Innovative Change in Ontario's College System - The College Student Alliance's Post-Secondary...

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Innovative Change in Ontarios College System

The College Student AlliancesPost-Secondary Education Transformation Submission for theStrengthening Ontarios Centres of Creativity, Innovation and Knowledge Discussion Paper

September 2012

The College Student Alliance301-372 Richmond Street WestToronto, ON M5V 1X6T: (416) 314-1212

About Our Organization:

The College Student Alliance (CSA) is a member-driven advocacy organization that has been proudlyserving Ontarios college and college-university students since 1975. The CSA currently representsstudents from 15 colleges and 23 student associations with over 135,000 full-time student membersthroughout the province.


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Table of Contents

Summary of Recommendations ..................................................................................................................... i

Expanded Credential Options and Supplements........................................................................................... 1

Credit Transfer, Credential Compatibility, and Student Mobility.................................................................. 8

Year-Round Learning..................................................................................................................................... 9

Quality Teaching and Learning Outcomes.................................................................................................. 10

Technology-Enabled Learning Opportunities.............................................................................................. 14

Creating a Tuition Framework that is Fair to Students ............................................................................... 19

Entrepreneurial and Experiential Learning ................................................................................................. 24

Appendix A: Common Priorities for a Robust Credit Transfer System.......................................................... A


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Summary of Recommendations

Expanded Credential Options and Supplements

The main ideas surrounding this topic stem from the issues students experience with mobility and credit

transfer,: within this section of the document, the CSA makes recommendations to improve the credittransfer system. The recommendations specifically address: (1) maintaining credit transfer as a priority;(2) expanding the 2 + 2 articulation programs; (3) aligning the nomenclature of credentials with oneanother; (4) improving counterintuitive institutional policies that currently exist; (5) expanding collegedegree programs; (6) and expanding the dual credit program in Ontario, introducing a debt reliefprogram for timely completion and improving the Career Studies curriculum for better on-timecompletion.

Credit Transfer, Credential Compatibility, and Student Mobility

With regards to this issue, the CSA asks the government to (7) incentivize institutions to help create,implement, and maintain a more robust credit transfer system to aid student success and mobility and to

(8) institute credential supplements that can be used to increase employer awareness of the skills andproficiencies that students attain with their qualifications.

Year-Round Learning

With year-round learning, the CSA believes that (9) institutions and government should introduce year-round learning at institutions if the support services and infrastructure can be made to support year-round learning.

Quality Teaching and Learning Outcomes

With regards to learning outcomes being tied to funding, the CSA suggests that (10) it is premature atthis point to tie funding to learning outcomes, as currently available models of this type of evaluationare either unreliable or would be very costly and labour-intensive to implement. With regards to thebest practices that exist with learning outcomes, the CSA recommends (11) that they be shared acrossthe sector.

Technology-Enabled Learning Opportunities

To further technology-enabled learning, the CSA recommends that: (12) post-secondary educationinstitutions ensure that students are supported in online learning; (13) that instructors be supported intheir development of online courses; (14) that credit transfer be made a key priority in the further

development of online education; (15) that the Ontario Online Institute should build on the groundworkthat currently exists in Ontario, such as the OntarioLearn consortium or the Contact North LearningCenters, and that the Ontario Online Institute not be made a degree-granting institution; and (16) thatstudents who are traditionally underrepresented in PSE should be made a priority in the development ofthe Ontario Online Institute.


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Creating a Tuition Framework that is fair to Students

With regards to the development of a new tuition framework, the CSA recommends: (17) that thegovernment implement a tuition freeze for a period of two years, during which different policy optionsshould be explored; (18) that the province meet the national per-student funding average by 2016; (19)that the government make regulations and information regarding the ancillary fee creation and reviewprocesses more accessible to students, Student Governments, and the public; (20) that the provincephase out the penalties on tuition deferment, and that institutions eliminate the unfair interest rates onpayments for those students deferring tuition; and (21) that the government ensure that students arenot charged exemption fees when they transfer credits to further their education.

Furthermore, (22) the province must modify its Tuition Fee Operating Procedure and put in place anincremental refund policy similar to what exists in the university sector, and (23) for internationalstudents, it must regulate annual tuition fee increases at a rate of 5% for programs and 8% for high-demand programs. Moreover, for international students, (24), the institutions must provide full supportto international students, including financial counseling, housing assistance, and social and culturalsensitivity training, (25) a tuition set-aside program for international students, like the one that exists at

Niagara College, should be implemented by other institutions looking to better serve their internationalstudents.

Entrepreneurial and Experiential Learning

To enhance entrepreneurial and experiential learning in the college sector, the CSA recommends: (26)that the government and institutions create a standard definition for experiential learning; (27) that thegovernment create guidelines/procedures, and encourage post-secondary institutions to incorporateinnovative teaching styles such as experiential and entrepreneurial learning; (28) that the governmentcreate partnerships with industry possibly through granting tax breaks for companies willing to supportexperiential and entrepreneurial learning; (29) that institutions work together to apply best practices

already established by existing comprehensive programs; and (30) that the funding for the Ontario WorkStudy Plan (OWSP) be re-introduced.


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Innovation to Drive System Change

With a system-wide discussion on post-secondary education policy currently taking place, Ontarioscollege students voices must be heard. This system redesign and innovation movement has thepotential to make a large impact on the lives of students in Ontario: it must be a positive one. The

College Student Alliance (CSA) welcomes the opportunity to provide comments and suggestions on theMinistry of Training Colleges and Universities (MTCU) discussion paper, titled Strengthening Ontario'sCentres of Creativity, Innovation and Knowledge. This has given us the chance to bring about energizingdiscussion within our membership and other post-secondary education (PSE) stakeholders.

In attending the round-table discussions, the CSA heard many times over that Ontarios PSE system isvery robust and successful, but there is room for improvement. We must first as a sector address thebarriers that exist in the system that impede students success. The echoing sentiment has also beenthat we as a sector must celebrate our successes and pool resources to be more efficient, innovative,creative, and productive. The CSA strongly agrees that students success must be the first priority, as insupporting students success we are building a competitive, creative, and innovative citizenry.Furthermore, the system must become more student-centric, and any productivity gains should be

passed on to the students in lower costs.

Expanded Credential Options and Supplements

Before we can discuss innovation in the PSE system, we first must resolve the issues that currently existwith student mobility, as it is arguably one of the most important issues facing students today. Ontarioscredential offering must be improved so that students can be mobile and so that the province can beglobally competitive and also realize cost savings. In looking at ways to make efficiencies occur withinthe current post-secondary education (PSE) system, Ontario needs to identify clear goals and objectivesto strengthen aspects of the college and university systems.

The government has the ability to facilitate the improvement of the current credit transfer system,which would act as a cost-saving measure to students and to government. As publically funded collegesand universities improve credit transfer pathways with government support, the province would realizesavings from decreased duplication and repetition of prior learning, as well as earlier labour-marketentry with earlier completion of programs. The improvements needed to increase student mobilitywould bring about greater flexibility and choice for students.

On average, students who move from college to university in Ontario only receive 35% to 45% 1recognition of their credits from their college education. This is a great frustration to students in Ontarioand negatively impacts the economy. If the average credit recognition in a similar program were raisedto even 65%, students would save anywhere from $26,000 to $50,000.2 As colleges are publicly funded

institutions, the average annual net fiscal benefit to the Government of Ontario over the next decadewould lie between $36 and $61 million and rise to between $91 and $169 million per year in the longterm.3 Not to mention, students who graduate sooner would be able to enter the labour market sooner

1 Centre for Spatial Economics. ND. Financial Benefits of Enhanced College Credential and Credit Recognition in Ontario.Prepared for Colleges Ontario. Last Accessed August 1, 2011, from http://www.collegesontario.org/research/external-reports/financial_benefits_of_enhanced_college_credential_credit_recognition.pdf2

Centre for Spatial Economics, p. 283 Centre for Spatial Economics, p. 29


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as well. This means that taxpayers dollars would be put to better use and not be tied to unnecessaryduplication of learning.

