Presentation to the Academic Plan Committee
May 2010
Faculty of Adult & Continuing Education
 Career & Academic Preparation Programs
 Centre for Continuing Studies
Education f or your lif e
FACT SHEET: FACULTY OF ADULT AND CONTINUING EDUCATION AT VIU
FTE GENERATION
FTE generated by CAP and CCS (2009/10)1 (Data refers to ALMD domestic countable FTE only.)

1,524.02 FTE generated by the Faculty of Adult and Continuing Education, countable toward Ministry target.
 933.22 FTE generated by Career & Academic Preparation (CAP) Programs.
 649.16 FTE generated by Continuing Studies courses and programs.

23.65% of VIU’s ALMD-countable FTEs are generated by CCS and CAP (2009/10)2.
THE CENTRE FOR CONTINUING STUDIES
“. . . continuing education units across the country have over 100 years of experience in community
university engagement. We have a strong practical base in the fields of lifelong learning, a cornerstone
of civic or community engagement. We have become, sometimes reluctantly, extremely creative and
entrepreneurial. We know our communities. We know the business world, the world of the professions,
those who have been pushed out or left out of our educational institutions.”3
Budd Hall, Office of Community-Based Research, University of Victoria
CCS Mission Statement
Our mission is to facilitate lifelong learning by:
 Developing, delivering and supporting educational programming that is relevant, of high quality, accessible,
responsive, innovative, and adds value to community, students and the institution.
 Building relationships with communities throughout our regions.
 Contributing to community/regional economic and social development.
 Generating new resources that can be used to support further University initiatives.
Attachment 5 outlines the value of Continuing Education within a University (from the University of Calgary).
CCS Program Profile
Type of Activity

Number of courses/programs
Employment-Related Programs
Certificate Programs
28 certificate programs (Attachment 2)
Not all programs offered every year
Contract Training Services
63 training contracts with employers (2009/10) (Attachment 4)
Externally Funded Programs
20 programs (2009/10). (Illustrative list provided in Attachment 3)
Employment-related
Open Enrolment Courses
574 course offerings (2009/10)
70% of open enrolment courses are employment-oriented

Personal interest courses
252 course offerings (2009/10)
30% of open enrolment courses are personal interest

ElderCollege
93 courses (2009/10)
1 Source
of FTE data: VIU Full-Time Equivalent (FTE) Enrolment Report For the Year Ending March 31, 2010.
Source of FTE data: VIU Full-Time Equivalent (FTE) Enrolment Report For the Year Ending March 31, 2010. Total VIU ALMD Funded Programs = 6,443.02
FTEs; Total CAP & CCS domestic FTES = 1,524.02. 1,524.02  6,443.02 = 23.65% of FTEs generate by CAP/CCS.
3 “Higher Education, Community Engagement and the Public Good: The Future of Continuing Education”. Budd L. Hall, Office of Community-Based Research,
University of Victoria. Submitted to the Canadian Journal of University Continuing Education. Based on keynote to the national conference of CAUCE, May
2008 in London Ontario. http://web.uvic.ca/ocbr/assets/pdfs/Higher%20Education-CJUCE.pdf
2
2
As outlined in this table, the large majority of CCS programming is oriented to employment skills, through open enrolment
courses, Certificate programs, and contract training services. The importance of job-related training is highlighted in the
findings of Statistics Canada4:
In 2002, 4.8 million adult workers (aged 25 to 64) participated in formal, job-related training. This represents about 35 percent
of all adult Canadian workers, up from 29 percent in 1997.
The participation of working adults in job-related training and education has been identified as critical to meeting Canada’s
emerging labour market needs. Technological change, shifts in global markets and organizational change all mean that skill
requirements are changing continuously. For many workers, the skills and education they initially brought with them to the
labour market need to be upgraded and expanded on an on-going basis.
CCS also offers a relatively small set of open enrolment courses, and ElderCollege courses, that provide lifelong learning
opportunities in a variety of “personal interest” topics. The value of this role for continuing studies in a university is well
articulated by the University of Calgary5:
“Universities provide high-quality lifelong learning opportunities that help people develop the full range of their human potential:
their knowledge, their skills, their self-awareness, and their understanding of others. When people take adult and continuing
education courses, they become better able to contribute to the families, organizations, and communities in which they live
and work. In this way, university continuing education strengthens the economic, cultural, and social fabric of the community.”
CCS: Value to the Institution
 FTEs: 649.16 FTE6 generated by the Centre for Continuing Studies toward the ALMD FTE target (2009/10). This
represents 10% of VIU’s total countable FTE.
 Relationships with our communities:

