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Quality Assurance for Postsecondary Institutions - Canada
Source: Canadian Information Centre for International Credentials
In Canada, postsecondary education is the responsibility of provincial and territorial governments, and in each province and territory there are laws, policies, and procedures that govern the operation of postsecondary institutions. Each jurisdiction has its own quality assurance mechanisms that are used in combination to ensure quality in the country's wide range of postsecondary institutions.
Most public institutions are called universities, university colleges, colleges, institutes, colleges of applied arts and technology, community colleges, regional colleges, centres, cégeps, or schools. These institutions are established by public legislation and receive public funds to support their operations.
Most private postsecondary institutions are called universities, colleges, institutes, schools, or academies. They are not established by public legislation, and for the most part, do not receive public funding. It is often difficult to determine the status of an institution simply by its title, since the names of public and private institutions may be quite similar. In reviewing a Canadian institution, it is important to be aware of its status and the range of quality assurance mechanisms that are brought to bear on its operation.
Public postsecondary institutions are given authority to grant degrees, diplomas, and certificates through specific legislation, and these institutions are therefore "recognized" institutions. A small number of private postsecondary institutions also have been given degree-granting authority, and these too are "recognized."
However, most private postsecondary institutions are not recognized but "registered" or "licensed." "Registered" or "licensed" institutions in Canada (usually private sector training organizations) issue diplomas and certificates that are not authorized by specific legislation. Governments generally limit their authority over these institutions to consumer protection. Although these institutions are not "recognized," they may have programs and standards equal in quality to recognized institutions.
Mechanisms Used to Ensure the Quality
The term "quality assurance" relates to the achievement of educational program standards established by institutions, professional organizations, government, and/or standard-setting bodies established by government. Quality assurance mechanisms are the processes by which the achievement of these standards is measured. The chief quality assurance mechanisms used in Canada are as follows:
Legislation. In each of Canada's ten provinces and three territories, legislation is used to some degree by governments to establish, govern, recognize, or ensure the quality of postsecondary educational programming. Through legislation, the use of the term "university" or "college" may be restricted. The power to establish universities or colleges may be the exclusive right of the respective legislature. Under specific legislation, programs and their standards may be established by government or require government approval. Government may be given the authority to investigate or take over any aspect of institutional operations. Legislation may require the establishment of committees or boards to assist in the setting of program standards or accountability procedures.
Affiliation and Federation. Affiliation agreements reflect formal arrangements between degree-granting institutions and non-degree-granting institutions, whereby the latter delivers degree programs, but graduates are granted degrees by the former. Colleges may also be part of a federation of colleges and universities in which courses may be taken by students at more than one institution, but applied to the same university program.
Credit Transfer and Articulation. Credit transfer involves an equivalency comparison of courses that have been taken by a student at one institution to courses offered at another institution. Articulation involves formal agreements between institutions of mutually acceptable program delivery and credit awards in specific programs in advance of their delivery. In the cases of both individual course credit transfer and systematic articulation, reviews are designed to ensure student achievement of standards set by receiving institutions. In a few provinces where extensive credit transfer and articulation systems exist, comprehensive transfer guides are made publicly available.
External and Internal Review. External review procedures may involve accreditation visits conducted by external committees of quality assessors, usually composed of academic peers from outside institutions or representatives from relevant professions or industry. Most institutions also use self-assessment methods to conduct internal reviews of quality of specific programs and of their institutions as a whole. The results of such internal reviews are often provided to government and may be considered in determining eligibility for direct (e.g., grants) or indirect (e.g., government-based student loan revenues) public funding.
Provincial Registration/Licensing. Private postsecondary education and training providers may be required to register or license their institutions, programs, or instructors with provincial or territorial government authorities. Most registration processes focus primarily on consumer protection, but in some provinces, specific requirements must be met respecting program quality, curriculum, and instructor qualifications.
Accreditation of Professional Programs. At the provincial and national levels, Canadian professional regulatory bodies (for example, in the fields of nursing, architecture, and engineering) participate in the establishment and review of postsecondary curriculum standards and consult on other professional issues governing students' preparations for entry into professions. This type of review leads to professional accreditation of specific programs.
Some countries have national accreditation systems that are used to identify the quality of their postsecondary institutions. The term "accreditation" refers to the approval of a postsecondary institution or program that has been found by an accreditation body to meet pre-determined standards through a recognized process of validation. Canada does not have a national accreditation system. Accreditation is used mostly by professional bodies to evaluate specific university and college programs. The term may also be used in a few instances by governments in validating private sector education and training organizations. Very few other organizations use the term, although the other quality assurance methods they employ may achieve similar outcomes.
National Organizations that Contribute to Ensuring Quality
There are a number of national organizations in Canada that promote quality and the use of high academic standards in postsecondary programs. The Association of Universities and Colleges of Canada (AUCC) does not have an accreditation role, but funds several quality-assurance-related activities. A university or degree-granting college will only be admitted to AUCC if it meets several requirements. For example, member institutions must be degree-granting institutions through legislative authority; their primary mission is the provision of university degree programs; they must satisfy AUCC, after receiving a report by an AUCC-appointed visiting committee, that it is providing education of a university standard.
The Association of Canadian Community Colleges (ACCC) is another important national organization that supports maintenance of high-quality programming in colleges. ACCC requires that members deliver postsecondary programs that meet the academic standards for diploma and certificate qualifications as set out by the appropriate jurisdictional authorities and operate as an integral part of a provincial or territorial government's educational activities and are funded primarily through that government.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization of professional associations involved in promoting good practices by its members in accreditation of educational programs.
Provincial and Territorial Profiles
The postsecondary education system in Alberta is described in CICIC's Postsecondary Education Systems in Canada, Provinces and Territories. The system can be divided into six categories of postsecondary program delivery:
Quality assurance mechanisms in Alberta's postsecondary education system vary by type of institution and program. They include one or more of the following:
Legislation
The Universities Act sets out Alberta Learning as the government authority responsible for postsecondary education in Alberta. The act establishes the provincial government's sole authority for establishing public universities, approving their mandates, and restricting the term "university" to government-designated institutions. The act also restricts the power to grant degrees to universities, private colleges in specific programs, and approved non-resident institutions. The authority of each university to govern itself through the operations of a board of governors, a senate, and a general faculties council is outlined in the University Act . A university's general faculties council and its associated individual faculty councils are, subject to the authority of the board of governors, responsible for the academic affairs of the institution including the determination of all courses of study, the establishment of admission standards and policies, affiliations with other institutions, and academic planning.
The Universities Act establishes the Universities Coordinating Council whose responsibility it is to promote and recommend cooperative actions by universities' general faculties councils and determines minimum standards for institutional affiliations. The Banff Centre Act establishes the Banff Centre for Continuing Education and with it, a board of governors responsible for its management and operation with direct accountability to the minister of learning.
Credit Transfer and Articulation
The Alberta Council on Admissions and Transfer was established in 1974 to assist postsecondary institutions to cooperate in ensuring effective transferability of credits across institutions. The basic objective of the council is the enlargement of educational opportunities for students.
The framework for admissions and transfer agreements is contained in the Council's Principles, Policies, and Procedures, published in the Alberta Transfer Guide . This publication is the official statement of transfer agreements duly negotiated and approved by postsecondary institutions in the province. The council monitors the effectiveness of admissions and transfer policies and practices throughout the advanced education system; recommends to the department and institutions revisions of policies, guidelines, and procedures; and advises the minister of any legislative changes that it deems necessary.