Barrier: Even though the province has dedicated funds to the further development of a credit transfer

system, it is a difficult undertaking that must be continually pursued and must not be moved from the

political agenda.

Recommendation 1: The government must maintain credit transfer as a priorityas shown with the

2011 $73.7 million investment fundso that the current system can be strong and robust by 2016.

Benefit to students: Students will benefit from greater mobility in cost and time savings, as will the

government by removing the duplication of prior learning.

Innovation within the PSE system can be modeled after many different practices that exist in Canadaand abroad as Ontario colleges and universities compete for students within and outside of the country.With regards to degree programs, many countries in the world have accepted a European-wide transfersystem based on three cycles with a 3-2-3 credential system (3-year bachelor, 2-year masters and 3-

year PhD degree program), with this idea stemming from the Bologna Accord. 4 This standardization hasallowed many of the countries that participate in the Bologna process to offer their students greatermobility and greater acceptance across national boundaries, as well as in some Asian countries and inAustralia.

This practice of credential laddering exists within select Ontario programs. Many colleges havedeveloped partnerships with universities through a variety of transfer programs, also known as 2+2programs. In this model, students study for two years at a college and then transfer to a university tocomplete their studies. Students usually enter a 2+2 program with the intent of earning a universitydegree and have guaranteed admission into the university, provided they maintain a predeterminedgrade point average. The 2+2 programs offer students access to university while providing the first two

years of their post-secondary program in a college environment with smaller class sizes, interactivelearning, a high level of facultystudent interaction, and lower tuition fees.

Barrier: College students may encounter issues with accessing a university degree upon completion of a

college program, or they may be denied recognition of credit due to restrictive institutional policies.

Recommendation 2: The government should encourage the expansion of 2+2 articulation programs to

increase student mobility.

Benefit to students: The further development of 2+2 programs will help expand pathways for students,

including partway to universities. This could be especially helpful for students who are from groups

traditionally underrepresented in post-secondary education.

Within the Strengthening Ontarios Centres of Creativity, Innovation and Knowledge discussion paperto which we are responding, the argument has been made that Ontario could and should be Bologna-compatible. The arguments for the adaptation of the Bologna process in Ontario are based on the need

4 Association of Universities and Colleges of Canada, The Bologna Process and Implications forCanadas Universities: Report of the 2009 AUCC Symposium. Last accessed March 15, 2012, from: http://www.aucc.ca/wp-content/uploads/2011/05/bologna-report-20091.pdf, p. 3


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for greater student mobility and the increasingly competitive global workplace. One of the argumentsagainst it is that in North America, degree and program structures are similar and should not be changedto reflect Bolognas standardizations. Structuring the PSE system in Ontario to be more similar to whatexists in Europe and abroad is worth exploring. This is especially true with regards to the mobility issuesthat students face.

Students from Ontario colleges may have their mobility limited at Ontario universities. For example,there may be greater opportunity for students from Ontario colleges with an advanced diploma topursue a Masters credential in Europe and some Bologna-compatible countries. The same opportunitiesdo not exist in Ontario, and current research shows that while there are a handful of Mastersprograms in Ontario that will consider applications from college graduates of advanced diplomaprograms ... [but] formal agreements of this type are few and far between.5 This is partially due to thefact that graduates of an Ontario advanced diploma program do not have formal rights [and clearpathways to] the Masters level (or even at the Bachelors level) [which] may be a substantialimpediment to entering a Masters program.6 In this instance, an advanced diploma does not grantstudents access to a degree, even if the learning outcomes are aligned.

Ontario college students may enjoy more credential recognition abroad when seeking a Masterseducation. Many pathways exist for students abroad: two notable examples of this are ConestogaColleges pathway with Griffiths University in Australia, which will allow students entry to their Masterof Engineering (Engineering Management) program if they complete a four- year Bachelors degree in

ArchitectureProject and Facility Management.7 The other is the imminent articulation agreementbetween Fanshawe College and the Victoria University of Wellington in New Zealand, by means ofwhich students of the Architectural Technology advanced diploma program at Fanshawe will be eligibleto apply to the Masters programs at the university.8

Barrier: The terminology, language and jargon in Ontario vary from the nomenclature used in countries

participating in the Bologna process. This impedes understanding and transferability in the global sphere

and therefore impedes student mobility.

Recommendation 3: The college and university systems need to better align the nomenclature of their

credentials to those of other institutions in the world. Furthermore, institutions must consider the

transferability of credits in the early development of new programs, and the government must support and

incentivize institutions to fulfill transferability goals.

Benefit: Students will be able to better access further education at home and abroad: there will be more

compatibility and consistency in the PSE system as well as ease of movement, thus affording students more

opportunity to be mobile, more competitive, and to pursue further education, as well as help with the

recruitment of foreign students.

Ontarios PSE system was created with two separate sectors in mind, namely the college and theuniversity sector, which has contributed to a lack of access among and between institutions. This has

5 Mitchell, Amy, Lane Trotter and Wendy Wilson. 2012. Facilitating College to University Transfer in the European HigherEducation Area and Beyond: the Case of Fanshawe Colleges Advanced Diploma in Architectural Technology. Unpublished Paper Draft, p. 2.6 Mitchell et all, p. 35.7

For more information, please see http://www3.conestogac.on.ca/degreecompletion/DegreeEntries?programID=248 Mitchel et al, p 2


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resulted in the movement of students out of the province to fill their credit transfer void, which isrepeated anecdotally from our membership. Research, for example, also indicates that 7% of collegegraduates end up actually enrolling in a university program.9 A different study shows that students whogo into university after completing their college program (1 in 10 graduates continuing their educationat university) do so at universities outside of Ontario (9.9% over the most recent four years combined).10Taxpayers thus lose on the investments made by funding students public education when thesestudents leave for further study elsewhere. Ontario has to develop better credit transfer and studentmobility to increase retention.

Colleges, at their inception, were intended to provide fundamentally different educational opportunitiesthan universities: these systems were not meant to mix often. For example, many universities haveproblematic admissions criteria, per-credit requirements, and residency requirements. Residencyrequirements, in which students must obtain a set percentage of credits from an institution in order toobtain credentials at said institution, do not allow students to transfer programs easily and result in anunnecessary repetition of courses. For example, a student looking to take a diploma in an accountingprogram may want to pursue an advanced diploma or degree in accounting. 11 The receiving institutionmay list the courses in the block of credit or may simply specify entry to a specific year of the program.

This is not as easily allowed in Ontario as it is in other provinces

such as Alberta, for instance

due tothe fact that Ontarios PSE system was designed for the college sector and the university sector to standapart.

Another example of problematic transfer practices are course exemption policies. Students who transferinto a new program are often met with unnecessary costs to be exempt from courses they hadcompleted at a previous institution or program. This practice is antithetic, as students are punished forpursuing more education by being charged for classes for which they have received the learningoutcomes. Students who decide to transfer are met with an administrative fee, yet they are notrefunded tuition for the exempted courses. As Ontarios credit transfer system evolves, exemption feesand the loss of tuition refund must be addressed, as this is a great hindrance to the pursuit of higher

education.

Barrier: PSE institutions have policies in place that prevent students from furthering their education

through the unnecessary duplication and the failure of recognition of prior learning. These policies are

not only frustrating to students, but impede their mobility, force duplicationboth temporal and

financialand fail to recognize prior student achievement.

Recommendation 4: Ontario must explore options that allow students to be more mobile by furthering

transfer agreements and closing the gaps created by counterintuitive institutional policies that currently

exist. Furthermore, institutions charge a number of fees related to credit transfer, in addition to standard

application fees. Where possible, these fees should be eliminated, especially those that apply for each

credit transferred. Furthermore, the government should incentivize institutions to change these credit

transfer practices.

