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August 31, 2021

Why do federal elections matter to post-secondary?

Parliament has been dissolved and Canadians will head to the polls on September 20. But what does it all mean? The federal government having familiarity with college and institute priorities is always important. The way we work with government isn’t just about speaking up for our members; it’s also about making sure that the government understands how colleges and institutes support their own priorities. And in the context of an election, voters have a real opportunity to be heard.

Every year, we issue recommendations that make the case, so that when it comes to budgeting, decisionmakers in Ottawa can get the most bang for their buck. Here’s how we see it.

On workforce and recovery, the world of work has changed, and our labour market needs faster and more flexible ways to learn new skills:

A national micro-credential framework for key sectors will support industry and serve the interests of Canada’s economic, social, and environmental leadership; and,
Money to develop a national collaboration platform for colleges and institutes to share online resources will boost our technical and trades training capacity in a cohesive and equitable way.
Expanded streams to permanent residency for international students will also open Canada up to an untapped talent pool.

On inclusive innovation, college and institute applied research means innovative solutions to tangible problems developed and delivered for Canadian businesses and non-profit organizations; the more the better:

Innovation is also a federal priority, and investment that enables more Canadians from diverse backgrounds to contribute to our innovation ecosystem will create even more solutions.

On reconciliation, colleges and institutes want to deliver on the Truth and Reconciliation Commission Calls to Action:

Federal dollars for Indigenous-language revitalization programs, OERs on Indigenous histories and the legacy of residential schools, and skills-based training in intercultural competency, conflict resolution, and human rights can help us get there.

On net-zero, inclusive, and digitally-accessible infrastructure, our needs as a country are vastly different from five, ten, or 15 years ago:

Dollars to make college and institute campuses more sustainable and accessible; to improve learning spaces for Indigenous students; and to upgrade digital infrastructure, simulation technologies, and cybersecurity systems will contribute to Canada’s infrastructure ambitions.

On green recovery, Canada’s ambitious net-zero goals could use a significant boost from a new network of 50 College Sustainability Centres leveraging existing college and institute assets like campus infrastructure, research centres, and community partnerships.

Around the world, we can also support developing countries in their net-zero transitions through skills training and applied research programs like Education for Employment!

There’s certainly a lot on the agenda for this election, as we enter a fourth wave of the pandemic and as wildfires continue to rage in many parts of the country, but our newest elected officials will be well advised to recognize what colleges and institutes can do for the country and their constituents over the next four years.

Election watch: Learn more about how Canada’s colleges and institutes contribute to building resilient communities, facilitating recovery and supporting innovation.

A word from Elections Canada:

Elections are important: Are you registered to vote in federal elections? This is a unique election, and your voting experience will be different: Learn about voting by mail.
For students: Confirm the address you consider “home,” whether at school or otherwise. (Note that Vote on Campus will NOT be offered for this election).
On employment: over 200,000 paid positions are available. Help support Canada’s democracy while getting paid to do it!

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June 21, 2021

Education that reflects the learners

Astronomically speaking, the summer solstice marks the day of the year that the North Pole is tilted closest to the Sun on Earth’s axis. In the Northern Hemisphere, it’s the longest day of the year. In Canada, it’s also National Indigenous Peoples Day, celebrating the heritage, diverse cultures and outstanding achievements of First Nations, Inuit and Métis peoples, and this year marks its 25^th anniversary!

Did you know that, of our 135-plus members, seven are designated Indigenous institutions – meaning that they exclusively deliver culturally-relevant programs tailored to the needs of Indigenous learners and communities as a means of preserving and strengthening Indigenous cultures?