Articulation agreements are in place between some Alberta universities and its colleges and technical institutes. Through these agreements, specific academic programs are jointly developed, delivery is shared, and the universities grant the associated degrees. The quality of these joint programs is protected through the articulation agreements and the program review process at each institution. Articulation agreements are documented in the Alberta Transfer Guide.
External and Internal Review
Universities have internal program review procedures based on institutional policies and procedures. Proposed changes to all programs as well as new program proposals are submitted to Alberta Learning for approval. The department review focuses on how the program or proposed changes reflect the mandate of the institution and fit into the balance of other programs in the province as well as the institution's financial capacity to deliver the program. Curriculum is not a focus of the department's review.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of university programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the universities and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Other Organizations Related to Quality Assurance in Universities
All universities in Alberta are members of the Association of Universities and Colleges of Canada (AUCC). Although the association does not perform formal quality assurance functions, it does maintain membership criteria that address the primary mission of institutions, the range of program offerings, the breadth and depth of programs, the nature of members' relationship with parent institutions, the size of enrolment, institutional focus on scholarship, academic inquiry, and research, and compliance with the principles of academic freedom and responsibility. Institutions applying for membership must host an AUCC Visiting Committee that reports to the AUCC Board of Directors on a variety of items and recommends a decision on whether the applying institution is providing education of university standard.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
Private Colleges with Accredited Degree Programs
Legislation
The Universities Act requires that the minister of learning appoint a Private Colleges Accreditation Board that is directly accountable to the minister. The board is authorized to recommend to the minister that a private college be authorized to offer an approved baccalaureate degree (other than those in divinity programs).
The primary work of the board is to receive and review applications from private colleges for accreditation in baccalaureate programs and to conduct periodic evaluations of accredited programs. The board has established conditions that must be satisfied by a college proposing to offer a degree so that each approved program meets acceptable academic standards. These conditions include, in part, an appropriate curriculum, a sufficient number of suitably qualified faculty members, appropriate library and learning resources, and sufficient financial resources available to support the programs.
The Universities Act requires that the board establish procedures for the periodic review of the operations of the private colleges with accredited programs. Two procedures are employed for this purpose. One is the submission by the college of an annual report for consideration by the board. A second procedure is a comprehensive evaluation, which normally occurs during the sixth and eleventh years from the time the college was awarded degree-granting status.
Specific degree programs, not the institution as a whole, are accredited. No private college in Alberta may offer a baccalaureate program that is not accredited (except in divinity).
The board places strong emphasis on the transferability of courses offered by private colleges within the Alberta system of postsecondary institutions through the principles and guidelines of the Alberta Council on Admissions and Transfer (ACAT).
The process is designed to accommodate a broader range of institutional types and a greater diversity of baccalaureate programs in order to improve accessibility for students and increase opportunities for private colleges to become involved in postsecondary education in Alberta.
The board's accreditation procedures and the institutions to which they apply are described in detail on the board's home page .
Public Colleges and Technical Institutes
Legislation
The Colleges Act establishes Alberta's 15 publicly funded colleges offering in-school apprenticeship, certificate and diploma programs, university transfer programs, and applied degree programs.
The act sets up college boards of governors, which are accountable directly to the minister of learning and responsible for providing courses and programs of study including applied degrees, subject to the approval of the minister. In the case of the Alberta College of Art and Design , bachelor of fine arts degree programs and bachelor of design degree programs, approved by the minister, are also offered.
The act also requires that each college have an academic council. These councils make reports and recommendations to their boards on a variety of issues including academic policy on standards, selection and admission of students, courses, and programs of instruction.
Proposals by a college board of governors to add, change, reduce, delete, or transfer a program of study must be submitted to the minister for approval.
The minister may also arrange for the inspection of the operation of a public college. When in its opinion it is in the public interest to do so, the government may appoint an administrator for a public college.
The Technical Institutes Act establishes Alberta's two institutes of technology, NAIT and SAIT . The act sets up institute boards of governors that are accountable directly to the minister of learning and responsible for establishing student admission requirements and for providing courses and programs of instruction including applied degrees, short courses and programs, and apprenticeship, subject to the approval of the minister. The boards also determine admission requirements and enrolment policies.
The act also requires that each institute have an academic council. These councils make reports and recommendations to their boards on a variety of issues including academic policy on standards, selection and admission of students, courses, and programs of instruction.
Proposals by an institute's board of governors to add, change, reduce, delete, or transfer a program of study must be submitted to the minister for approval.
The minister may also arrange for the inspection of the operation of an institute. When in its opinion it is in the public interest to do so, the government may appoint an administrator for an institute.
Affiliation
Alberta's colleges and technical institutes have no formal affiliations with universities or other colleges or institutes.
Credit Transfer and Articulation
Colleges and institutes negotiate with other institutions (universities, other colleges, and institutes) to establish the terms of specific credit transfer agreements in accordance with internal policies and practices. Essentially, by comparing program curriculum they determine appropriate equivalencies.
The Alberta Council on Admissions and Transfer assists postsecondary institutions to cooperate in ensuring effective transferability. The basic objective of the council is the enlargement of educational opportunities for students. The framework for admissions and transfer agreements is contained in the council's Principles, Policies, and Procedures, published in the Alberta Transfer Guide . This publication is the official statement of transfer agreements duly negotiated and approved by postsecondary institutions in the province. The council monitors the effectiveness of admissions and transfer policies and practices throughout the advanced education system; recommends to Alberta Learning and institutions revisions of policies, guidelines, and procedures; and advises the minister of any legislative changes that it deems necessary. The council maintains an inventory of agreements between institutions.
Course and program transfer agreements are in place between postsecondary institutions in Alberta. Through these agreements, students are able to begin study at one institution and receive credit at another institution. Institutions conduct periodic evaluation of these agreements to ensure they remain current and appropriate. Transfer agreements are documented in the Alberta Transfer Guide.
External and Internal Review
Colleges and technical institutes initiate new program proposals and conduct internal reviews of existing programs in accordance with institutional policies and guidelines. All new program proposals and program changes must be reviewed and approved by Alberta Learning. The department review focuses on how the program or proposed changes reflect the mandate of the institution and fit into the balance of other programs in the province as well as on the institution's financial capacity to deliver. Where possible, the department also takes into account whether the program has been accredited by the associated professional organization. Curriculum is not a focus of the department's review.
Other Organizations Related to Quality Assurance in Colleges and Technical Institutes
All of Alberta's public colleges are members of the Association of Canadian Community Colleges (ACCC). ACCC does not perform formal quality assurance functions with respect to its members but it does promote quality programming and the use of high academic standards by conducting research and facilitating broad discussion on quality assurance issues.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
Legislation
The Apprenticeship and Industry Training Act and regulations provide the legislative authority for the administration of apprenticeship. The government, through Alberta Learning , administers the apprenticeship system and arranges with training establishments to provide the in-school instructional component of apprenticeship training.
The act requires that the government appoint an Alberta Apprenticeship and Industry Training Board. The board's main function is to advise the minister of learning on labour market matters that relate to the training and the certification of people in designated trades and designated occupations. In advising the minister, the board draws upon the expertise of various committees.
Each trade has a provincial apprenticeship committee (PAC). The PACs are responsible for setting the training needs and standards in their respective trades including identifying the training needs and content for their trade, recommending the standards for training and certification for their trade, and forward their recommendations to the board. They are also responsible for deciding whether training provided by people or organizations other than the minister is equivalent to training provided in an apprenticeship program in their trade.
Most of the trades in Alberta have a network of local apprenticeship committees (LACs). The board sets up LACs in any area of the province where there is enough interest in the trade to warrant it. LAC responsibilities include making recommendations about apprenticeship and certification to the PAC for their trade.