9 Colleges Ontario. May 2009. Student Mobility Between Ontarios Colleges and Universities.10 College-University Consortium Council, 2011. CUCC College-University Student Mobility Report. Last accessed September21, 2012, from:http://www.ocutg.on.ca/www/files_docs/content/pdf/en/oncat_research_reports/oncat_research_reports_10.pdf, p. 3111

Ontario Council for Articulation and Transfer (ONCAT) OnTransfer. Credit Transfer in Ontario. Last accessed September 18,2011. From: http://www.ontransfer.ca/www/index_en.php?page=credit_transfer_in_ontario


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Benefit to students: Students will enjoy greater mobility in Ontario, finish their studies in a shorter time

frame, enabling them to enter the labour market, and have better on-time completion rates. The

removal of these burdensome policies could improve Ontarios retention of students and recruitment of

students from outside of the province as well.

Colleges are meant to supply students with the skills and knowledge to apply to a specific career.College degrees must therefore meet vocational/employment skill outcomes, which are very wellattuned to the labour market and the changing world. College degrees are career-focused; whendeveloped in consultation with employers, they allow students to have co-operative educationexperiences that provide real-life opportunities, and they deliver academic knowledge and the skills to

apply them.12 These degrees are also provided in smaller classrooms with a better studentinstructorratio, and are more cost-effective than the traditional undergraduate degree offered by most Ontariouniversities.

College degrees have grown in popularity, as evidenced by the fact that over the course of the last fiveyears the enrollment numbers for college degrees has doubled. The practical and theoretical aspects ofthe array of course offerings have led to both individual and community growth, which is sorely needed

in Ontario. A Conference Board of Canada study found that almost all of the partnerships betweencolleges and small and medium enterprises (SMEs) led to a new or improved product, service, orprocess.13 Likewise, this study indicated that one-third of the industry partnerships said they would nothave pursued these innovations without the help of Ontario colleges.

Initiatives such as these further demonstrate how colleges can act as a resource to develop highlytrained professionals for the workforce, stimulate job growth, and improve the effectiveness andefficiencies of SMEs and the economy at large. As colleges are really well-placed to respond to the needsof smaller communities and the economy at large, they should be supported in the current PSE system.Students who are traditionally underrepresented in PSE are more likely to have applied to college:colleges offer shorter programs and allow for more flexibility and affordability than do traditional

university degrees. As the Association of Canadian Community Colleges (ACCC) has stated:

Aligned with the needs of employers, and operating on the leading edge of advanced skillsidentification, economic trends and market shifts, colleges solicit continuous business andindustry input . . . . Colleges encourage business formation and sustainability by growing thelocal talent pool, by re-skilling displaced employees, by offering customized education, andby providing applied research and development support to local business.14

Barrier: College degrees and other college credentials do not carry the same reputational weights as

traditional university degrees despite the successes that are seen frequently and consistently within the

college system.

Recommendation 5: The government should expand college degree programs and should explore

existing college degrees and college programs as a model of how to increase efficiency, affordability,

12 Degrees in Demand. ND. About us. Last accessed June 24, 2012 from: http://www.degreesindemand.ca/about.jsp13

Conference Board of Canada. 2010. Innovation Catalysts and Accelerators: The Impact of Ontario Colleges AppliedResearch. Last accessed May 7, 2012, from: http://www.conferenceboard.ca/e-Library/abstract.aspx?did=385314

ACCC. 2010. Post-Secondary Transfers: ACCC Submission to the Standing Senate Committee on Social Affairs, Science andTechnology. From http://www.accc.ca/ftp/briefs-memoires/201005_SocialAffairs.pdf


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labour market learning outcomes, and the participation of underrepresented groups in the PSE system in

Ontario.

Benefits to students: Students will be able to complete degree programs that have strong labour market

outcomes and develop tangible skills. This will allow students from traditionally underrepresented groups

to enjoy the benefits of a higher education, as students from underrepresented populations are more

likely to enter college rather than university.

One of the discussion topics within the Strengthening Ontario's Centres of Creativity, Innovation andKnowledge discussion paper is timely completion. With regard to the research available on timelycompletion of PSE, there is more research available from American institutions than Canadianinstitutions. This could be due to the fact that Canada has the highest rate of college completion amongits peer countries. Canada has consistently performed at the top level on college completion. Allcompetitor countries except Belgium, Finland, and Japan have post-secondary completion rates that aremore than 10 percentage points lower than Canadas.15

The completion of programs within the given timeline is essential to the betterment of employment

opportunities for graduates: by finishing within a set time, graduates can enter the labour market in atimely manner and thus start contributing to the economy and to the tax system. People with highereducation have better labour market outcomes than those with only an elementary or secondaryeducation, as a persons education level is positively associated with health status and health-promotingbehaviours.

Educational attainment is widely acknowledged as an important determinant of socio-economic statusand income, which are both key determinants of health. 16 In addition to contributing more to taxrevenues than others do, adults with higher levels of education are less likely to depend on social safety-net programs, decreasing demand on public budgets.17 One of the reasons that Canada enjoys such ahigh completion rate is Quebecs unique colleges known as CEGEPs (collges denseignement gnral et

professionnel). They offer a pre-university program after Grade 11 that replaces the extra year of highschool provided in other Canadian provinces.18

This program is very similar to the dual credit programs that exist in Ontario. Dual credits allow studentsto participate in apprenticeship training and college courses. These credits can count towards their highschool diploma as well as a post-secondary certificate, diploma, degree, or apprenticeship certification.These two programs mentioned above have similar objectives: increase accessibility by allowingstudents to experience post-secondary education in a seamless manner. They allow students toacculturate to the PSE realm before they even leave high school, a great retention and accessibility tool.

Colleges in Canada, and in Ontario, are more career-focused than their university counterparts. Aftercompleting high school, research consistently suggests that many graduates select a college program

15 Conference Board of Canada. ND. College Completion. Last accessed July 18, 2012, from:http://www.conferenceboard.ca/hcp/details/education/college-completion.aspx16 Public Health Agency of Canada (PHAC). November 2005.The Social Determinants of Health: An Overview of the Implicationsfor Policy and the Role of the Health Sector. Last accessed on April 23, 2011, from: URL: http://www.phac-aspc.gc.ca/ph-sp/oi-ar/01_overview-eng.php17 Baum, Sandy and Kathleen Payea. 2005. The Benefits of Higher Education for Individuals and Society. College Board. InEducation Pays 2004: Trends in Higher Education Series p. 718 ibid


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and apply for it based on little information. 19 The alignment of interest and abilities for studentspursuing a PSE is very important, and policy could be developed to match the interest of the studentsand program outcomes.

Perhaps the most obvious place for improvement is the Career Studies course that all Ontario studentsmust complete in Grade 10. The course curriculum makes reference to the importance of post-secondary education but places a much greater emphasis on employment-related topics such as self-assessment, the job market, and employment strategies than it does on educational planning. 20 Withregards to the high school curriculum, improved information about financial assistance and the differentstreams and opportunities available to students could increase students participation in PSE.

Another way to address timely completion is to incentivize and reward students for completing aprogram in a set period of time. For example, New Brunswick houses a debt reduction program toincentivize students to complete their program of study within the given period of time. The DebtReduction for Timely Completion Benefit is a provincial debt reduction program introduced in 2009 tohelp post-secondary graduates by addressing accumulated student loan debt over $26,000 and toencourage the successful completion of studies in a timely manner.

The criteria for qualifying for the debt reduction program are relatively simple, as is the application forthe program. It is for students who complete an undergraduate degree, certificate, or diploma at anypublicly funded post-secondary educational institution or a private21 institution, within the establishedtimeline of the program, and who have total combined Canada and New Brunswick government studentloans associated with that credential exceeding $26,000. Those who fit the criteria will have 100% of theNew Brunswick portion of the Student Loan in excess of the combined $26,000 threshold forgiven. 22Moreover, there is an appeal process for those students whose applications are rejected if they candemonstrate exceptional circumstances. Programs such as these could arguably be introduced inOntario to give students more motivation to finish within a specific time period.