The Gabriel Dumont Institute of Native Studies and Applied Research promotes the renewal and development of Métis culture through the design and delivery of Métis-specific educational programs, research, and services. The Dumont Technical Institute is a CICan member institution and the applied arm of the GDI family, specializing in adult basic education and technical training across Saskatchewan.
Kenjgewin Teg means “a place of knowledge” in Ojibwe and the institute includes Indigenous knowledge in all its educational programming and relationships with the community. Each learner works with staff to develop a unique learning plan and identify goals. Teaching includes obtaining sustenance from the land, using Indigenous games as teaching tools, and helping students broaden their cultural perspectives and ways of knowing.
The Saskatchewan Indian Institute of Technologies is made up of more than 90% Indigenous students and 70% Indigenous staff. The institute is responsive to the needs of learners and recently launched a curriculum renewal project to support innovation, ensure programs reflect current labour-market needs and position graduates for success. More than 55,000 SIIT alumni are creating change and prosperity in First Nation communities on a local and global scale!
Nicola Valley Institute of Technology is grounded in Indigenous culture, traditions, and knowledge; and inspires learners to strengthen their communities. NVIT’s unique Elder Council guides the institution, its staff and faculty, and supports the spiritual, mental, and emotional well-being of students through higher education.
Native Education College is deeply connected to Indigenous history, cultures, and communities. A variety of certificate and diploma programs in adult upgrading, business, fine art, health sciences, humanities and social sciences, and continuing education help Indigenous learners realize their potential in a supportive and cultural environment. Check out NEC Voices to hear firsthand what the college means to them!
First Nations Technical Institute delivers culturally-rich post-secondary programs rooted in Indigenous ways of knowing. With over 4,000 graduates, FNTI is growing and is currently planning a completely net-zero campus to continue serving the community and future generations! FNTI is also home to the Tontakaiê:rine (It has become right again) Tyendinaga Justice Circle, which offers an alternative for youth involved with the justice system.
Six Nations Polytechnic structures its programing around the principles of Ga’nigohi:yo:/Kanikoriio (respect and the good mind) and combines first-hand Indigenous knowledge with skills that lead to employment. The Six Nations Achievement Centre also provides free, culturally-sensitive literacy and essential skills training for adults looking to enter higher levels of education, gain employment, or advance their careers.

More broadly, colleges and institutes are also the primary access point to post-secondary education for First Nations, Inuit, and Métis learners, and are deeply engaged in advancing reconciliation and empowering communities. Even non-Indigenous institutions take this commitment to heart.

Over 95% of all Canadians and more than 86% of Indigenous people live within 50 km of a college or institute location; and colleges and institutes across the country offer over 300 credential programs tailored to the needs of Indigenous learners and communities.
Did you know that over 65 institutions have committed to making Indigenous education a priority, strengthening relationships with Indigenous communities, and supporting reconciliation through our Indigenous Education Protocol?

As stated in the Truth and Reconciliation Commission’s report, education is vital to preserving and strengthening Indigenous communities. If we’re serious about celebrating and supporting Indigenous cultures in Canada, it’s important that we think about how we embrace this in every aspect of our educational efforts.

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April 26, 2021

Must read: Supporting NEET Indigenous and newcomer youth

Through virtual focus group sessions, key informant interviews, and an online survey, over 50 college and institute administrators and community stakeholders shared insights that will provide decision makers with the data needed to better support disenfranchised groups in Canada and to help build a more competitive workforce!

Our new environmental scan highlights college and institute programs, program components, tools, and resources designed to support Indigenous and newcomer youth not in employment, education or training (NEET) and identifies both facilitating factors and barriers to the uptake of these resources.

The scan marks an important beginning to our new Skills Compass program that will help young NEET Canadians develop the life skills and essential skills they need to go back to school and prepare for a career!

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March 29, 2021

The world at the touch of your screen

In August 2019, Employment and Social Development Canada selected us, with Universities Canada, to develop an Outbound Student Mobility Program that would help Canadian students, especially those that don’t typically participate in international study opportunities, acquire in-demand global skills through opportunities to study or work abroad as part of Canada’s new International Education Strategy. No one could have predicted that eight months later, swift border closures and travel restrictions would bring the global skills trade to a grinding halt.

So, how can students develop global competencies and benefit from intercultural experiences when they can’t leave the country? That’s the question we asked Canada’s colleges and institutes.