Alberta Learning staff arrange the formal in-school instruction for all apprenticeship programs. They also administer the apprenticeship examinations and keep records of the apprentice's contract and training progress. They work with the PACs to develop the formal instruction that is delivered by the training establishments and to develop examinations. Training establishments, mostly colleges and technical institutes, teach to the training standards set by the PACs.
External and Internal Review
The apprenticeship program in Alberta operates on a three-year business cycle that includes program evaluation of the in-school portion of apprenticeship training through performance indicators such as student and graduate satisfaction surveys and graduate employment rates. Training institutions are required to teach to the training objectives as defined by the PAC in each respective trade.
An Interprovincial Standards "Red Seal" Program promotes and facilitates the standardization of provincial and territorial apprenticeship training, as well as the regular updating of national trades standards in order to reflect the ongoing technological changes taking place in all trades. Canada's provinces and territories developed the Red Seal program in cooperation with the federal government (Human Resources Development Canada) to standardize trade skill requirements and provide greater employment mobility throughout Canada. A provincial Certificate of Trades Qualification bearing the Red Seal provides training recognition in most jurisdictions throughout Canada. For employers in other jurisdictions, the Red Seal is an assurance of quality training and certification to nationally recognized standards.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of college and institute programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the colleges or technical institutes and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Licensed Private Vocational Schools
Legislation
The Private Vocational Schools Act establishes the authority of the Director of Private Vocational Schools of Alberta Learning to review and issues licences and set conditions for the provision of vocational programs offered by private institutions in the province. The director may also act to cancel licences and assist consumers of training enrolled in licensed programs where the act or its regulations have been violated. No person may provide vocational training in Alberta unless the program is licensed under the act or the instructor is hired by a licensed operator.
The government of Alberta has the authority to regulate , among other things, the definition of vocations, criteria for licensing, security requirements, and performance requirements for licensed programs. The act also requires the minister to appoint the Private Vocational Schools Advisory Council. This body hears appeals of certain decisions made by the director.
Private vocational schools are not "recognized" institutions as they do not have degree, diploma, or certificate-granting powers established through legislation. They may call themselves "colleges" as there is no restriction on the use of the term. Students attending licensed programs are eligible to apply for student assistance.
External and Internal Review
Information on internal review processes may be obtained from individual private schools offering licensed programs.
Alberta Learning reviews and approves all private vocational programs. Alberta Learning monitors graduation rates and graduate employment rates. If schools do not maintain 70% graduation and employment rates, their licenses may be subject to cancellation. However the department's approval process focuses on the schools' capacity to perform to industry requirements and provincial standards rather than on an examination of the quality of the curriculum. Quality of programming is the responsibility of individual schools.
Community Adult Learning Councils (CALC)
There are 84 community adult learning councils (CALCs) that support community-based initiatives in small, medium, and large communities across the province. Their programming enhances and complements other parts of the learning system in Alberta, including the postsecondary system, the secondary system, and the private education and training sector. They provide support for identifying and meeting needs in the community that are not met by others.
Most provincial legislation can be accessed through the Internet at http://www.qp.gov.ab.ca/custom_page.cfm?page_id=18 .
List of recognized degree-granting and non-degree-granting postsecondary institutions in Alberta
The postsecondary education system in British Columbia is described in CICIC's Postsecondary Education Systems in Canada, Provinces and Territories. The system can be divided into five categories of postsecondary program delivery:
Quality assurance mechanisms in British Columbia's postsecondary education system vary by type of institution and program. They include
Legislation
The University Act establishes three of British Columbia's traditional universities. The University of Northern British Columbia Act establishes the province's fourth traditional university. These statutes give the universities the authority to grant degrees, diplomas, and certificates and to call themselves "universities."
The authority of each university to govern itself through the operations of a board of governors and a senate is outlined in the above statutes. The academic governance of the university is vested in the senate including the authority to establish student admission requirements; determine the conduct and results of all examinations; recommend revision of courses, instruction, and education in all faculties; and set terms of affiliation with other universities, colleges, or other institutions. The senate may also require any faculty to establish advisory committees consisting of students of the faculty and members of the community at large.
Under the legislation, the minister must not interfere in a university's power to set academic policies and standards, establish standards for admission and graduation, and select and appoint staff. However, the minister must approve all new degree programs.
All universities must report annually to the minister. Annual reports are not required by the legislation, but the minister can require a university to provide reports and other information that the minister considers necessary to carry out the minister's responsibilities in relation to universities.
The Royal Roads University Act and the Technical University of British Columbia Act establish two special purpose universities. Some of these institutions' responsibilities are the same as the traditional universities, but, instead of a senate, they have an academic council and a university council, respectively. In addition, several of the powers conferred on the senate in traditional universities are assigned to the president of Royal Roads University. Further, the University Council of the Technical University of British Columbia (TechBC) is required to monitor the quality of programs, courses, and student performance within guidelines established by the board of governors and submit to it annual reports on council activities. A program advisory committee (PAC) must be established in each program area at TechBC. Among PAC duties are to make recommendations on courses of study and course content including additions, changes, and modifications and to report annually to the board of governors. These acts also require the minister to approve new degree programs.
The British Columbia Open University (BCOU) is established under the Open Learning Agency Act. The BCOU offers distance education courses and degree programs. Extensive credit transfers are available through cooperative arrangements with other colleges, institutes, and universities. Students completing a degree program in arts and science, business, health science, or technology are awarded a BCOU credential, recognized within British Columbia's public postsecondary system and by other educational institutions, government, and employers.
Affiliation
Over the last decade, university colleges in British Columbia have developed as comprehensive institutions offering a range of degree, diploma, and certificate programs. Significant growth has occurred in the new degree program areas at these institutions. During their transition to degree-granting status, university colleges were affiliated with universities for the purposes of granting degrees. By 1995, university colleges had developed the academic infrastructure and experience to offer degrees independently, and the College and Institute Act provided them with this authority. All university colleges were granting their own degrees by 1996.
Various types of partnerships and collaborative arrangements are developed between public universities, university colleges, colleges, institutes, and the Open Learning Agency in British Columbia to increase access to postsecondary educational opportunities. For example, the Open University offers degree programs in various fields of study in collaboration with a range of partner institutions.
In addition, a few private theological postsecondary colleges are affiliated with a university (for example, The University of British Columbia). In such instances, the granting of affiliation means that the private theological colleges meet the criteria for affiliation established by the senate of the university, but does not imply any scrutiny or approval of the course offerings of the private theological colleges by the university Senate.
Credit Transfer and Articulation
In British Columbia, articulation is a general term used for the complex credit transfer and joint program development and delivery systems that operate in the province's education system.
The British Columbia Council on Admissions and Transfer (BCCAT) facilitates admission, articulation, and transfer arrangements among the colleges, university colleges, institutes, the Open Learning Agency, and the universities within British Columbia. Specifically, the council encourages the postsecondary institutions to develop policies that facilitate transferability of postsecondary credit courses so that credit can be applied toward baccalaureate degrees in all degree-granting institutions.
The council prepares and maintains a systematic on-line transfer guide (BC Transfer Guide) that presents credit equivalencies of first- and second-year university-level courses between the province's universities and other institutions. It does not include available credit equivalencies for third and fourth year courses or equivalencies across universities. Information on these equivalencies is maintained by individual institutions.
A few private postsecondary institutions in British Columbia offer academic courses that are transferable to public universities, within the definitions established by BCCAT. Information on credit transfer is the responsibility of BCCAT and is provided in the BC Transfer Guide.