Barrier:Some students do not complete their programs on time or are not enrolled in programs that bestmatch their skills and interests

Recommendation 6: In order to maintain and improve upon the high college completion rates, programs

such as the dual credit program in Ontario and New Brunswicks Debt Reduction for Timely Completion

Benefit should be explored to see where there is room to further improve and implement such programs

in Ontario. Furthermore, continuing efforts should be made to improve the Career Studies curriculum so

that students skills and interest are aligned with their program choices.

Benefit to students:Students will be able to make better choices about the programs they wish to studyand qualifications they wish to achieve so that they can easily enter the labour market befitting their

interests and skills.

19 HRSDC and ACCC. 2007. Pan-Canadian Study of First Year College Students: Student Characteristics and the CollegeExperience. Career Preparation and Certainty at College Entry. Last accessed on July 15, 2012, fromhttp://www.hrsdc.gc.ca/eng/publications_resources/learning_policy/sp_787_08_07e/sp_787_08_07e.pdf p 2920 Guidance and Career Education, The Ontario Curriculum Grades 9 and 10. (seehttp://www.edu.gov.on.ca/eng/curriculum/secondary/grade10.html)21 The private institution must be a private chartered, not-for-profit, degree-granting institution located in New Brunswick22

For the program description, please see: http://www2.gnb.ca/content/dam/gnb/Departments/petl-epft/PDF/Timely_Completion_Benefit-e.pdf


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Credit Transfer, Credential Compatibility, and Student Mobility

To give students the maximum benefit of our post-secondary education system and the widest possiblechoice of their learning experience, students must be able to move from one institution to anotheracross provincial, national, and/or territorial boundaries. Collaboration and cooperation between

institutions across Canada and in the province are critical to the achievement of this objective; asstudents are more mobile than ever, Ontario must strive to be the number-one choice for students. Thegovernment of Ontario has made great strides towards the implementation of a robust credit transfersystem with the 2011 $73.7 million dedication over five years for the systems creation. These fundshave gone toward the Credit Transfer Innovation Fund, the Credit Transfer Institutional Grants, and theCredit Transfer Accountability Framework.

To make the transfer process as seamless as possible, institutions must have fair and accessible policiesin place and they must clearly communicate the transfer process to students very early in theapplication process. There must be adequate administrative support within every institution tocoordinate and track the processing of agreements, and training and support must be provided toensure consistency and efficiency. The end-user experience and navigation of the system must also be

simplified as the alignment of programs in Ontario occurs.

Arguably, these objectives could be achieved with different funds than those from the 2011 dedication.By aligning priorities and standards, Ontario must make the transfer process seamless and as accessibleas possible. To reiterate, making Ontario the most convenient choice for transfer will be the mostsuccessful implementation of students transfer choices. For a further discussion on credit transferimprovement, please see the joint submission by the College Student Alliance, Ontario UndergraduateStudent Alliance and Colleges Ontario to the government with OUSA, and CO in Appendix A of thisdocument.

Barriers: Many institutions may hinder credit transfer and student mobility with inconsistent and unclear

transfer policies in the two PSE sectors in Ontario.

Recommendation 7: The government must incentivize institutions to help create a more robust credit

transfer system to aid student success and mobility.

Benefit to students: Students will benefit from a well-developed credit transfer system by being able to

move seamlessly across and within institutions.

Different transfer activities, such as those in the countries that subscribe to the Bologna Accord, Australia,and select Asian countries, must be closely studied to see where there is room (for Ontario specifically andCanada in general) to determine adaptability. The Higher Education Quality Council of Ontario (HEQCO) is

currently conducting three major research projects focused on defining and measuring learning outcomes,working with Ontarios colleges and universities, in partnership with international organizations. It is vitallyimportant that these studies be continued so that if the practices show promise for being adopted inOntario, HECQOs work will help contribute to the further development of transfer policies whereapplicable to ensure that Ontarios credits and credentials remain compatible with global standards.

A way to make Ontario credentials clearer is to provide a diploma supplement like we see in institutionsacross Europe and Australia. In response to Bolognas diploma supplement, Australia developed a


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supplement for graduates in 2007. The diploma supplement is fundamentally a communication tool. Itaims to describe in an explicit and understandable manner the students qualifications and skills whenthey wish to continue their studies or seek employment at home or abroad.23 It is a document issued tograduates by the awarding institution in addition to the degree or diploma document. This supplementacts as a communication tool outlining the tangible skills, qualifications, and attainments that studentsachieve at the program level, and it is most useful outside of the country. This supplement provides anexplicit and condensed summary of the skills, qualifications and attainments the student has achieved.Just as instructors explain the learning outcomes to students at the time of study, so does the diplomasupplement describe those outcomes to graduates, potential employers, and others upon graduation.

This sort of practice could help Ontario college graduates better communicate their skills andqualifications. There is a lack of clarity for employers around college credentials, especially collegedegrees. This is particularly troublesome because college credentials have learning outcomes that mustmeet occupational learning objectives. This gap could come from the fact that as PSE credentials becomemore common, they are therefore seen as less valuable, with popular media reports alluding to the factthat more bachelor degrees now hold the same labour market currency as high school diplomas did 50years ago.24 This bias against college credentials could be addressed by diploma supplements.

Barrier: Qualifications earned and the learning outcomes achieved are not easily understood by employers

and institutions outside of Ontario.

Recommendation 8: The government should institute credential supplements that can be used to increase

employer awareness of the skills and proficiencies that students attain with their qualifications.

Benefit to students: Students will enjoy better labour market entry by being able to communicate specific

skills and abilities that stem from their qualifications: they will also be able to communicate learning

outcomes and align them to other PSE institutions outside of Ontario, making them globally compatible.

Year-Round Learning

The idea that year-round learning should be implemented in Ontario is one that is gaining ground withadministrators, but not necessarily with students. Some institutions in the United States are keen tooffer year-round learning, mainly due to the financial crisis. Research shows that as of fall 2010, morethan 50 schools in the United States now offer shorter degrees, and another 50 or so [were] expected tointroduce such options in fall 2011.25 This movement included the expansion of dual credit programs(like the ones we have in Ontario in which students in high school take college-level courses) and heavierworkloads during the summer semester. The University of Guelph, for example, offers many programswith its trimester system, which allows students to graduate more quickly. Yet few, in fact, takeadvantage of this option.26

23Aelterman, Guy, Bruno Curvale, Armaan Erdoan, Emmi Helle, Susanna Krki, Charlotte Miles, Franoise Profit for ENIC-NARIC and ENQA. 2008. Study on the Diploma Supplement as Seen by its Users. Last Accessed August 30, 2012, from:http://www.enqa.eu/files/Diploma%20Supplement%20Study_Edit%20MS.pdf24 Pappano, Laura. July 22, 2011. New York Times The Masters as the New Bachelorshttp://www.nytimes.com/2011/07/24/education/edlife/edl-24masters-t.html?pagewanted=all25 Higher Education Strategy Associates. (2012). Changing Times, Changing Places: The Global Evolution of the BachelorsDegree and the Implications for Ontario. Toronto: Higher Education Quality Council of Ontario p 626 Higher Education Strategy Associates, p. 13


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This idea brings forth the following questions: How will students be able to finance their education ifthey are not able to work in the summer? College students on average saved $2,859.21 during thesummer term,27 which they used to partially pay for school-related costs. We also ask: Will students beproperly supported? In order to help students succeed, there need to be support services available to

students during their studiessupports which, during the summer, are usually reduced or non-existentdue to the fact that there are only a small number of students attending school during the summersemester. The undertaking for institutions of these efforts would be high if there were not enoughstudents interested in taking summer courses. However, data show that in the past five years, thenumber of new students starting in the winter semester has increased by 54 per cent and first-yearenrolment in the summer semester has increased by 56 per cent. In contrast, first-year enrolment in thefall semester has increased 23 per cent over the same period.28 This shows that year-round learning isalready happening at the college level.