Extensive relationships in the community with employers, First Nations, funders, and community
organizations. (Refer to Attachments 1, 3, and 4)

CCS plays a significant role in strengthening VIU’s contribution to economic, social and cultural
development in the central Vancouver Island region. The Centre works with faculties, regional campuses,
and other departments in the institution to:
-
Connect VIU with constituencies beyond its traditional student population by reinforcing existing
partnerships and building new ones and by linking with community groups, private sector and
professional organizations, voluntary agencies, and various levels of government.
-
Facilitate the development of innovative learning opportunities and projects by assisting with proposal
development, program design and delivery.
 Collaboration with Faculties:

CCS works with VIU Faculties to deliver responsive, community-oriented programming, providing
community access to VIU.

CCS works with a collaborative model in which CCS administrative coordinators align with faculties to
develop and deliver continuing education programming. This approach recognizes and maximizes the
strengths and capacities within the institution, notably:
- Faculty expertise in content, curriculum development and instruction;
- CCS expertise in continuing education feasibility assessment, program development, implementation
and support systems;
- Contributions from community partners to program development and delivery.

Refer to Attachment 6 for an illustrative list of programs and projects developed and delivered in
collaboration with Faculties.
CCS: Value to Students and Communities
 Focus on First Nations learners: CCS programming specifically oriented to First Nations learners. (Attachment 1)
 CCS provides a link between VIU and our communities: for many people and employers, CCS is the face of VIU.
4
5
6
http://www.statcan.gc.ca/pub/81-004-x/200412/7737-eng.htm
http://conted.ucalgary.ca/resources/index.jsp
Source of FTE data: Ministry Data Snapshot, Fiscal 2007/08-2009/10 Enrolment Grid. As circulated by John Partyka, May 25, 2010.
\\capitan\Shares\e\EducPlan_All\Link\Grid.
3
 Training for skills and qualifications for employment and advancement. (Refer to Attachment 2: Certificate Programs;
Attachment 3: Externally Funded Programs; and Attachment 4: Contract Services)
 Employer-based staff training and development. (Attachment 4)
 Training to support economic development. (Attachments 1, 2, 3, and 4)
 Funded programs to support employment and labour market development. (Attachment 3)
 Learning opportunities that enrich people’s lives and contribute to the quality of life in our communities.
CCS Operations Model
 In 2008, Continuing Studies amalgamated operations at Nanaimo/Parksville and Cowichan, with a collaborative
relationship with continuing education at Powell River. The integrated CCS operation produces a common calendar
twice each year, serving the mid-Island. Open enrolment courses are planned for each community (Nanaimo,
Parksville/Oceanside, and Cowichan), with the offerings coordinated among the respective coordinators. Certificate
programs are each managed by a single coordinator, with deliveries at various sites based on the needs of the
program and community demand.
The integration of operations was based on the following principles and objectives:
-
Reduce duplication and competition between sites;
-
Increase program consistency;
-
Share best practices and programming successes;
-
Streamline processes, thereby reducing cost and increasing effectiveness and efficiency;
-
Create a single, unified portal for continuing studies at VIU;
-
Maintain local relationships and responsiveness to communities.
This integration of the Centre for Continuing Studies balances local responsiveness, program consistency, and
efficiency.
 Contract training services are managed by a team of two coordinators (Nanaimo/Parksville and Cowichan), with a
collaborative approach to marketing and sharing of best practices. For contract programs that span the region,
such as the Employment Skills Access Program (ESA), there is a designated lead/budget holder, with a
collaborative team approach to multi-site delivery.
 The CCS model follows a process of program development, delivery, and evaluation/revision. Input comes to CCS
from a variety of sources – advisory committees, labour market reviews, faculties, instructors, participant feedback,
etc. CCS then develops and delivers programming through the following process:
Identify and Screen Opportunities

Assess Feasibility

Develop Proposal/Plan

Implement/Deliver Projects & Programs

Evaluate Performance

Report on Activity

Maintain Quality Control
 CCS works in collaboration with Faculties to support delivery of continuing studies and professional development
programming in partnership with Faculties and departments. Refer to Attachment 6.
4
Career & Academic Preparation Programs
Career & Academic Preparation (CAP) Programs

Adult Basic Education: High School equivalent courses in English, Math, Sciences and Computer skills to meet
prerequisites and/or for personal and career goals.