External and Internal Review
Universities have internal program review procedures based on institutional policies and procedures including mandatory review of all new programs by a university senate. New program proposals, as well as substantively revised programs, must be submitted to the ministry for approval. The approval process ensures that any new degree program is within the goals and priorities of the British Columbia postsecondary system, while respecting institutional autonomy and the different and distinctive roles and mandates of the province's degree-granting institutions. Among other things, the process is intended to ensure that a high level of educational standards is maintained across degree programs. The details of this process are available on the Internet at http://www.aved.gov.bc.ca/newdegree/
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of university programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the universities and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Other Organizations Related to Quality Assurance in Universities
All universities in British Columbia are members of the Association of Universities and Colleges of Canada (AUCC). Although the association does not perform formal quality assurance functions, it does maintain membership criteria that address the primary mission of institutions; the range of program offerings; the breadth and depth of programs; the nature of members' relationship with parent institutions; the size of enrolment; institutional focus on scholarship, academic inquiry, and research; and compliance with the principles of academic freedom and responsibility. Institutions applying for membership must host an AUCC Visiting Committee that reports to the AUCC Board of Directors on a variety of items, and recommends a decision on whether the applying institution is providing education of university standard.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
Legislation
British Columbia's five university colleges, eleven colleges, and four institutes are established under the College and Institute Act. The act provides the university colleges, colleges, and institutes with authority to grant associate degrees, diplomas, and certificates. Under this statute the government may authorize university colleges and institutes to grant baccalaureate degrees in designated programs. Colleges may provide first- and second-year university courses, but they cannot grant degrees. The minister may also require an institution to establish a method for accrediting postsecondary courses. All institutions have boards, and all but one have an education council. These bodies have joint and independent powers. The board is responsible for managing and directing the affairs of the institution. The education council's independent powers include the power to set examination policies and to set curriculum content for courses leading to certificates, diplomas, and degrees. Powers that are exercised jointly by the board and the education council include curriculum evaluation.
Affiliation
A few of British Columbia's public and private colleges have affiliations with universities in a limited number of programs. Inquiries should be made directly to the institutions.
Credit Transfer and Articulation
In British Columbia, articulation is a general term used for the complex credit transfer and joint program development and delivery systems that operate in the province's education system.
The British Columbia Council on Admissions and Transfer (BCCAT) facilitates admission, articulation, and transfer arrangements among the university colleges, colleges, institutes, the Open Learning Agency, and the universities within British Columbia. Specifically, the council encourages the postsecondary institutions to develop policies that facilitate transferability of postsecondary credit courses so that credit can be applied toward baccalaureate degrees in all degree-granting institutions.
The council maintains a systematic on-line transfer guide that presents credit equivalencies of first- and second-year university-level courses between the province's universities and other institutions. The transfer guide does not include available credit equivalencies for third and fourth year courses or equivalencies across universities. Information on these equivalencies is maintained by individual institutions.
A few private postsecondary institutions in British Columbia offer academic courses that are transferable to public universities, within the definitions established by BCCAT. Information on credit transfer is the responsibility of BCCAT and is provided in the BC Transfer Guide.
External and Internal Review
All university colleges, institutes, and colleges have internal education councils, comprising administrators, faculty, students, and support staff. The councils approve both degree and non-degree programs supported by provincial funding.
The Ministry of Advanced Education administers a New Program Review Process (NPRC) for non-degree programs, which requires detailed information on all aspects of newly proposed programs and major program revisions.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of college and institute programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the colleges and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Legislation
The Industry Training and Apprenticeship Act establishes the Industry Training and Apprenticeship Commission (ITAC). It has the mandate to oversee apprenticeship in British Columbia, including developing and expanding a system of provincially recognized credentials for designated trades and designated occupations that promote laddering, portability, mobility, and transferability and that recognize provincial, national, and international occupational standards. Under the act, the commission may set up committees to provide advice and recommendations with respect to its mandate. The commission is responsible for setting standards for training, program content, and completion standards and methods of apprentice evaluation.
External and Internal Review
ITAC manages, facilitates, and funds the development of apprenticeship program standards and curriculum using National Occupational and Skills Standards where available and obtaining input from individual trade advisory committees. The in-school portion of apprenticeship training is developed through this process and delivered primarily but not exclusively by the province's colleges and institutes. ITAC does not monitor the content of training for quality. This is left to the internal program review processes of individual institutions, which include instructor and program evaluations and student surveys.
An Interprovincial Standards "Red Seal" Program promotes and facilitates the standardization of provincial and territorial apprenticeship training and certification, as well as the regular updating of national trades standards, in order to reflect the ongoing technological changes taking place in all trades. The Canadian provinces and territories developed the Red Seal program, in cooperation with the federal government (Human Resources Development Canada) to standardize trade skill requirements and provide greater employment mobility throughout Canada. A provincial Certificate of Trades Qualification bearing the Red Seal provides training recognition in most jurisdictions throughout Canada. For employers in other jurisdictions, the Red Seal is an assurance of quality training and certification to nationally recognized standards.
In addition to the Red Seal program, ITAC develops curriculum, standards, and certification for a wide range of the vocational trades at a provincial level. ITAC is also responsible for the designation of "compulsory trades," which regulates employment of workers in certain occupations.
Other Organizations Related to Quality Assurance in Colleges, Institutes, and Apprenticeship
British Columbia's public colleges are members of the Association of Canadian Community Colleges (ACCC). ACCC does not perform formal quality assurance functions with respect to its members, but it does promote quality programming and the use of high academic standards by conducting research and facilitating broad discussion on quality assurance issues.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
Legislation
The Private Postsecondary Education Act governs British Columbia's private postsecondary education system. It stipulates that private postsecondary institutions in British Columbia must register with the Private Postsecondary Education Commission (PPSEC). The purpose of registration is to provide consumer protection. It does not focus on program quality assurance.
The commission offers registered private postsecondary institutions a voluntary accreditation process designed to ensure standards of integrity and educational competence. Modeled on the public colleges and institutes' institutional evaluation process, private postsecondary institutions seeking accreditation prepare a self-study that is validated by an on-site peer review team. Private postsecondary institutions may be accredited for a maximum period of five years. Although the process is voluntary, some organizations will only fund training in institutions that are accredited (for example, participant funding programs supported by Human Resources Development Canada).
Students attending private postsecondary institutions designated by the Student Services Branch of MAETT are eligible to apply for student financial assistance. Private postsecondary institutions may be designated only if they are accredited by PPSEC, or if they are constituted under legislation (for example, private theological colleges established by their own acts).
Private postsecondary institutions may call themselves "colleges" as there is no restriction on the use of the term "college." While there is currently no mechanism for establishing private universities in British Columbia, PPSEC registers out-of-country degree-granting institutions operating in British Columbia, whether public or private. These institutions are not "recognized," as they do not have degree, diploma, or certificate-granting powers established through legislation.
External and Internal Review
Information on internal review processes may be obtained from individual private postsecondary institutions.
In addition to requiring the annual re-registration of all private postsecondary institutions, PPSEC maintains a program of on-site compliance auditing of registered and accredited private postsecondary institutions. Accredited private postsecondary institutions are required to participate in On Track, a government-funded, third-party graduate student follow-up survey. They must also file annual reports with the commission.
Most provincial legislation can be accessed through the Internet.