One issue that students have considered in relation to year-round learning is the use of campus spaceand the deferred maintenance issues that exist across Ontarios college system. The 2010 OntarioAuditor General Report noted that as of April 2010, the deferred maintenance backlog throughoutOntarios colleges ranged from $568 million to $745 million.29 This backlog needs to be addressed, as it

is of the utmost importance that the learning environments offered to our students are adequate, up-to-date, and safe. Maintenance repairs and projects generally take place during the summer months,and must happen because the result of the backlog on some campuses is very visible. The Drummondreport made the recommendation that before new capital spaces are approved, [the governmentmust] require universities and colleges to demonstrate increased use of space and consider year-roundoptimization of existing spaces.30 This is tied to the point that there needs to be an improvement ofexisting infrastructure, especially in the college sector. Investments in new capital assets are critical, butthey must also not overshadow the need to take care of Ontarios learning facilities, especially as moreand more colleges offer year-round learning.

Barrier: As year-round learning is introduced with more frequency, there needs to be more attention paid

to support of students and the deferred maintenance projects so that students could learn in anappropriate and safe environment.

Recommendation 9: Institutions and government should introduce year-round learning at institutions if

the support services and infrastructure can be made available to support year-round learning.

Benefit to students: For those students that partake in year-round learning, they may experience greater

flexibility and choice as they may complete their programs faster and enter the workforce more rapidly.

Quality Teaching and Learning Outcomes

27 College Student Alliances Survey Report, forthcoming. The survey was conducted online from November 7, 2011 toNovember 30, 2011 using an internet survey platform licensed by Abacus Data. In total 2,391 college students completed thesurvey.28

Colleges Ontario. January 2012. Towards a Stronger Ontario Workforce: Ontario Colleges Submission for the 2012 Budget.Last accessed September 24, 2012, from http://collegesontario.org/policy-positions/budget-submissions/2012_13_budget_submission.pdf p 629

Jim McCarter, 2010 Annual Report, Office of the Auditor General of Ontario (Toronto, 2010).30 Commission on the reform of the Ontarios Public Services. 2011. Public Services for Ontarians: A Path to Sustainability andExcellence. Last accessed August 30, 2012, from: http://www.fin.gov.on.ca/en/reformcommission/chapters/report.pdf p. 256,emphasis added


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The discussion paper mentions tying funding to learning outcomes, a strength of the colleges, in arenewed funding formula. The college sector, a system whose original intended purpose was to fill thedemand for a skilled workforce, makes good use of expected learning outcomes for graduates. Expectedlearning outcomes are clearly outlined and defined within the course syllabi of individual collegecourses. There is no standard test that can be applied at the sector level to accurately measure learningoutcomes the way that they are currently measured at the program level. Therefore, the tying offunding to learning outcomes under the current evaluation methodology is problematic.

The American-based Collegiate Learning Assessment (CLA) uses the approach of measuring LearningImprovement, a methodology that takes into account the varied educational backgrounds of studentsentering the post-secondary system. The CLAs focus, however, is very narrow, only touching on thewritten communication and problem-solving portions of a post-secondary education, leaving it ill-suitedto measure the primarily skills-based college learning outcomes. Similarly, the OECDs Assessment ofHigher Education Learning Outcomes (AHELO), and the EU-based Tuning Project are all university-oriented and are inadequate for providing accurate assessments of college student learning outcomes.

Barrier: Available external evaluation methodologies currently used for measuring learning outcomesare ill-equipped to accurately gauge the primarily skills-based teaching and learning outcomes expected

of graduates within the college sector.

Recommendation 10: The CSA suggests that it is premature at this point to tie funding to learning

outcomes, as currently available models of this type of evaluation are either unreliable or would be very

costly and labour-intensive to implement.

Benefit to students: Through teaching enhancement and modifications to our institutions that facilitate

the growing diversity of students, government can achieve the desired results in student knowledge

retention and employability.

Furthermore, recognition of the governments ability to help institutions overcome the challenges toimproving learning outcomes such as enhancing teaching techniques and increased funding to providesupport services to students with higher needs is necessary to create the innovation desired in thissector.

With regards to the learning outcomes and outcomes-based evaluation, there are a number ofefficiencies that lie in the college system. For example, Durham College has an Outcomes BasedAssessment for new and existing programs at its disposal that it uses to maintain program standards anddevelop key metrics and measurable outcomes. The college provides faculty with an interactive onlinetools for the development of curriculum, called Curriculum Assistant, which aids teaching professionalsby providing tools to guide them through the milestones of curriculum development and maintenance.

The Curriculum Assistant program provides the guides, templates, and tools needed for curriculumdevelopment. Tools and practices such as these could be easily replicated at institutions across Ontarioby faculty with different computer competencies.

Barrier: Learning outcomes are not always clearly stated in programs and prevent student mobility and

the communication of skills to other institutions and employers.


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Recommendation 11: The government should undertake an environmental scan of learning outcomes

practices at different institutions to identify and share the best practices so that they could be adapted

by other PSE institutions.

Benefit to students: With easily communicated learning outcomes, students can enjoy greater mobility

of credits and the better communication of skills to potential employers.

A poll of Ontario College Students clearly demonstrates the need for improvements in teachingtechnique which could be achieved through the further development and implementation of teachingand learning centres focusing on professional development to better suit the changing needs of todaysstudent.

The graph below summarizes what students said was very important, somewhat important, not thatimportant, and not at all important when thinking of what makes a quality lecturer. Communicating thesubject matter was found by 86% of students to be very important, where only 45% of students thoughtthat integrating technology was very important, and 14% said that this was not that important.

Figure 6.0: Factors that are Important in a quality lecturer31

The following graph summarizes student agreement along 12 categories when we asked about theirexperience with instructors and teachers in college. Overall, most students would say that the lecturers

have a sound knowledge of the topics discussed, whereas only 34% of students would completely agreethat instructors were able to communicate concepts clearly, and only 34% felt that they were providedfeedback promptly.

31 From the College Student Alliances Student Experience Survey Report, forthcoming. The survey was conducted online fromNovember 7, 2011 to November 30, 2011 using an internet survey platform licensed by Abacus Data. In total 2,391 collegestudents completed the survey.

45%

61%

71%

74%

80%

80%

86%

38%

33%

25%

22%

19%

17%

13%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Integrates technology

Flexible

Interesting or entertaining lectures

Clearly states objectives

Organized

Is open to students` questions

Communicates the subject matter

Very important Somewhat important Not that important Not at all important


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Figure 5.0: From your experience with instructors and teachers in college,

do you agree or disagree with the following statements?32

32 From the College Student Alliances Student Experience Survey Report, forthcoming. The survey was conducted online fromNovember 7, 2011 to November 30, 2011 using an internet survey platform licensed by Abacus Data. In total 2,391 collegestudents completed the survey.

34%

34%

36%

39%

42%

45%

45%

47%

49%

50%

55%

60%

48%

40%

44%

39%

27%

36%

36%

38%

35%

34%

37%

32%

7%

10%

10%

9%

17%

9%

10%

7%

9%

8%

3%

3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The lecturers were able to communicate conceptsclearly

The feedback on my work is provided promptly

The lectures were organized

The assessment of the work is fair

The lecturers were sensitive to students culturalbackgrounds

The lecturers are enthusiastic about the subject

Class has prepared me for employment in my field

The lecturers was able to answer students questions

I can apply what Ive learned in school to problems Iencounter outside of school

The lecturers apply the course material to real worldproblems

The course objectives were made clear to me

The lecturers have sound knowledge of the topics

Completely agree Somewhat agree Niether

Somewhat disagree Completely disagree Not applicable


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Technology-Enabled Learning Opportunities

The use of online learning in Ontarios colleges has steadily increased in application and occurrence. Asthis trend continues to develop and integrate itself into the fabric of the post-secondary educationlandscape, the issues that come out of this process must be addressed. In the development of further

online learning opportunities, it must be ensured that online learning becomes a valuable part of thePSE experience and leads to increased mobility and flexibility, higher completion rates, and greateraccess. The government of Ontario has been exploring online learning, and Ontarios higher educationsystem has more than 18,000 courses and over 1,000 online programs and distance learningopportunities,33 with more than half a million student registrations in college and university onlinecourses.34

Before online learning in Ontario can be discussed in greater detail, a few distinctions must be madebetween online learning, hybrid learning, and open online learning to provide clarity for a soliddiscussion. Online learning is where most of the course is delivered online and there are no face-to-faceclass meetings. Hybrid learning, also known as blended learning, is where web and classroomcomponents are mixed together. To further define online learning:

Online courses [can be] defined as those in which at least 80 percent of the coursecontent is delivered online. Face-to-face instruction includes courses in which zero to29 percent of the content is delivered online; this category includes both traditionaland web facilitated courses. The remaining alternative, blended (sometimes calledhybrid) instruction is defined as having between 30 percent and 80 percent of thecourse content delivered online.35

One of the most important matters to note is that online classes require students to be self-directedlearners. With the inclusion of online learning, the class instructors have to be able to deliver lessons ina different format than traditional classes, and students must also be able to use the technology in place

in order to succeed. There is a misconception that students are technology-proficient; this is not true,especially with online learning technologies. In reality, college students today are also older, morediverse, and have different academic backgrounds: they must be able to access services that will supporttheir differencing learning styles. In order for students to properly succeed in their online learningventures, they need to have proper support in online learning.

