience at Ontario’s PSE institutions very highly, and often found support and employment within the PSE sector after graduation. The report makes several recommendations for PSE, policy makers, and employers to help ease the transition for international students, including creating more internships and co-op employment opportunities.
Applications to Ontario’s public colleges are up this year, according to Colleges Ontario’s 2014 Environmental Scan, released this week. 197,433 distinct applications were received in 2012-13, up from 185,049 the previous year. Of the new fall 2013 applicants to Ontario’s PSE system, 58% applied to college programs. Applications from international students have also increased, with more than 23,000 received in 2013. Additionally, the report provides information on the pathways to college undertaken by students. 29% of students came directly from high school; 26% were delayed, meaning there was a gap between high school and PSE, but no prior PSE experience; and 43% had some prior PSE experience, 25% of whom had completed college/university credentials. Regarding graduation, more than 82,000 students graduated from college programs last year, and 83% of 2011–12 college graduates in the workforce were employed within 6 months of graduation.
TCS Insights: International students are choosing colleges in Ontario as their educational destinations more now than in previous years. Graduation and employment rates are also high, suggesting future international students should consider this province for their own studies.
The Ontario College Application Service (OCAS) has launched a new page on its applicant-facing website specifically for immigrant applicants. The new page, titled Applying to College as an Immigrant Student, is available in English and French and provides information to aid immigrants in the application process, including programs and services, what to expect during the application process, financial aid opportunities, language proficiency requirements, and links to government resources. The online resource was developed in partnership with the Colleges Ontario College Sector Immigrant Programs and Services Committee (CSIPS), and consists of information based on discussions with focus groups with immigrant students and college staff.
TCS Insights: The OCAS is working to ease the process of applying to schools in a new country for immigrants. By relieving some of the stress associated with this task, students have even more of a reason to consider furthering their studies in Ontario.
According to Colleges Ontario’s latest Key Performance Indicators (KPI) report, 83.4% of college graduates find employment within just 6 months of graduation. Employers are also pleased: over 92% of respondents reported feeling satisfied or very satisfied with the graduates they have hired. While impressive, these numbers are relatively static compared to the KPI reports issued in the last two years. Linda Franklin, CEO of Colleges Ontario, said that “the benefits of a college education continue to be clear” but urged Ontario colleges to expand their 3-year and 4-year degree program offerings. Colleges Ontario also noted that “it will be important for the province to promote the value of college education as Ontario strives to address the youth unemployment and underemployment challenges.” The full report further breaks down the results by college.
TCS Insights: The province of Ontario continues to tout the ability to meet college graduates with job opportunities soon after they complete their studies. International students looking to remain in Canada for a time after their academic experience ends should consider fulfilling their studies in Ontario.
A new study by the Higher Education Quality Council of Ontario (HEQCO) provides further evidence that combining online and in-class teaching methods (known as blended learning) gives students more flexibility. The study, which examined students in 3 first-year social science courses at McMaster University, found that 80% of students used the blended learning modules on a repeat basis — most often from their personal computers at their leisure. Instructors expressed that because students had learning materials in advance, in-class time could be better focused on interaction, assignments and assessments, and students were less anxious in busy lab environments.
TCS Insights: With an increased emphasis on a blended learning style, students have the opportunity to not only come to classes prepared with notes but keep up to date with their studies while off campus. This can be beneficial to international students who find themselves outside of Canada for extended amounts of time as well.
Start-ups in the the University of Waterloo’s Velocity entrepreneurship incubator program have raised more than $100 million in funding in the 5 years since the initiative was launched. The investments received include funding from venture capitalists, angel investors, government programs, grants from the Velocity Fund, and crowd-funding website Kickstarter. Velocity’s Pebble, the makers of a “smart watch,” raised $10 million on Kickstarter in 2012. Velocity’s milestone announcement follows the launch of the provincial government’s new Northleaf Venture Catalyst Fund, which aims to drive private-sector investment in Canadian companies in the early to middle stages of growth.
TCS Insights: Students with small businesses participating in the uWaterloo Velocity program are being provided with opportunities to reach their entrepreneurial goals through the aid of a variety of sources. Both the university and the Ontario provincial government continue to display a commitment to developing entrepreneurs.
The Ontario government has announced a $42-million Centre of Excellence for Online Learning that will provide a central platform where students can access online courses. Called Ontario Online, the centre will operate through 3 inter-related “hubs:” a course hub that will offer the online courses, which are fully transferable between participating colleges and universities; an instruction hub that will allow institutions to develop and share best practices, research, and data on how best to teach online courses; and a support hub that will provide academic and technical assistance to students, instructors, and institutions. The $42 million in startup funding will be disbursed by 2016, with up to $12 million available this year, reports the Globe and Mail. The initiative will launch in time for the 2015-16 school year. The Ontario Undergraduate Student Alliance (OUSA) welcomes the announcement and encourages all Ontario universities to participate, but the Ontario Confederation of University Faculty Associations (OCUFA) says the government should have included faculty input during the planning of the initiative.
TCS Insights: By the start of the 2015-2016 school year, the province of Ontario will have established a platform that enables students enrolled in Ontario universities to complete online courses with more ease than ever before. The improved access to online courses, and ability to transfer credits between institutions, will let students complete assignments outside of the classroom while providing them with what instruction they would receive on campus. The ability to complete work online can potentially aid international students who hope to complete study while spending time abroad.