The postsecondary education system in Manitoba is described in CICIC's Postsecondary Education Systems in Canada, Provinces and Territories. The system can be divided into six categories of postsecondary program delivery:
Quality assurance mechanisms in Manitoba's postsecondary education system vary by type of institution and program. They include
Legislation
Manitoba's four degree-granting universities are established by individual statutes. The authority of each institution to govern itself through the operations of a board of governors or regents and a senate is outlined in these statutes, their regulations, and by-laws. In most cases, Manitoba universities have the authority to determine all matters relating to programs and qualifications of employees and all other matters deemed to be in the interest of the institutions. The statutes establishing individual institutions do not contain explicit reference to mechanisms for or accountabilities pertaining to quality assurance of educational programming. Program quality responsibilities are implied through the powers and duties assigned to institutions' internal governing bodies.
The use of the term "university" is restricted by legislation to use by institutions so designated by legislation.
The Council on Postsecondary Education Act establishes the Council on Postsecondary Education and assigns it responsibility for planning and coordinating the development of the province's postsecondary system. The act prohibits the council from interfering with the basic right of a university or college to formulate academic policies or standards and standards of admission or graduation or their independence in the appointment of staff. However, the council is responsible for assessing the province's educational needs, approving new programs, determining priorities, and allocating funding. It consults extensively with Manitoba's postsecondary institutions and develops consistent and effective criteria for measuring university and college performance. The Council also facilitates the implementation of appropriate credit transfer arrangements between universities and colleges.
The act provides the council with the authority to, among other things, review and evaluate postsecondary programs.
Affiliation
The Collège Universitaire de Saint-Boniface is established by statute and is affiliated with the University of Manitoba. Degrees are issued jointly.
Credit Transfer
Manitoba does not have a systematic, province-wide process for conducting credit transfers to and from universities and colleges. The flexibility and details of credit transfer procedures vary by institution. Articulation agreements are listed in most institutions' calendars. All new programs must demonstrate how credit transfer will be utilized.
Joint articulation agreements are in place between all Manitoba universities and colleges. Through these agreements, specific academic programs are jointly negotiated, delivery is shared, and in some cases two years of a four-year program are delivered by each institution. The universities grant the degrees. The quality of these programs is protected through the articulation agreements and the program review process at each institution.
External and Internal Review
All new university program proposals developed by universities must be reviewed by another institution that offers the same program. The proposals must then be submitted for approval to the Council on Postsecondary Education. The council reviews each program from quality, need, organizational, and financial perspectives. The council also must approve any significant changes to university programs.
Quality is also monitored through graduate satisfaction surveys and student in-class surveys. The council's goal is to conduct these evaluations every five years.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of university programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the universities and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Other Organizations Related to Quality Assurance in Universities
All universities in Manitoba are members of the Association of Universities and Colleges of Canada. Although the association does not perform formal quality assurance functions, it does maintain membership criteria that address the primary mission of institutions, the range of program offerings, the breadth and depth of programs, the nature of members' relationship with parent institutions, the size of enrolment, institutional focus on scholarship, academic inquiry and research, and compliance with the principles of academic freedom and responsibility. Institutions applying for membership must host an AUCC Visiting Committee that reports to the AUCC Board of Directors on a variety of items and recommends a decision on whether the applying institution is providing education of university standard.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
William and Catherine Booth College is an Approved Teaching Centre of the University of Manitoba, a member of the Winnipeg Theological Consortium at the University of Winnipeg, and a full member of the Accrediting Association of Bible Colleges.
Legislation
Manitoba has four private religious institutions, all with degree-granting authority. The Canadian Mennonite University is established under the Mennonite College Federation Act. Like other Manitoba universities, the Canadian Mennonite University is governed by a board of governors and a senate, the senate being responsible for the academic policies of the university. Providence College and Seminary is legislated by the Providence College and Theological Seminary Incorporation Act and is governed by a board of directors. Steinbach Bible College is legislated under letters patent to operate as a college and seminary. William and Catherine Booth College is governed by a board of trustees. The college was given degree-granting powers by the Legislature of the Province of Manitoba in 1983.
External and Internal Review
The Department of Advanced Education funds private religious college programs that are not theologically based. These colleges must submit annual reports to the Council on Postsecondary Education.
First Nations Postsecondary Institutions
Yellowquill College is a First Nations postsecondary institution operated by a First Nations Board of Directors. The quality of its programs is not subject to review by the province of Manitoba. Further information is available directly from the institution.
Legislation
The Colleges Act establishes board governance for Manitoba's community colleges. These institutions are responsible for "enhancing the economic and social well-being of the province through the provision of a broad range of educational opportunities." The colleges may provide university courses by way of agreement with universities and may participate in joint programs with respect to education and training and related services developed and delivered in conjunction with universities or other accredited/recognized postsecondary institutions.
The minister of advanced education may designate college mandates, establish guidelines for education and training including programs evaluation guidelines, appoint persons or committees to review and evaluate college programs, and appoint persons to inspect any matter related to the management and operation of a college. The Colleges Act establishes boards of governors as the governing bodies of the colleges. Among the boards' activities are
On the recommendation of the minister, the government may appoint an administrator of a community college if the board of governors takes up a practice or tolerates a situation incompatible with the mandate of the college or the act, or if in the opinion of the minister, it is otherwise in the public interest to do so. This power has never been used.
The colleges are required to submit to the department annual reports that must include audited financial statements, annual academic reports, and any other information that the minister requests. The minister must in turn table the report in the provincial Legislature.
The Colleges Act also establishes college program advisory committees composed primarily of external industry representatives. These committees participate in the development of new programs and the review of existing programs of study.
The Council on Postsecondary Education Act establishes the Council on Postsecondary Education and gives it the responsibility of planning and coordinating the development of the province's postsecondary system. The act prohibits the council from interfering with the basic right of a university or college to formulate academic policies or standards, standards of admission or graduation, or their independence in the appointment of staff. However, the council is responsible for assessing the province's educational needs, approving all new programs, determining priorities, and allocating funding. The council consults extensively with Manitoba's postsecondary institutions and develops consistent and effective criteria for measuring university and college performance. It also facilitates the implementation of appropriate credit transfer arrangements between universities and colleges. The act also provides the council with the authority to review and evaluate postsecondary programs.
Affiliation
Manitoba's colleges have no formal affiliations with universities or other colleges.
Credit Transfer
Credit transfers between Manitoba's colleges and other Canadian community colleges and universities are considered by program and administrative staff on a course-by-course basis that includes a review of course content, student evaluation methods, and teacher qualifications.
External and Internal Review
The Council on Postsecondary Education must approve all new college program proposals. The council reviews each program from quality, organizational, and financial perspectives. It also must approve significant changes to college programs.
Quality is also monitored through graduate satisfaction surveys and student in-class surveys.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of college programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the colleges and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Apprenticeship training in Manitoba combines workplace training and educational class instruction. The Apprenticeship and Trades Qualifications Act establishes the government of Manitoba as the governing authority of all apprenticeship matters. Under the act, a provincial Apprenticeship and Trades Qualifications Board is accountable to the minister. In relation to quality assurance, the functions of the board are to establish objectives, standards, and requirements for apprenticeship; assess programs of in-school instruction that could be suitable for apprenticeship; and establish and consider recommendations made by trade advisory committees for designated trades. Trade advisory committees consider and make recommendations on the objectives, form, and content of training programs; the assessment of those programs including in-school instruction; and the upgrading of standards.
The board also provides for apprentice tests and examinations. The work of the Apprenticeship and Trades Qualifications Board and its advisory committees is supported and monitored by a director of apprenticeship who is responsible for ensuring compliance with the act.
External and Internal Review
A national occupational analysis document is used to set the standards for development of in-school instruction of interprovincial trades apprenticeship training. The Apprenticeship Branch facilitates the development of occupational analyses for trades regulated by the provincial law. The content of the in-school training for each trade is developed by a Provincial Trade Advisory Committee, which is composed of representatives from industry, or by an industry working group working for or with the Provincial Trade Advisory Committee. College instructors provide input into the development of curriculum. Department program development staff members facilitate the development process.