Barrier: Students may not have the optimum ability to participate in online learning, as they need

various support systems in place in order to successfully complete an online course.

Recommendation 12: Post-secondary education institutions must ensure that students must have access

to instructors or teaching assistants, support services, and technical support as they participate in online

classes.

33 MTCU. ND. Online Learning. Last Accessed July 30, 2012, from:http://www.tcu.gov.on.ca/eng/postsecondary/schoolsprograms/online/34 Contact North. ND. About Us. Last accessed August 2, 2012, from: http://www.contactnorth.ca/about-us35

Allen, I. Elaine and Jeff Seaman. 2010. Learning on Demand: Online Education in the United States, 2009, Babson SurveyResearch Group, Last accessed July 30, 2012, from: sloanconsortium.org/publications/survey/pdf/class_differences.pdf p.4


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Benefit to students: Students will be able to better participate in online learning and thus have a more

quality experience.

Just as support should be given to students, it should be given to instructors as well. Pedagogy anddesign must be considered, as converting a traditional classroom into an online one is not simply amatter of curriculum conversion,36 and it is not a matter of copying the content to an online medium.The re-design of a course from a traditional classroom setting to an online setting require[s] differentinformation presentation and processing techniques, such as ideal length of online text and newpedagogical tools such as the discussion board.37 This is not only a time-consuming process, but apersonnel-driven one.

Many costing studies for higher education usually show that digital technologies cost more thantraditional methods, and yet e-learning continues to grow.38 This is due to the fact that technology-enabled learning may prove to be more expensive given the ongoing need for course design support,faculty training and technology maintenance and upgrading. 39 In order for institutions to support theirinstructors in the further development of online courses, they have to make the time and fundingavailable for instructors to develop these courses. Instructors may lack experience with online learning

or be hesitant to try new technologies, so they need additional guidance in developing and maintainingthese courses as students have increased needs and expectations with online learning. 40 This support ofthe instructors is crucial for the development of academically sound courses.

In Ontario, there are resources that exist within the PSE system, with Contact North offering thetechnology platform and support for the delivery of online course once they are developed. They do alsooffer strategic advice to PSE institutions as they develop online course content so that the course can bedeveloped as an online course rather than just copying the content to an online medium. Contact Northalso offers a collection of best practices for quality design and the development of online learning, whichshould be better shared with instructors to ease the development of online courses.

Barrier: Instructors do not have the proper support and training to properly develop online content, as itvaries from the content delivered in traditional classrooms.

Recommendation 13: The government must work with institutions to share best practices so that

instructors can develop online courses properly and with students in mind. Furthermore, institutions

should include a mandatory online learning and online course development component in their

professional development programs.

Benefit to students: Students will be able to partake in online learning that is student-centric and

developed with the students in mind.

36 Palloff, Rena M. and Keith Pratt. 1999. Building Learning Communities in Cyberspace: Effective Strategies for the OnlineClassroom. San Francisco, CA: Jossey-Bass.p 87, from Clark-Ibez, Marisol and Linda Scott. Teaching Sociology, Vol. 36, No. 1,Lessons Learned at the 2007 ASA Annual Meetings: Insights from the Teaching-Related Workshops (Jan., 2008), pp. 34-4137 Clark-Ibez, Marisol and Linda Scott. 2008. Learning to Teach Online: Lessons Learned at the 2007 ASA Annual Meetings:Insights from the Teaching-Related Workshops Teaching Sociology, Vol. 36, No. 1, p 3638 Guri-Rosenblit, 2005, in Laurillard, Diana. 2007. Modeling Benefits-Oriented Costs for Technology Enhanced LearningHigher Education (2007) 54:21-39, p 2239

AUCC. 2000. Statement on Technology Enhanced Learning. Last accessed August 3, 2012, from;http://www.aucc.ca/_pdf/english/statements/2000/tel_06_20_e.pdf40

Bonk, Curtis and Ke Zhang. 2009. Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing.John Wiley & Sons: San Francisco, in preface


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With regards to different types of online learning is seen as an approach to learning that gives studentsflexibility and choice over what, when, at what pace, where, and how they learn, usually through onlinecomponents. Open Online Learning signifies the use of an open admission policy in which the institutionproviding the courses only requires students to be of a certain age or have their high school diplomas.

An example of this that is very well known in Ontario is Athabasca University (AU), which has 38,000students registered in the online courses it provides.41 Athabasca University serves many Ontariostudents, especially those that they term as visiting students: students that take Athabasca Universitycourses for transfer to an academic program at their home institution. This usually is prefaced withstudents acquiring a letter of permission from their home institution to ensure that the credits theyreceive from the AU courses can be transferred to their academic program at their home institution.There is no institution similar to Athabasca in Ontario.

Another example of open learning that takes place online is a recent movement of institutions offeringmassive open online courses (MOOCs). Very well-known examples are edX, which started off withMITs online learning initiative, MITx, which [offers] a portfolio of MIT courses for free to a virtual

community of learners around the world.42 This edX initiative was undertaken by MIT, University ofCaliforniaBerkeley, and Harvard University. Similarity, Coursera, an online education start-up company,has partner[ed] with the top universities in the world to offer courses online for anyone to take, forfree.43 There are a few different models of open learning such as these available for basically anybodywith an Internet connection. Coursera has an Ontario connection, as the University of Toronto hasjoined the MOOC movement in July 2012 by offering five courses in the fall of 2012 through Coursera.

This recent trend begs the question: Can this be done in Ontario? In a way, it already is: we have a lot ofsuccesses in Ontario in helping students access education through online technologies. As mentionedabove, Ontario has more than 18,000 courses and over 1,000 online programs and distance learningopportunities,44 as well as more than half a million student registrations in college and university online

courses.

45

This is through such online initiatives as Contact Norths student portal, under thestudyonline.ca URL; Contract Norths educator portal under the contactnorth.ca URL; andOntarioLearn.ca.

Contact North/Contact Nord is Ontarios distance education and training network. Established in 1986, it

is a non-profit corporationfunded by the Government of Ontariothat offers access to educationopportunities for Ontarians through online learning. 46 This includes 112 physical online learningcenters that are equipped with distance education technologies such as audioconferencing,videoconferencing, web conferencing, computer workstations, and high-speed Internet (whereavailable).47 The educator and trainer side of the Contact North portal is on the ContactNorth.cawebsite, and this portal offers resources for online learning, a sharing of best practices, current

41Athabasca University. ND. About AU: Athabasca University at a Glance. Last accessed August 2, 2012 from:

http://www.athabascau.ca/aboutau/glance.php42

MITx Home Page. ND. Untitled. Last accessed August 1, 2012, from: http://mitx.mit.edu/43 Coursera. ND. About Coursera. Last accessed August 1, 2012, from: https://www.coursera.org/about44 MTCU. ND. Online Learning. Last Accessed July 30, 2012, from:http://www.tcu.gov.on.ca/eng/postsecondary/schoolsprograms/online/45 Contact North. ND. About Us. Last accessed August 2, 2012, from: http://www.contactnorth.ca/about-us46

Contact North/Contact Nord/studyonline.ca. ND. About us47 Contact North/Contact Nord/studyonline.ca. ND. Online Learning Centres


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research, training resources, and an update on recent trends in online and distance education, to namea few.