While the launch of the full program was delayed, we asked our members to propose mobility-focused innovation projects to fund through the pilot’s Innovation Fund! In total, we provided funding to 47 colleges and institutes to implement 69 projects, including piloting virtual mobility, testing new wrap-around support services, developing risk management policies, enhancing recruitment strategies, and developing new institutional partnerships! Here’s a snapshot of what we saw:

At Saskatchewan Indian Institute of Technologies up to 20 Indigenous and low-income students will participate in a three-week virtual summer exchange with the IÉSEG International Summer Academy. The project will ultimately increase Indigenous student awareness and preparedness for international work and study opportunities!
At Portage College research is being conducted to better identify barriers to international education and to increase awareness of and access to outbound opportunities for students from rural, northern, and remote communities.
At BCIT, the Indigenous mobility initiatives team is consulting with Indigenous leaders, students, and stakeholders to better design mobility programs that align with Indigenous perspectives, aspirations, cultural and traditional values, as well as the needs of Indigenous communities.
Collège Montmorency and Cégep Marie-Victorin are working on a unique inverse mobility project designed for students returning from international experiences. The 3-part video modules focus on concerns such as reverse culture shock, intercultural skills, and employability and networking skills.
Earlier this year, Vanier College launched a project with the Tianjin Vocational Institute in China in which students formed groups online to identify and solve community-based issues with low-cost 3D printing solutions.
A joint project between Humber College and Nova Scotia Community College will produce Canada’s first baseline study of college and institute risk management strategies for international mobility. The results of the study will be compiled to develop a Risk Management Toolkit for post-secondary institutions.
Students in ocean technology at Marine Institute of Memorial University are gaining important cross-cultural training in climate-change resilience and sustainable ocean management through close, virtual collaboration with their counterparts in mechanical, electrical, and computer engineering at Barbados Community College.
The Global Mobility Peer Support project, run jointly by College of New Caledonia, North Island College, and Aurora College, is providing a platform for students who have not yet experienced a study abroad program to engage with study abroad alumni with the goal of facilitating peer support and addressing perceived barriers to study aboard experiences.

Mobility remains a vital element of getting Canadian students ready to join the workforce with global competencies. The Outbound Student Mobility Pilot program will help thousands of young Canadians, especially those for whom international experiences are less accessible, develop valuable intercultural competencies and access enriching employment opportunities. Already, thousands of learners will benefit from these innovative projects!

As we wait for international travel to resume safely, we hope to launch the next phase of this project with a mix of in-person and virtual opportunities. Colleges and institutes have always been nimble and adaptive to changing global circumstances and this challenge is no different. Watch the recording of last week’s information session and stay tuned this spring for more on what comes next!

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October 5, 2020

Making and celebrating her story

Since 1992, Canadians have officially marked Women’s History Month in October, celebrating the achievements and contributions of women and girls across the country and throughout our history as business leaders, politicians, researchers, artists, and activists. The month is highlighted by two events in particular: International Day of the Girl Child on October 11, a United Nations international observance dedicated to empowering girls to become female leaders and change-makers; and Persons Day on October 18, marking the day in 1929 that five trail-blazing women fought for and won the right to be appointed to public office and participate equally in all aspects of life in Canada.

While these three events call for celebration, it’s also a time to reflect on what still needs to be addressed to empower more women to achieve their full potential. The COVID-19 pandemic has prompted what some are calling a she-cession and similarly the latest data from Statistics Canada shows that female employees still earn $0.87 for every dollar earned by men. We also know that women and girls are more likely to experience gender-based violence, and many Indigenous women and girls are missing and murdered.