In-school training is delivered primarily by Manitoba's colleges, which have the right of first refusal to deliver training. The Department of Advanced Education, which is responsible for ensuring on behalf of industry the quality of course content and instruction, monitors the quality of these services. Each training institution also plays a role in ensuring the quality of their services.
A review of program content takes place approximately every three years. Student surveys are used when it is deemed appropriate. Success on the final certification examination is reviewed on an ongoing basis. If there is a slide in success rates, an internal departmental review is conducted.
An Interprovincial Standards "Red Seal" Program promotes and facilitates the standardization of provincial and territorial apprenticeship training, as well as the regular updating of national trades standards in order to reflect the ongoing technological changes taking place in all trades. The Canadian provinces and territories developed the Red Seal program in cooperation with the federal government (Human Resources Development Canada) to standardize trade skill requirements and provide greater employment mobility throughout Canada. A provincial Certificate of Trades Qualification bearing the Red Seal provides training recognition in most jurisdictions throughout Canada. For employers in other jurisdictions, the Red Seal is an assurance of quality training and certification to nationally recognized standards.
Other Organizations Related to Quality Assurance in Colleges and Apprenticeship
Membership in the Association of Canadian Community Colleges (ACCC) is not mandatory for Manitoba's community colleges. ACCC does not perform formal quality assurance functions but it does promote quality programming and the use of high academic standards by conducting research and facilitating broad discussion on quality assurance issues.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
Other Organizations Related to Quality Assurance in Colleges and Apprenticeship
Legislation
The Private Vocational Schools Act sets out requirements for the operation of registered private vocational schools in Manitoba. The purpose of the act is to ensure that the training provided by these institutions "is of high quality providing an individual with the skills and knowledge required to obtain gainful employment." A private vocational school may operate in the province only if it is registered with the Department of Advanced Education, and if the minister is satisfied that the school is staffed with competent instructors and sufficient equipment for the teaching of specified vocations. The department may inspect any vocational school at any time to observe methods of instruction and inspect materials used in the courses of study provided at the school and may cancel certificates of registration if the minister is satisfied that the school is insufficiently provided with the means of instruction.
Private vocational schools may call themselves "colleges" as there is no restriction on the use of the term.
These institutions are not "recognized" as they do not have degree, diploma, or certificate-granting powers established through legislation. However, through the Regulations under the Private Vocational Schools Act, the department may prescribe the amount and type of security operators must provide, the amount of refund of fees paid to operators, the requirements of the sale of a course, and the amount of fees charged for goods and services provided by students. It may also prescribe the registration requirements of private vocational schools and agents, salespersons, or representatives; the various fees payable; renewal and cancellation requirements of private vocational schools; and forms for use by private vocational schools. The act provides for the establishment of a program review committee, and the regulation prescribes the committee's powers and duties; qualifications of instructors and agents, salespersons, or representatives, and authorizes the department to designate any industrial or commercial occupation or calling as a vocation.
Students who attend training programs that are registered with the department are eligible to apply for student financial assistance. Schools may deliver non-registered courses and programs, but students in these programs are not eligible to apply for student aid.
External and Internal Review
All applications for private vocational school registration must be reviewed and approved by the Department of Advanced Education. Program review committees with assistance from representatives from relevant industries examine course outlines, teacher qualifications, and other program information on such items as instructional materials, facilities, equipment, and data on capacity to deliver training prior to approving new and modified programs.
Department surveys may also be conducted with persons who have attended courses at any time during the year. Student satisfaction is an element of these surveys.
Information on private vocational schools' internal review processes may be available from individual schools.
Most provincial legislation can be accessed through the Internet at http://www.gov.mb.ca/chc/statpub/free/index.html .
List of recognized degree-granting and non-degree-granting postsecondary institutions in Manitoba
The postsecondary education system in New-Brunswick is described in CICIC's Postsecondary Education Systems in Canada, Provinces and Territories. The system can be divided into four categories of postsecondary program delivery:
Quality assurance mechanisms in New Brunswick's postsecondary education system vary by type of institution and program. They include
Legislation
The Degree Granting Act establishes the New Brunswick government as the sole authority in the designation of degree-granting institutions in the province. The act also provides the minister of education with the authority to conduct periodic program assessment audits to determine compliance with the act and regulations. This legislation was passed in June 2000, and regulations are now in place.
Each New Brunswick university is established by individual statute. There are four public universities in New Brunswick and three private universities.
The Maritime Provinces Higher Education Commission Act establishes the Maritime Provinces Higher Education Commission (MPHEC) and applies to all public universities in New Brunswick, Nova Scotia, and Prince Edward Island. The statute provides the commission with the responsibility of (a) reviewing all new program and proposed program modification proposals and (b) monitoring the institutions' quality assurance mechanisms. The commission is directly accountable to the Council of Maritime Premiers.
Affiliation
New Brunswick's public universities have no formal affiliations with other institutions. Private universities have affiliations with organizations such as the Acadia Divinity College, the Convention of Atlantic Baptist Churches, and the Wesleyan Church.
Credit Transfer and Articulation
Credit transfers between New Brunswick's public universities and other universities are considered by program and administrative staff on a course-by-course basis that includes a review of course content, student evaluation methods, and instructor qualifications.
In some programs there are informal agreements between New Brunswick universities and colleges that certain courses will be recognized. Credit transfers are also conducted on a case-by-case basis depending on the educational backgrounds of individual students from other institutions. The Government of New Brunswick produces a Guide to Transfer of Credit that documents available credit transfers between any of New Brunswick's community colleges and universities. It also outlines some of the province's partnership arrangements.
Some articulation agreements are in place between New Brunswick universities and community colleges. Through these agreements, specific academic programs are jointly developed, and delivery is shared. Students undertaking these articulated programs are provided with a previously established and coordinated program of study at both the universities and community colleges where they can earn both a diploma and a degree. The quality of these joint programs is protected through the articulation agreements and the program review process at each institution.
External and Internal Review
The quality of New Brunswick's university programs is addressed in three additional ways. First, programs are evaluated by the universities' own processes of self-study and review conducted in accordance with internal policies and procedures. Second, the MPHEC reviews all new program proposals and all significant changes to existing programs. The commission focuses on continuous quality improvement of programs and teaching. The overall objective of program reviews is to ascertain the suitability of the program, given its objectives, structure, institutional appropriateness, resources, stated student outcomes, and their relevance. Detailed program proposal guidelines are provided to institutions.
The third quality assurance activity is the MPHEC's monitoring of quality assessment procedures used by universities. This is especially important given that the cornerstone of quality assurance is self-assessment by the institutions. The specific objective of the MPHEC monitoring function is to ascertain that the procedures used by institutions to assess the quality of existing programs are performing adequately. The process is formative; institutional policies and practices are reviewed with a view to providing assistance and advice to institutions.
The process pays particular attention to each university's mission and values. MPHEC's quality assurance procedures start with internal reviews by the universities. For details on these procedures, contact the individual institutions.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of university programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the universities and may establish criteria for curriculum, provide some staff, and conduct on-site visits in accordance with the policies and procedures established by the professions.