Preliminary data released yesterday show Ontario college enrolments are at their highest levels ever, with a nearly 5% increase in first-year, full-time programs over last year. Enrolment in first-year programs has increased to over 125,000 students, with more than 220,000 students enrolled in all programs. “This is a strong indicator of the appetite that exists for the career-focused programs at the colleges,” said Linda Franklin, the president and CEO of Colleges Ontario. Ontario’s universities are also experiencing strong application numbers, although the number of secondary student applications has dipped slightly, to 89,272 from 92,554 last year. However, the number of non-high school applicants has increased drastically, by 10.5% over last year, and 35% since 2004. Ontario announced last week a new transfer database to make it easier for students transferring among Ontario’s colleges and universities.
TCS Insights: The province of Ontario is expanding as a centre for higher learning in Canada. Colleges offering programs aimed to get students into the workplace are experiencing record popularity while mature students returning to school are applying to universities more than before. Through making the process of transferring credits between institutions easier, students are less likely to be restricted to studying in only one part of the province.
Carleton University is a comprehensive university located in Ottawa, Ontario — the capital of Canada. Since its foundation in 1942 as Ontario’s first private, non-denominational college, occupying rented premises, the University has grown to become a public institution with upwards of 65 areas of study. Carleton has built a strong reputation in many fields — including engineering, humanities, international business, and across the Faculty of Public Affairs (e.g. international affairs, journalism, legal studies, political science, and public policy & administrations).
Located just outside of Toronto, Durham College was founded in 1967 with 14 staff members and barely 200 students. They have since evolved to include two main campuses and, through successful partnerships with York & Trent Universities, the establishment of the University of Ontario Institute of Technology (OUIT) in 2003. Durham and OUIT share campuses and facilities, making it easier for students to pursue both a degree and a diploma in a variety of programs.
Located in Central Ontario, Fleming College has campus locations in Peterborough, Lindsay, Haliburton, and Cobourg. The college features more than 100 full-time programs in Arts and Heritage, Business, Environmental and Natural Resource Sciences, General Arts and Science, Health and Wellness, Justice and Community Services, Skilled Trades and Technology, and Continuing Education. Fleming College has 5,900 full-time and 10,000 part-time students, and more than 68,000 alumni.
Herzing College has been helping students develop marketable business, design, healthcare, legal and technology skills since 1968. Their curriculum has been shaped to with the input of local employers to keep pace with the evolving requirements of industry. The goal at Herzing is to equip gradates with what they need to acquire financially and emotionally rewarding careers. The career development department provides students with resources and training to help them find success after graduation as their commitment to students is a top priority at Herzing.
Humber College is a polytechnic institute with three campuses in and around Toronto. Since its inception in 1967, the school has expanded to offer over 150 programs spanning 40 fields of study, awarding everything from apprenticeships and diplomas to post-graduate certificates and bachelor’s degrees—the latter in conjunction with the University of Guelph.
Due to the popularity of the school, many current and successful industry professionals are in fact alumni of Humber College.
The Michener Institute for Applied Health Sciences is a Toronto, Ontario based post-secondary institution that was established in 1958. Their motto is “Better Experience, Best Education” as they deliver in-hospital training and work to advance research and improve the health of the community and the world.
The Michener Institute offers a variety of full-time and continuing education programs spanning many fields of study. They also offer Bachelor Degrees in conjunction with University of Toronto, Laurentian University, and Dalhousie University.
The Ontario Principals’ Council (OPC) is a voluntary professional association representing 5,000 practising school leaders in elementary and secondary schools across Ontario. We believe that exemplary leadership results in outstanding schools and improved student achievement. We foster quality leadership through world-class professional services and supports, striving to continuously achieve “quality leadership – our principal product.”
As an ISO 9001 compliant organization, the OPC’s mission is to promote and develop exemplary leadership for student success in Ontario’s schools. The design and delivery of its training and professional learning programs and the provision of support services have obtained this internationally recognized standard for quality management.
The OPC offers a broad range of opportunities dedicated exclusively to the professional development and certification of principals, vice-principals and supervisory officials. In addition to the design and provision of accreditation programs, the OPC has developed customized programs for school administrators in Canada and around the world. A key role of the principal and vice-principal is the monitoring and support for teachers in implementing standards-based education that maximizes teaching and learning opportunities for every child.
Education Leadership Canada (ELC), a division of OPC, has accredited over 8000 principals in Ontario since the beginning of the accreditation program in 2000 and has licensed over 750 supervisory officials since the start of the certification program in 2002. With this, the OPC is one of Canada’s foremost training organizations for school leaders, as well as the largest provider of principal certification programs in Ontario. These certification programs are now recognized by both Ontario and International Universities.
The OPC works very closely with the Ministry of Education in Ontario to ensure that school leaders have the required practices, skills and attitudes to maximize learning conditions for all students. The Ministry of Education also consults and contracts with the OPC on a continuous and frequent basis. As a professional association, the OPC is able to design, develop and deliver professional learning that is practical, scholarly and current. All branches of the Ministry of Education work with the OPC, as do the Ontario College of Teachers (OCT), the Education Quality and Accountability Office (EQAO), Faculties of Education, all curriculum associations, Ontario Education Research Strategy and all school districts across the province.
Located in Guelph, Ontario, the University of Guelph was founded in 1964 combining the Ontario Veterinary College, Ontario Agricultural College, and the MacDonald Institute. In 2002, a university-college partnership was arranged with Humber College and opened on their North Campus in Toronto, Ontario.
The University has grown to serve more than 21,000 students and staff members and offers more than 94 undergraduate, 48 graduate, and 6 associate degrees across a variety of disciplines.
Due to its origins in agriculture and veterinary science, students are particularly attracted to these two areas of study.
“The University of Guelph has also been ranked 50 among the top 100 universities under 50 years old by Times Higher Education.”
The University of Western Ontario, recently renamed to Western University, is a publicly funded research hospital in London, Ontario. It was founded in 1878 and is today among the top universities in Canada, boasting tremendous facilities—like research labs and teaching hospitals—and a strong education in every field.