Empowering women is essential to continued economic and social growth, especially in the context of a pandemic. In the recent Speech from the Throne, the Liberal government promised to create an Action Plan for Women in the Economy. Colleges and institutes will be vital to the development of this plan, and many already lead initiatives to further the economic well-being of women:

George Brown College’s Women Transitioning to Trades and Employment program is an innovative, integrated, and supportive program for women and gender non-binary, trans, and two-spirit people who are looking for stable employment and interested in trades and construction related fields. The program is designed to increase the number of people from under-represented groups entering and being successful in the trades!
NorQuest College’s 1000 Women: A Million Possibilities campaign has raised over $3.3 million to support removing financial obstacles for female students and enabling them to pursue education and achieve their goals.
At Nova Scotia Community College, the Ocean Awaits Award for Women and Indigenous People, recognizes the significant financial, social and cultural barriers faced by women and Indigenous people when pursuing post-secondary education and aims to offset tuition costs and encourage greater participation in marine training and careers.
Cégep de l’Abitibi-Témiscamingue has been working in partnership over the past three years to adapt its First Nations Police Technologies program (Techniques policières des Premières Nations) to recommendations from the National Inquiry of Missing and Murdered Indigenous Women and Girls.
Okanagan College’s Gateway to the Building Trades for Women is an all-female, 12-week exploratory program introducing women to trades such as carpentry, automotive, plumbing, and electrical through active participation and exploration.
At Aurora College’s Yellowknife North Slave Research Centre, researchers are collaborating on the Welcoming the ‘Sacred Spirit’ projectconnecting Indigenous and western ways of knowing to optimize maternal health delivery. Other areas of focus include femicide, domestic abuse, and women’s health in rural and remote communities.
Many colleges and institutes are also involved in our Education for Employment programs abroad, one of the important ways we are working to advance women’s equality. All of these programs aim to help vulnerable populations achieve parity, particularly women, and contribute globally to Sustainable Development Goals 5, 4, and 8: gender equality, quality education, and decent work and economic growth.

A sustainable recovery plan for Canada needs to do more to empower the women, transgender, and gender non-binary individuals in our lives. Through support systems, targeted training opportunities, and female-oriented research projects like these, we can do more to unleash the achievements held back through implicit bias and systemic gender inequality.

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July 6, 2020

Asking ourselves the important questions

This past month has been incredibly charged with calls to action for social justice around the world. Even as the COVID-19 pandemic limits large gatherings, thousands have joined global protests against systemic racism following the police killings of Black men and women in the United States, and reports of police brutality against Black, Indigenous, people of colour (BIPOC) in Canada.

As many have taken to social media to share stories of injustice and call for public action, and leaders in higher education across the country have condemned anti-black violence and xenophobia, we also recognize that systemic racism and discrimination exist in Canada, and that Black students, Indigenous students, Asian students, and other visible minorities often disproportionately face challenges to success.

We celebrated inclusivity and diversity during Pride Month, and the unique heritage, diverse cultures, and outstanding contributions of Indigenous peoples on National Indigenous Peoples Day, but we must also take actionable steps to catalyze change. Colleges and institutes have a vital role to play in developing an engaged, civic-minded, and community-focused society.

The Justice Institute of British Columbia (JIBC) is Canada’s unique leading public safety educator, training approximately 26,000 students on campus and online each year. Last month, JIBC condemn race-based violence and discrimination, and affirmed its commitment to the principles of diversity, inclusivity, and social justice advocacy in its law enforcement training.
Just last year, Nunavut Arctic College and the University of Saskatchewan launched the Nunavut Law Program with funding from the federal government to give legal professionals an understanding of the regional and cultural contexts in Nunavut and to improve access to justice across the territory.
The Northern Institute of Social Justice at Yukon University focuses primarily on developing and delivering short training courses and awareness sessions for frontline workers employed in social justice-related work in governments, non-government organizations, and businesses. Courses cover fields such as administrative justice, education, health and wellness, policing, regulatory enforcement, and social services.
Collège de Maisonneuve is the only francophone cégep to offer the Justice and Society diploma program looking at individual and collective rights, the role of public institutions in social and economic equality and the distribution of wealth, and the history of the justice system in Canada.
Collège d’Alma’s Police Technologies for First Nations program [Techniques policières des Premières Nations] trains public safety officials with particular emphasis on the unique realities and challenges often faced by Indigenous communities.
Bow Valley College’s two-year Justice Studies diploma with Aboriginal Focus Specialization trains students for careers in justice sectors, covering topics such as psychology and mental health, correctional methods, and intervention strategies with youth.
The Atlantic Police Academy (APA) at Holland College provides training to enter public safety careers and is also a leader in the development of the Canadian Police Knowledge Network (CPKN), an innovative network of training and knowledge sharing between police and public safety professionals.
In an informal, virtual setting, Centennial College recently hosted a community conversation on anti-Black racism and how we can take action as a community. In a safe space for Black students and allies, participants shared the impacts of anti-Black racism and resources for support.