Other Organizations Related to Quality Assurance in Universities
All public universities in New Brunswick are members of the Association of Universities and Colleges of Canada (AUCC). Although the association does not perform formal quality assurance functions, it does maintain membership criteria that address the primary mission of institutions; the range of program offerings; the breadth and depth of programs; the nature of members' relationship with parent institutions; the size of enrolment; institutional focus on scholarship, academic inquiry, and research; and compliance with the principles of academic freedom and responsibility. Institutions applying for membership must host an AUCC Visiting Committee that reports to the AUCC Board of Directors on a variety of items and recommends a decision on whether the applying institution is providing education of university standard.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
Legislation
The Adult Education and Training Act and its regulation govern New Brunswick's college postsecondary education and assigns responsibility to the minister of training and employment development. The minister's responsibilities include setting policy for non-university postsecondary programs, coordination of program development, and the establishment and operation of the New Brunswick Community College network (NBCC) as a special operating agency.
Affiliation
The NBCC network has no formal affiliations with universities or other colleges.
Credit Transfer and Articulation
In July 2000 the colleges of the four Atlantic provinces (Newfoundland and Labrador, New Brunswick, Nova Scotia, and Prince Edward Island) signed a memorandum of understanding to "maximize the recognition and transfer of learning acquired through formal education, workplace training, and work and life experience." In accordance with this memorandum, member colleges have agreed to transfer credits for all courses to approved programs delivered by other members.
In some programs there are informal agreements between New Brunswick colleges and universities that certain courses will be recognized for credit transfer. Credit transfers are also conducted on a course-by-course basis depending on the educational backgrounds of individual students from other institutions. The government of New Brunswick produces a Guide to Transfer of Credit that documents transfer credits between any of New Brunswick's community colleges and universities. It also outlines some of the province's partnership arrangements with other organizations.
Articulation agreements are in place between some New Brunswick colleges and the province's universities. Through these agreements, specific academic programs are jointly developed, delivery is shared, and the universities generally grant applied degrees. The quality of these joint programs is protected through the articulation agreements and the program review process at each institution.
External and Internal Review
As a special operating agency, the NBCC network develops new program proposals at the request of department staff and conducts internal reviews of existing programs in accordance with department policies and guidelines. Program advisory committees with external representation from industry are employed in this process. Proposals on the need for new programs and significant program changes are reviewed by a management team made up of college and department representatives. Those programs identified for analysis are subsequently reviewed to determine if necessary resources are available to deliver the program following which a decision is made and financial support is determined. Programs that undergo less significant change to curriculum are reviewed by the colleges in consultation with related program advisory committees.
Additional quality assurance activities involve reporting for the NBCC network's ISO 9001 Certification including monitoring of retention, graduation rates, employment rates, and student satisfaction surveys for all programs. All college programs are reviewed at least every three years in consultation with program advisory committees.
The Apprenticeship and Occupational Certification Act and regulations provide the Department of Training and Employment Development with responsibility for the administration of apprenticeship in New Brunswick. The act also establishes the minister-appointed Apprenticeship and Occupational Certification Board and program advisory committees in designated occupations.
The board's main function is to advise the minister on matters relating to apprenticeship including prerequisites for entry to the program and guidelines for implementation of training. The department is responsible for approving programs of study; providing periodic tests; supervising all training, inspection, and approval of facilities; and approving of courses of study in pre-apprenticeship programs.
External and Internal Review
The Apprenticeship and Occupational Certification Board is responsible for developing the curriculum of the in-class portion of apprenticeship training and for providing it to the department for delivery by NBCC. Although there is no prohibition to other deliverers providing this training, NBCC is currently the sole provider of in-school apprenticeship training.
Quality of the program delivery is monitored through student surveys, on-site visits, and final examination (certificate of qualification) success rates.
An Interprovincial Standards "Red Seal" Program promotes and facilitates the standardization of provincial and territorial apprenticeship training, as well as the regular updating of national trades standards in order to reflect the ongoing technological changes taking place in all trades. The Canadian provinces and territories developed the Red Seal program in cooperation with the federal government (Human Resources Development Canada) to standardize trade skill requirements and provide greater employment mobility throughout Canada. A provincial Certificate of Trades Qualification bearing the Red Seal provides training recognition in most jurisdictions throughout Canada. For employers in other jurisdictions, the Red Seal is an assurance of quality training and certification to nationally recognized standards.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of college and institute programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the colleges and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Other Organizations Related to Quality Assurance in Colleges and Apprenticeship
The Atlantic Provinces Community College Consortium (APCCC) was established in 1998 as an informal consortium of departments and institutions to enhance cooperation across the community colleges in the four Atlantic provinces of Newfoundland and Labrador, New Brunswick, Nova Scotia, and Prince Edward Island. The activities, initiatives, and projects of the consortium are designed to reflect the values and principles agreed to by the Council of Ministers of Education, Canada (CMEC) in A Report on Public Expectations of Postsecondary Education in Canada (February 1999). Key areas of performance expectations demonstrating these values and principles include quality and accountability among others. The primary activities of the consortium include sharing information, issues, and solutions and generally promoting consistency, cooperation, joint initiatives, and transferability across institutions. The impact of the consortium on program quality is indirect.
Membership in the Association of Canadian Community Colleges (ACCC) is not mandatory for the NBCC network, but it is a member. ACCC does not perform formal quality assurance functions with respect to its members, but it does promote quality programming and the use of high academic standards by conducting research and facilitating broad discussion on quality assurance issues.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
The Atlantic Apprenticeship Council (AAC) was established to share common concerns and economical opportunities for cooperation among apprenticeship programs in the four Atlantic provinces (Newfoundland and Labrador, New Brunswick, Nova Scotia, and Prince Edward Island). Apprenticeship training programs in the Atlantic provinces ensure consistent standards of achievement by using the same interprovincial standards for Certificate of Qualification and Red Seal examinations.
Legislation
The Private Occupational Training Act and regulations establish the Department of Training and Employment Development as the government body responsible for private occupational training in New Brunswick. The act also sets up the minister-appointed New Brunswick Private Occupational Training Corporation to consult with government and the private sector on matters relating to private occupational training.
Private occupational training schools are not "recognized" as they do not have degree-, diploma-, or certificate-granting powers established through legislation. However, they must register with the department and provide information in order to comply with the act. The department has inspection powers including observation of methods of instruction, premises, and instructional materials in order to determine compliance with the legislation.
External and Internal Review
Information on internal review processes may be obtained from individually registered private vocational schools.
The department provides schools with sample contracts to use with students and gives advice to students on how to select an appropriate training program. However, it does not review or approve private occupational training programs. Registration procedures require that schools provide the department with copies of course outlines, but reviews from a quality assurance perspective are not conducted.
In addition to the above statutes and regulations, all New Brunswick universities are established under individual statutes.
Most provincial legislation can be accessed through the Internet at http://www.gov.nb.ca/justice/asrlste.htm .
The postsecondary education system in Newfoundland and Labrador is described in CICIC's Postsecondary Education Systems in Canada, Provinces and Territories. The system can be divided into four categories of postsecondary program delivery:
Quality assurance mechanisms in Newfoundland and Labrador's postsecondary education system vary by type of institution and program. They include
Legislation
The Memorial University Act establishes Newfoundland and Labrador's only university. The term "university" is not protected by legislation, but there are no other public or private universities in Newfoundland and Labrador. The statute outlines the university's authority to govern itself through the operations of a board of governors and a senate. These bodies have the authority to determine all matters relating to programs, qualifications of employees, and all other matters deemed to be in the interest of the institution. No explicit reference is made to mechanisms for or accountabilities pertaining to quality assurance of educational programming. Program quality responsibilities are implied through the powers and duties assigned to institutions' internal governing bodies.
The act provides the university with the authority to establish affiliations with colleges or institutions in specifically identified program areas. Criteria for establishing affiliations are set out.
The act also establishes the Institute of Fisheries and Marine Technology as part of Memorial University.