The student portal on the Contact North website is one that provides students with information aboutcredit transfer by guiding them to the ONTransfer website. The ONTransfer website provides studentswith a list of advisors and transfer policies at each institution. While this is a great start to helpingstudents navigate the current system, the transferability of students should be integrated more into theonline learning system so that every course that is available online should have easily accessibleinformation about its learning outcomes and transferability to other Ontario institutions.

Barrier: In the development of further online learning in Ontario, credit transfer may be overlooked as an

issue. Credit transfer is one of the most prominent issues in the PSE system in Ontario that limits student

choice and mobility, and it contributes to duplication and misspending for government and Ontario

families.

Recommendation 14: The government and post-secondary institutions must ensure that credit transfer

is a key priority in the further development of online education.

Benefit to students: In making student mobility and credit transfer a priority in the development of

online courses, there will be better transfer opportunities offered to students, as transferability must be

considered in the development of courses and not after their creation and implementation.

OntarioLearn is a consortium of 24 Ontario colleges that have partnered to develop and deliver onlinecourses. Each partner college selects courses from the OntarioLearn.com course inventory that willcomplement its existing distance education offerings. This partnership approach has allowed membercolleges to optimize resource use, avoid duplication and, more importantly, increase the availability ofonline learning opportunities for their students. 48 Both Contact North and OntarioLearn provideflexibility and access to students across Ontario. There are many examples of online education

institutes, such as the Western Governors University in the United States, the Open University in theUnited Kingdom, and the Open Universities Australia. Open Universities Australia does not grant degreesor credentials, but facilitates the degree granting through participating institutions.

The Western Governors University is a national, credential-granting, online university that serves morethan 30,000 students from all 50 U.S. states. 49 They are very successful with a relatively open onlineadmissions policy, successful student support, relatively low tuition rates, and flexible online delivery,with programs starting every month. This is a stand-alone institution, not a consortium like we have inOntario with the OntarioLearn portal. Similarly, the Open University in the United Kingdom is also astand-alone institution that confers and plans its own programs and credentials. It was established in1969 and currently has 260,000 students.50 These two institutions developed organically and have openadmissions policies, similar to that of Athabasca University in Alberta, mentioned above.

48Contact North. June 2012. Online Learning in Canada: At a Tipping Point. A Cross-country Check-up 2012 Last accessed

August 3, 201, from: http://www.contactnorth.ca/sites/default/files/pdf/innovation-practices/onlinelearningincanadareport_june_12_2012.pdf49

Western Governors University. ND. About WGU. Last accessed August 3, 2012, fromhttp://www.wgu.edu/about_WGU/overview50

Open University. ND. Facts and Figures. Last accessed August 3, 2012, from: http://www8.open.ac.uk/about/main/the-ou-explained/facts-and-figures


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Of most importance to our recommendations is the Open Universities Australia model, which is not adegree-granting institution, but a consortium of 19 universities and other PSE institutions that hasintegrated student support services. This is very similar to the OntarioLearn consortium in our province.This model allows the participating institutions to share student support in one portal but still allows theindependent institutions to offer qualifications. Students may complete single [classes] for interest, orfollow a [program] structure to work towards a specific qualification and can choose to study part-time or full-time, continuously or with breaks.51 The Open Universities Australia handles enrolment andsome administration but the provider universities send the study materials, handle all academic matters,and are responsible for assessment and graduation. If a student completes a program, he or shegraduates from the university offering that program.

This is somewhat similar to the OntarioLearn consortium that exists in Ontario. If the governmentwanted to work within the current system to develop an Ontario Online Institute, this model could beone that the government might choose, as they could rely on the system already in place. The use of theexisting resources, rather than the development of new ones, would be optimal and cost effective.Athabasca University offers students physical spaces via their satellite campuses in Calgary andEdmonton to enable students to receive first-hand educational support services and to write invigilated

examinations. 52 This is similar to the 122 physical Learning Centres that are offered by Contact Northacross the province. If these practices were combined and were to include universities, the OnlineOntario Institute would be a portal that facilitates online learning, one that offers shared studentssupport services, and one that has physical centers for students to access their education.

Barrier: Ontario has not been able to communicate its successes with online learning and is looking to

develop an Ontario Online Institute to compete with foreign online institutions. Ontario is also possibly

looking to the Online Ontario Institute to resolve issues with credit transfer and residency requirements

that hinder completion of credentials.

Recommendation 15: The Ontario Online Institute should build on the groundwork that currently exists

in Ontario, such as the OntarioLearn consortium or the Contact North Learning Centers, and should notbe a degree-granting institution.

Benefit to students: By building the Ontario Online Institute to be similar to the Open Universities

Australia modeland building that model on existing successes in Ontariogovernment and institutions

may enjoy cost benefits that can and should be passed on to students. The further development of online

learning will provide students with flexibility and greater access.

Twenty-nine of the Contact North learning centers are placed within First Nations Communities,53 whichcan help increase access to groups traditionally underrepresented in post-secondary education.Considering the fact that students could access classes from anywhere that has the technologicalcapabilities, including the technology, hardware, and Internet access, there is room to include studentsfrom traditionally underrepresented groups. These groups could include rural and northern students, for

51 Open Universities Australia. How Does Studying through Open Universities Australia Work?. Last accessed August 3, 2012,from http://www.open.edu.au/faqs/general#how-does-studying-through-open-universities-australia-work52

Athabasca University. ND. About AU: History. Last accessed August 3, 2012, from: Randomhttp://www.athabascau.ca/aboutau/history.php53

Contact North. ND.List of Online Learning Centers Last accessed august 8, 2012, from http://studyonline.ca/student-services/access-centres/list


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example, or those students who would not be able to relocate to another city or from another provinceto pursue PSE credentials.

With respect to any educational advancement, student support and success must be of the greatestpriority. Some niche groups, such as first-generation students, Aboriginal students, new Canadians, andstudents with disabilities, may not consider a traditional in-class education as an option for highereducation. Online education could be a portal to engage students who are not represented traditionallyin the PSE sphere: through this engagement, the 70% PSE attainment rate set by the government couldbe achieved.

Barrier: Students from groups like first-generation students, Aboriginal students, new Canadians, and

students with disabilities are traditionally underrepresented in PSE.

Recommendation 16: In the design of the Ontario Online Institute, students who are traditionally

underrepresented in PSE must be made a priority in the marketing and recruitment stage.

Benefit to students: If students from traditionally underrepresented groups accessed education, they

would enjoy higher socio-economic standards and would help the province achieve its goal of a 70% PSEattainment rate.

Creating a Tuition Framework that is Fair to Students

Recent government initiatives, such as the introduction of the Ontario Tuition Grant (OTG) and theexpansion of the Ontario Student Assistance Program (OSAP), have helped address access andaffordability issues. However, without a change to the tuition framework, these initiatives will onlytemporarily address issues of affordability. Ontario has consistently had the lowest per-student fundingin Canada during the last two decades, with funding currently at 24% below the national average.Additionally, student debt loads have continued to increase, which is particularly concerning from anaccess and affordability perspective, especially considering the growing debt loads, as roughly 50% of

college students accessed OSAP in order to pay for their education in the 2009

2010 school year.

Other than tying a tuition rate growth to the CPI, any other option is purely arbitrary. The larger the capis on tuition fees, the greater is the possible adverse effect on accessibility; the lower the cap, thegreater is the pressure on the government to compensate with increased operating revenue. 54 Asmentioned above, Ontarios colleges remain amongst the lowest per-student-funded educationalinstitutions in all of Canada. This situation has made a tuition freeze a very desirable option. Withmounting debt and high tuition fees, the system is becoming unsustainable.