While programs of study and institutional initiatives focused on social justice, race, and gender equality educate and help communities take important steps forward, we must also take a deep look within all of our institutions and ask the difficult questions that expose implicit and unintentional biases in order to drive meaningful change. We cannot take for granted that racism and discrimination don’t exist in our communities and on our campuses. Committing to the Sustainable Development Goals, and to universal, inclusive quality education means that we need to continue to have the conversation, to right wrongs, and to admit we can and we will do better.

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May 4, 2020

Keeping students connected and supported during COVID-19

Last week, the Government of Canada announced a historic $9-billion student aid package to help alleviate the financial burden faced by many students who are finding their summer job prospects severely limited as a result of restrictions on businesses caused by the COVID-19 crisis. This has been one of our principal advocacy priorities and we are thrilled to see the federal government take action to help students. This financial aid means that all students will have the resources needed to continue their studies, including those among the most vulnerable when global crises disrupt the status quo.

Since the beginning of the COVID-19 pandemic, we shared how colleges and institutes have come to the aid of medical professionals, employing applied research facilities and 3D printers to find innovative ways of meeting demand for medical equipment; and have responded to physical distancing measures by moving teaching and learning online. But colleges and institutes always have their students top of mind, and have moved quickly to make sure student supports, from academics and tutoring opportunities, to finance, well-being and mental health support would remain available despite campus closures and disruption.

Our members have made a wealth of support mechanisms available for students during this time, including resources for managing stress and anxiety, tailored approaches for Indigenous students, help in acquiring necessary equipment to complete studies virtually, and creative ways of maintaining connected communities while physically distancing. For example:

Before government financial relief was announced, many colleges organized financial assistance and emergency relief bursaries for students, both domestic and international, and in many cases through collaboration with the institution’s student union to best meet their needs, including Coast Mountain College, Douglas College, Fleming College, Vancouver Island University, Collège André-Grasset, and more.
In collaboration with United Way Yukon, 48 Yukon College students needing additional support received grocery gift cards to assist help meet their immediate needs, whether it’s food, medications, cleaning supplies, or clothes.
Red River College’s Indigenous Student Supports quickly got to work ensuring that their Indigenous students were supported during this time, organizing deliveries of computers and emergency food hampers, and are also preparing traditional medicines such as sage and cedar so students can smudge at home.
Sheridan College’s Inclusive Communities team has launched a webinar series looking specifically at ways to support Indigenous students who may be disproportionately impacted by the COVID-19 pandemic in their transitions to online learning.
Saskatchewan Polytechnic students can book online video appointments with counsellors, including Indigenous counsellors and accessibility counsellors, on the institutions student wellness webpage and Learn from Home support page.
Loyalist College is helping find accommodations in local hotels and providing funding for food and other necessities for nearly 200 international students following campus residence closures related to COVID-19.
Working with the Montmorency Student Association (l’Association des étudiantes et des étudiants de Montmorency) Collège Montmorency was able to help low-income students obtain necessary computer equipment to allow them to continue their studies from home.
BCIT released a new Mental Health at Home service to provide students with tips, resources and one-to-one sessions to help manage stress, anxiety, and feelings of loneliness and isolation, and adjust to learning from home.
Conestoga College Student Engagement Services workshops, including Conversation Cafés and Transition Talks!, help students stay social connected during distancing efforts.
Humber College’s Student Life team is ensuring that vital support services remain accessible online, including virtual counselling support and Peer-Assisted Study Sessions (PASS) that allow students to connect with peer tutors online.
George Brown College has also moved its peer tutoring online for those needing support with English, math, accounting, and study skills, and quickly trained more than 50 peer tutors in using specialized digital tutoring platforms and interacting virtually with students.
Collège la Cité put together a special website with resources for students adapting to distance learning, including articles on how to manage stress as courses come to an end and a webinar with tips for how to maximize the potential of online classes.