Affiliation
The Fisheries and Marine Institute was formerly known as the Marine Institute and was affiliated with Memorial University. In 1991 the institute became part of the university.
Also part of the university is the Centre for Nursing Studies. All nursing graduates in Newfoundland and Labrador must have degrees in nursing. The centre is one of four sites that deliver this university program.
Credit Transfer and Articulation
The Newfoundland and Labrador Council on Higher Education was established to provide the provincial government with advice on province-wide policy and planning issues and to develop a mechanism and process for enhanced coordination and articulation among and across public education sectors. The Articulation, Transfer and Admissions Committee of the Council on Higher Education compiles an annual transfer guide that includes transfer of credit arrangements for courses and programs within the provincial postsecondary system.
The Articulation, Transfer and Admissions Committee also coordinates articulation among public schools, College of the North Atlantic, and Memorial University. Some of its objectives are to form fixed links among these three sectors of the provincial system of education; enhance student mobility among postsecondary institutions; and address issues pertaining to transfer, admissions, and articulation practices on a province-wide basis.
External and Internal Review
The quality of Newfoundland and Labrador's university programs is addressed through an internal process of self-study and review. Each department conducts its own program reviews and prepares reports for a review committee composed of two members external to the university and two university members external to the department. The committee reviews the reports and prepares responses that are used by the department in its strategic planning process. These quality assurance procedures are conducted every seven years.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of university programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the universities and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Other Organizations Related to Quality Assurance in Universities
Memorial University is a member of the Association of Universities and Colleges of Canada (AUCC). Although the association does not perform formal quality assurance functions, it does maintain membership criteria that address the primary mission of institutions, the range of program offerings, the breadth and depth of programs, the nature of members' relationship with parent institutions, the size of enrolment, institutional focus on scholarship, academic inquiry, and research, and compliance with the principles of academic freedom and responsibility. Institutions applying for membership must host an AUCC Visiting Committee that reports to the AUCC Board of Directors on a variety of items and recommends a decision on whether the applying institution is providing education of university standard.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
Legislation
The College Act establishes the only public community college in Newfoundland and Labrador. The College of the North Atlantic is the result of a merging of the network of Newfoundland and Labrador's five community colleges into a single institution. Under the act, the college is responsible for providing a broad range of educational opportunities, particularly in the fields of applied arts and technology, vocational training, and adult education. The board of governors of the college is responsible for the governance, conduct of operations, management, and control of the institution including educational policies and activities that relate to quality assurance in the following areas:
The board of governors must report annually to the minister of education. The minister tables the board's report with the Legislature.
The provincial government may also make regulations with respect to instructor certification and academic and professional standards for instructors. Provincial government policy has been developed on instructors' qualification requirements.
Affiliation
College of the North Atlantic is not affiliated with universities or other colleges in Canada.
Credit Transfer and Articulation
The Newfoundland and Labrador Council on Higher Education was established to provide advice on province-wide policy and planning issues and to develop a mechanism and process for enhanced coordination and articulation among and across public education sectors. The Articulation, Transfer and Admissions Committee of the Council on Higher Education compiles an annual transfer guide that includes transfer of credit arrangements for courses and programs within the provincial postsecondary system.
The Articulation, Transfer and Admissions Committee also coordinates the articulation process that embraces public schools, the College of the North Atlantic, and Memorial University. Some of its objectives are to form fixed links between these three sectors of the provincial system of education, enhance student mobility among postsecondary institutions, and address issues pertaining to transfer, admissions, and articulation practices on a province-wide basis.
In July 2000 the colleges of the four Atlantic provinces (Newfoundland and Labrador, New Brunswick, Nova Scotia, and Prince Edward Island) signed a memorandum of understanding to "maximize the recognition and transfer of learning acquired through formal education, workplace training, and work and life experience." In accordance with this memorandum, member colleges have agreed to transfer credits for all courses to programs delivered by other members.
Credit transfers between College of the North Atlantic and other Canadian community colleges and universities are considered by program and administrative staff on a case-by-case basis that includes a review of course content, student evaluation methods, and instructor qualifications.
External and Internal Review
College of the North Atlantic's programs are reviewed internally by college program staff on a regular basis for updating and to ensure relevance to the demands of the marketplace. There are no external review organizations to which the college is formally accountable for program quality.
Professional Accreditation
Many of Canada's regulated professions have associations that conduct accreditation reviews of college programs pertaining to their professions. In these instances, accreditation teams from the professions review reports provided by the colleges and may conduct on-site visits in accordance with the policies and procedures established by the professions.
Legislation
The Apprenticeship and Certification Act governs apprenticeship training in Newfoundland and Labrador. The minister of Youth Services and Post-secondary Education is the authority responsible for apprenticeship matters. The act requires that the government appoints a Provincial Apprenticeship and Certification Board and that the board is directly accountable to the minister. The board's main function is to advise the minister on labour market matters that relate to training and the certification of persons in designated trades and occupations. Among the board's specific responsibilities are to (1) determine and approve the objectives of every course of instruction included in a plan of training and (2) accredit programs in institutions to deliver training in designated occupations.
The Apprenticeship and Certification Act is silent on the establishment of advisory committees, but these committees exist for the designated trades and are active participants in training program development.
External and Internal Review
The Apprenticeship and Certification Board is responsible for the accreditation of programs in training organizations that deliver the in-school portion of apprenticeship training. Following notification of an applicant's interest in being accredited, the department provides guidelines for preparing a submission. The documentation is submitted to the department following which an external review team conducts an on-site visit of the programs and the training facilities. The team submits a report to the Apprenticeship and Certification Board for a decision. Once accreditation is granted, training deliverers must report annually to the board. Accreditation is usually for a period of three to five years.
In addition to the accreditation process, the quality of apprenticeship training is monitored through graduate surveys and review of student success rates on certification qualifying examinations.
An Interprovincial Standards "Red Seal" Program promotes and facilitates the standardization of provincial and territorial apprenticeship training, as well as the regular updating of national trades standards in order to reflect the ongoing technological changes taking place in all trades. The Canadian provinces and territories developed the Red Seal program in cooperation with the federal government (Human Resources Development Canada) to standardize trade skill requirements and provide greater employment mobility throughout Canada. A provincial Certificate of Trades Qualification bearing the Red Seal provides training recognition in most jurisdictions throughout Canada. For employers in other jurisdictions, the Red Seal is an assurance of quality training and certification to nationally recognized standards.
Other Organizations Related to Quality Assurance in Colleges and Apprenticeship
College of the North Atlantic is a member of the Association of Canadian Community Colleges (ACCC). ACCC does not perform formal quality assurance functions with respect to its members, but it does promote quality programming and the use of high academic standards by conducting research and facilitating broad discussion on quality assurance issues.
The Association of Accrediting Agencies of Canada (AAAC) is a national organization composed of professional associations involved in promoting good practices by its members in accreditation of educational programs.
The Atlantic Provinces Community College Consortium (APCCC) was established in 1998 as an informal consortium of departments and institutions to enhance cooperation across the community colleges in the four Atlantic provinces of Newfoundland and Labrador, New Brunswick, Nova Scotia, and Prince Edward Island. The activities, initiatives, and projects of the consortium are designed to reflect the values and principles agreed to by the Council of Ministers of Education, Canada (CMEC) in A Report on Public Expectations of Postsecondary Education in Canada (February 1999). The key areas of performance expectations demonstrating these values and principles include quality and accountability among others. The primary activities of the consortium include sharing information, issues, and solutions and generally promoting consistency, cooperation, joint initiatives, and transferability across institutions. The impact of the consortium on program quality is indirect.
The Atlantic Apprenticeship Council (AAC) was established to