Barrier: The current tuition framework is unsustainable, and the rates at which tuition fees have

increased have resulted in a heavier debt load for new graduates.

Recommendation 17: The government should implement a tuition freeze for a period of two years.

Furthermore, the government should look into the eventual elimination of tuition tax credits 55 to fund an

ongoing tuition freeze.

54 Norrie, K. & Lennon, M. C. (2011). Tuition Fee Policy Options for Ontario. Toronto: Higher Education Quality Council ofOntario.55 Phasing out of tax credits mentioned in Commission on the Reform of the Ontarios Public Services. 2011. Public Services forOntarians: A Path to Sustainability and Excellence. Last accessed August 30, 2012, from:http://www.fin.gov.on.ca/en/reformcommission/chapters/report.pdf


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Benefit to Students: Students will be able to better afford higher education and will not be burdened

with an astronomical debt load upon graduation.

Students today face a number of barriers in the pursuit of higher education. Specifically, low-incomestudents, Aboriginals, first-generation students, rural and northern students, and students withdependents encounter financial constraints that have limited their ability to attain higher education.Statistics show that only 60% of students whose families earn a combined $25,000 a year pursue post-secondary education.56 Subsequently, Ontarios First Nations, Mtis, and Inuit people suffer from highsecondary school dropout rates compared to their non-Aboriginal counterparts.57 As a result, only 9% ofAboriginals have a university certificate or degree.58

Rural students also have significantly lower university enrollment rates compared to urban dwellers.59For rural students, the convenience of attending college as opposed to university seems more feasibledue to location and financial constraints.60 Efforts to increase the PSE attainment rate for students fromthe groups traditionally underrepresented in higher education will result in the higher socio-economicstatus for these students, which could result in higher tax revenue for the province.

In Ontario, 40% of individuals cited financial constraints as the reason for failing to attain post-secondaryeducation.61 The escalating costs of tuition and insufficient financial aid have also limited post-secondaryadmissions for first-generation students and students with dependents. The rise in tuition feescorresponds with high levels of student borrowing and associated debt loads. With regards toaffordability to education, high tuition fees have a negative impact on students from groups traditionallyunderrepresented in post-secondary education. These concerns are widespread across allunderrepresented groups. While research suggests no consistent relationship between tuition fees andpost-secondary education participation and retention rates, debt accumulation is a significant deterrentfor many potential students and therefore must be recognized as a barrier in the pursuit of highereducation.

Ontario continues to have the lowest per-student funding for colleges and universities across Canada.Moreover, Ontario spends less on post-secondary education per student than two decades ago and theaverage per-student funding from the provincial government is only 78 percent of the Canadianaverage. The effects of such underfunding have a damaging impact on the quality of education offeredat colleges and universities across the province. Institutions have tried to ease these shortcomings byrelying on hiring freezes and part-time and sessional faculty. As a result, Ontario has the worst

studentfaculty ratio in Canada15 percent higher than any other province in Canada. This concernaffects a number of issues, including class sizes, course selection, program offerings, and

studentteacher interactions. Ontario has one of the most comprehensive post-secondary curricula,

56Higher Education Quality Council of Ontario 2010.

57 Social Research and Demonstration Corporation 2009.58

R.A. Malatest & Associates Ltd. Promising Practices: Increasing and Supporting Participation for Aboriginal Students inOntario. Toronto: Higher Education Quality Council of Ontario, 2010.59 Adapted from: Looker, Dianne. Regional Differences in Canadian Rural-UrbanParticipation Rates in Post-Secondary Education. Toronto: MESA Project, 2009.

60 Berger, Joseph, and Ann Motte. Mind the Access Gap: Breaking Down Barriers to Post-Secondary Education. OptionsPolitiques (, 2007: 42-4661 Berger, Motte and Parkin 2009.


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having been recognized globally. Thus, it is imperative that Ontario colleges and universities receiveequalized post-secondary funding to remain fair and globally competitive.

Barrier: Students constantly have to cover the funding shortfall that results from institutional under-funding.

Recommendation 18: The province should meet the national per-student funding average in the next

four years (by 2016).

Benefit to students: Students will be able to better afford their education and will experience a higher

quality educational experience if the per-student funding met the national average. Additionally,

students from underrepresented groups could be more inclined to pursue PSE, thus improving their

economic status and quality of life as a result of taking on less debt.

Mandatory ancillary fees are fees that support those services and activities that are not included intuition fees or capital grants, or that are not supported by the General Purpose Operating Grant (GPOG).Students may also be required to incur non-mandatory fees for materials that are program-specific or

are charged to every student but have a refund (or opt-out) process. Across the board, we see overallincreases of fees at nearly every college for the current academic year (20112012), which iscompounded by rising tuition fees. This overall increase in fees creates concern about affordability andstudents ability to attend college. Transparency issues exist due to the fact that the current MTCUguidelines are not easily accessible to student associations when they implement new fees or to reviewexisting fees. For example, the ministers binding policy directive and other documents governingmandatory ancillary fees are not publically available, but are instead only accessible by a password-protected Internet site to which neither student governments nor the public have access.

Barrier to students: The cost of education is rising through increased student mandatory ancillary fees.

The implementation and guidelines governing these fees are not accessible to student governments.

Recommendation 19: With regards to mandatory ancillary fees, the government must provide student

governments with the ability to access information regarding the ancillary fee creation and review

processes at the beginning of each school term.

Benefit to students: There will be greater transparency and accountability in the system by making the

processes surrounding the implementation of mandatory ancillary fees more accessible and transparent.

In Ontario, roughly 50% of college students received OSAP in 20092010, which is mainly released priorto a semester beginning. Yet, approximately 50% of institutions require potential or returning studentsto pay the total cost of tuition between June and July or November for the January term. Due to thediscrepancies between the receipt of financial aid and the tuition payment dates, students are placed ina difficult position to forfeit the full amount of tuition. Students from low-income families who enroll ina college cannot afford to incur a large payment of their tuition fees, especially without the aid of OSAP.

To alleviate the issues arising from this gap, colleges offer a deferred payment of tuition for a fee,allowing students to extend the tuition deadline until a later time. These penalties are known as deferralfees which are charged to students, whether they are in receipt of OSAP or not. These fees add stress tostudents who are already dependent on loans to finance their post-secondary education. On average,students pay $80 for student support, administration, and registration in Ontarios colleges through


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their mandatory ancillary fees. Meanwhile, the average deferral fee is $60 per term. Students areinevitably paying double for administrative support at their colleges. Also problematic are colleges thatcharge an interest rate on the total amount of outstanding tuition. In some cases, students haveindicated these interest payments cost upwards of $200. These penalties and interest rates areespecially sensitive for students who are struggling to pay their tuition.

Students who rely heavily on OSAP tend to be those who can least afford to pay the extra costs and whoalready face considerable financial barriers in attaining a post-secondary education. Students areparticularly concerned about the institutions that charge large portions of tuition up-front. With somany students and families facing financial difficulties, it is increasingly unreasonable to expect studentsto pay for tuition so far in advance. Many of these students, on average, have only saved $6,000 by theend of the summer and solely depend on OSAP for financial assistance.

Barrier: Students who cannot afford to pay tuition up-front are punished by unreasonable and

counterintuitive deferral of tuition fees. This is especially worrisome for those students who access

student financial aid at the start of the term (while tuition fees are due in the summer).

Recommendation 20: The province must phase out the penalties on tuition deferment and musteliminate the unfair interest rates on deferred payments for those students deferring tuition.

Benefit to students: Students who cannot afford to pay for the fall term in the summer will still be able

to access higher education and will not be punished for deferring payment, which is especially important

for those students accessing financial aid.

Ontario college and university students who transfer to another college after graduation or during asemester are often met with unnecessary costs to be exempt from specific courses. This iscounterintuitive: students who are pursuing more education are charged for classes for which they havereceived the learning outcomes. Due to the current full-time equivalent standard set forth by the

Ontario government, students who decide to transfer are met with an administrative fee, but yet arenot re

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