Mental health remains a vital issue for students and all Canadians alike. Just yesterday, Prime Minister Justin Trudeau announced an investment of $240.5 million to develop, expand, and launch virtual care and mental health tools to support Canadians, including investment to support the federal government’s new Wellness Together Canada website. Don’t forget to take advantage of resources made available by the Mental Health Commission of Canada.

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January 13, 2020

The future is now: our vision for the 20s

Welcome to 2020. Seminal works of science fiction from the 19^th and 20^th centuries predicted the year 2020 in various ways, sometimes fundamentally different from the world we know, and sometimes merely an imaginable reality augmented by new technologies.

While their visions haven’t been fully realized, much of the technology is already here. We can 3-D print everyday objects, robots are now routinely performing tasks identified as too dangerous or time-consuming for humans, the underwater world is being mapped with optical and acoustic remote-sensing technologies, and scientists can detect radio signals emerging from distant parts of the universe.

The United Nations has set a 2030 Agenda for Sustainable Development to direct how we can use these technologies, along with collective action, for the good of the planet and humanity in the next ten years. Without letting our imaginations run too wild, here’s our optimistic vision for the coming decade:

Following the development of a national framework to integrate principles of climate change adaptation and mitigation into postsecondary education, all students will graduate with a climate credential.
All workers displaced by automation will be fully reintegrated into the workforce thanks to reskilling and upskilling programs; micro-credentials; and part-time, online, hybrid, and accelerated programs.
With expanded wraparound supports for Indigenous students and curriculum supporting truth and reconciliation, Indigenous and non-Indigenous post-secondary attainment rates and labour market outcomes will be on par.
Businesses and government will fully recognize the college and institute research and innovation capacity to offer solutions to pressing real-world problems.
In line with the Government of Canada’s goal to be completely carbon neutral by 2050, sustainable cities and communities of the future will only offer carbon-neutral public transportation, including infrastructure to support the use and recharging of electric vehicles on campus.
Buildings, classrooms, and research facilities on campus will all be constructed from recycled or recyclable resources, reducing garbage production, and retrofit to ensure energy efficiency to become net-zero.
All post-secondary students will have opportunities to learn and develop global and intercultural skills through educational and work experiences abroad.
As Canadian institutions welcome international students in increasing numbers year after year, expanded welcome and orientation programs, language training, and integration support will ensure the success and integration of all international students.
As warming climates continue to cause geographic shifts, many inland and northern colleges and institutes will emerge as leaders in unexpected areas such as marine research, agriculture, and freshwater and natural resource management.
With the help of on-campus student entrepreneurship incubators, young people will have the resources they need to step up to their innovation potential and launch small businesses in line with their own values systems for sustainable design.
Small and medium-sized enterprises will benefit from the college and institute system – a Canada-wide research and development engine – to become internationally competitive.
As mental health is recognized as a fundamental component of good health and wellbeing through initiatives such as Bell Let’s Talk and the Mental Health Commission of Canada’s new national standard on mental health for students, all post-secondary institutions will be equipped with the necessary individualized mental health support services to ensure student success.
All employers will get on board with lifelong learning opportunities for employees, matching government incentives, providing tuition reimbursement programs, and allowing employees time for professional and personal development.
All Canadians will have access to high-speed Internet service and the 5G network, no matter where they live, including universal broadband access for rural, remote, and northern communities.
Work-integrated learning in all programs will give every student the hands-on technical and entrepreneurial skills they need to satisfy employer demand upon entering the workforce.
Specialized programs will be accessible and affordable anywhere in Canada regardless of geographic location thanks to high-quality simulation, augmented and virtual reality, and open educational resources.
All learners, including students from underrepresented populations, women, LGBTQ2S+ students, and students with disabilities will be able to pursue post-secondary education without facing physical, emotional, financial, or psychological barriers.
As robots, drones, and other automated processes perform everyday tasks, we will have more time to direct towards innovation and global problem solving.
Canadians will age comfortably and securely thanks to college and institute training and applied research in seniors care, aging, and gerontology.
Hands-on technical and vocational education and training (TVET) all over the world will be completely destigmatized, and diploma, degree, and certificate programs and credentials will be recognized by employers as “top quality education”.

The start of a new decade is a good time to reflect on how far we’ve come and where we are going. By setting the right goals, working together to develop new solutions, and investing in the right infrastructure and skills, there’s no telling how far we can go.

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August 12, 2019

Transportation innovation: from autonomous vehicle retrofits to drone piloting

According to Transport Canada, transportation is the second largest source of greenhouse gas (GHG) emissions in Canada, or a quarter of Canada’s total GHG emissions. Confronted with these figures, transportation innovation is absolutely critical to minimizing Canada’s GHG emissions in line with the goals set out in the Paris Accord. As such, one of five themes of Transportation 2030, the Government of Canada’s strategic plan for the future of transportation is “green and innovative transportation.”

Transportation is more than just planes, trains, and cars; and, Transport Canada says its mandate is to “ensure Canada’s transportation systems support our ambitious economic growth and job creation agenda.”

Colleges and institutes contribute to transportation innovation by leading research projects that modernize and transform road, rail, air, and water transportation; by providing solutions to problems experienced by pilots and drivers; and ensuring that training in all fields of transportation is up-to-date, ever-evolving, and accessible to all. For example:

The First Peoples’ Aviation Technology program at First Nations Technical Institute (FNTI) is the only Indigenous aviation post-secondary program of its kind in Canada and is delivered in partnership with Canadore College. FNTI also recently hosted its inaugural Indigenous Youth Aviation Camp to encourage younger generations to pursue careers in piloting, which is considered key to the sustainability of many Indigenous communities.
The Centre québecois de formation aéronautique (CQFA) at the Cégep de Chicoutimi offers more than 50 training opportunities in the aviation sector and is the only institution in Canada that offers all three fields of specialization: commercial multi-engine, bush pilot (hydro-aviation), and helicopter. For more on aviation and aerospace technologies and training, including the Cégep Édouard-Montpetit, Confederation College, BCIT, and Red River College, check out this previous issue of Perspectives.
Fanshawe College’s Norton Wolf School of Aviation Technology offers a Remotely Piloted Aerial Systems Commercial Operations graduate certificate that provides students with the knowledge and skills needed to design, support, operate, and maintain unmanned aerial vehicle (UAV), or drone, operations. Given the potential use of drones in collecting data in rural, remote, and northern communities, Aurora College also recently began offering a 3-day intensive course in UAV operations.
The Institut du véhicule innovant (IVI) [Innovative Vehicle Institute] is a College Centre for the Transfer of Technology (CCTT) affiliated with the Cégep de Saint-Jérôme specializing in applied research and the development, evaluation, and implementation of innovative technologies in the transport sector. One such project involves the development of a modular-design-compatible retrofit kit capable of converting regular vehicles into autonomous vehicles.
Durham College is participating in the Autonomous Vehicle Innovation Network (AVIN), a community partnership designed to help SMEs develop, prototype, test, and validate transformative automotive technologies. By providing technology companies access to faculty expertise, student talent and state-of-the-art research facilities, Durham College is helping them develop autonomous vehicle capabilities in a safe and controlled environment.
The Railway Conductor program offered through the Rail Training Centre at the Southern Alberta Institute of Technology (SAIT) provides highly-skilled graduates for an industry experiencing significant growth. Students are given hands-on training using real equipment covering areas such as handling of dangerous goods, railway safety, and mechanical components of rail cars.
The Institut technologique de maintenance industrielle (ITMI) [Industrial Maintenance Technical Institute] is a CCTT affiliated with the Cégep de Sept-Îles and, since 2013 has been home to an NSERC Industrial Research Chair specializing in rail maintenance and operations. ITMI’s research includes automated data treatment, communications protocols in northern and isolated regions, and warning systems for railway conductors to avoid risks of derailment.

As the pace of transportation innovation accelerates, colleges and institutes provide bold and innovative solutions to enhance the safety, security, efficiency, and environmental performance of transportation in Canada.

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June 10, 2019

Building public safety in communities across the country

Public safety professionals, including law enforcement officers, firefighters, and paramedics, are a vital part of strong communities, protecting individuals and property, responding to emergency situations, and saving lives.

At colleges and institutes across the country, unique training opportunities and applied research projects are preparing Canadians to work in the public safety sector, advancing the capacity of emergency response professionals, and making sure that Canada’s emergency management framework can be successfully implemented in communities with diverse challenges. For example:

The Justice Institute of British Columbia (JIBC) is Canada’s unique leading public safety educator, developing dynamic justice and public safety professionals through applied education, training and research, training approximately 26,000 students on campus and online each year.
- Through its Centre for Applied Research, JIBC is also advancing justice and public safety, providing solutions to real-world questions that impact first responders, emergency managers, and other public safety professionals, including the development of a mental health screening tool for public safety personnel, through funding awarded by the Canadian Institutes of Health Research (CIHR).
- JIBC has also developed a web-based Aboriginal Disaster Resilience Planning (ADRP) guide to help First Nations, Métis, and Inuit communities assess emergency preparedness and build resiliency plans specifically designed to be compatible with Indigenous cultures and to ensure the continuity of traditional knowledge.
Researchers at Grande Prairie Regional College have partnered with the RCMP, Alberta Health Services, and the City of Grande Prairie on a Police and Crisis Team (PACT) project to examine and improve upon police response to mental health issues in remote communities.
Bow Valley College’s two-year Justice Studies diploma with Aboriginal Focus Specialization trains students for careers in justice sectors, covering topics such as psychology and mental health, correctional methods, and intervention strategies with youth.
The Northern Justice and Criminology program at Yukon College also provides a uniquely northern perspective on the study of crime, justice, criminal behaviour, and social reactions to crime.
For public safety and emergency services professionals, Fanshawe College offers a one-year Public Safety Leadership program to help advance their careers with the leadership skills necessary to move into roles such as staff sergeant, captain, charge nurse, or EMS superintendent.
At Durham College, Fire and Life Safety Systems Technician students learn about the design and technical methodologies for various fire and life safety systems, including building codes and construction, fire alarm design and fire dynamics.
The 911 Institute at Collège la Cité brings together under one roof training for professions related to emergency services, offering future police officers, firefighters, paramedics, 911 respondents and dispatchers, and security professionals an unrivalled environment for highly realistic simulation.
The Cégep de Sainte-Foy offers seven programs in public health and safety, including Paramedic Emergency Care [Soins préhospitaliers d’urgence], taking advantage of sophisticated equipment and mannequins programmed to reflect targeted situations at the cégep’s Le Centre S, a specialized centre for clinical simulation.
Public safety training at the Cégep Garneau includes protecting citizens and maintaining public order with the Police Technologies program [Techniques policières] and crime prevention and resocialization of offenders with the Delinquency Response Technologies program [Techniques d’intervention en délinquance].
The Collège d’Alma’s Police Technologies for First Nations program [Techniques policières des Premières Nations] trains public safety officials with particular emphasis on the unique realities and challenges often faced by Indigenous communities.
The Atlantic Police Academy (APA) at Holland College provides training to enter public safety careers such as firefighter, correctional officer, and conservation enforcement officer as well as in-service skills upgrading for those looking to advance their careers. APA is also a leader in the development of the Canadian Police Knowledge Network (CPKN), an innovative network of training and knowledge sharing between police and public safety professionals.

These types of programs, community partnerships, and applied research projects are a vital part of building Canada’s public safety and emergency management capacity.