Literacy:


Math and English courses for students who are entering at a fundamental skills level.

Volunteer Tutor Program, providing training to volunteer literacy tutors, matching and supporting
tutor/learner pairs.
Access Programs: Employment and Life Skills programs for persons with disabilities and barriers to learning.
CAP FTEs (2009/10)
FTE Actuals for CAP (all campuses): 933.22 FTE
CAP FTE as % of VIU Total FTE:
14.48% of total FTE
Ministry Target for CAP Programs:
805 FTE
% of target delivered:
116% of target
Note: 1 ABE Instructional FTE = 9 sections; 1 FTE ABE Student = 6 sections
CAP: Ministry Priority and Accountability Framework

Developmental programs (includes ABE, Literacy, and Access Programs) are specifically identified as a Ministry
priority in the 2008 and 2009 ALMD Budget Letters to VIU.7 The Accountability Framework for VIU for 2008/9 –
2010/11 specifically identifies developmental programs as a “Priority FTE Target” with "targets to be maintained or
increased”8.
ABE & Literacy Programs

ABE and Literacy programs: value to students:
 An entry point to post-secondary education.
 Skills for employment.
 Prerequisites for entry to vocational or academic programs.
 High school completion.
 Development of skills and confidence to pursue educational, career, or personal goals.

Entry point for further studies at VIU:
 75% of ABE students who took prerequisite courses (Grade 12 level courses and/or Grade 11 Math and/or
Biology) in ABE (Nanaimo only) in 2008/9 have gone on to enroll in other programs at VIU9.
 19% of the June 2009 convocating class at VIU had previously taken ABE courses at VIU.

Support to Aboriginal learners:
ABE provides the first step for many Aboriginal students to gain entry into post-secondary education. A key barrier for
First Nations learners is the need for prerequisites and basic education in order to be able to enter university and
trades programs. In addition to regular ABE classes, a number of programs are oriented specifically to the needs of
Aboriginal students including the Aboriginal University Bridging Program, University College Entrance Preparation
Program (Cowichan), and ABE and literacy programming delivered in collaboration with a number of First Nations.
Refer to Attachment 7 for a listing of CAP programs serving First Nations learners.
7
ALMD Budget Letter 2008, pages 2 and 3.
8
ALMD Budget Letter 2008, Attachment 1; and ALMD Budget Letter 2009, Attachment 1.
9
Analysis of ABE students moving on to other programs at VIU. Jean Maltesen. May 2010.
5
Access Programs

Access Programs assist adults with disabilities to develop vocational, academic, work and life skills.
 Employment & Life Skills Training Program (ELST) – Full-time program at Nanaimo campus; selected
part-time courses offered at the Powell River campus.
 Employability Skills Program – Part-time program at Cowichan campus.
Attachment 8 outlines the student profile for the ELST Program, and Attachment 9 lists the community and
institutional partners that are engaged in providing training sites and work placements (Nanaimo ELST Program).

These programs combine classroom instruction and work-site training, with a focus on skill development for:
 employment preparation;
 personal management skills necessary for workplace and independent living;
 job-specific vocational skills.

39.32 FTE generated annually.

Ministry priority:
The Government Letter of Expectations (2008-9) stated a focus to targeted growth in high priority areas, and specified
this to include:
Programs that provide education and training for persons with disabilities, or that support vulnerable people in our
communities need to be protected and maintained within the current funding envelope 10.
The letter goes on to state that the institutions that were granted university status were to remain teaching focussed,
and are to continue to “provide programming to meet the needs of the region it serves”, including developmental
programs, and that “programming proportions in non-academic areas are not to decrease as a result of
university status”.

Support to VIU’s accountability plan and goals
VIU’s Accountability Plan and Report (2009/10 – 2011/12) asserts our institutional commitment to the Five Great
Goals of the Province of British Columbia. One of these Five Great Goals is to:
Build the best system of support in Canada for persons with disabilities, those with special needs, children
at risk and seniors.11
VIU’s Accountability Plan and Report specifically identifies the Employment and Life Skills Training program as
evidence of our support for training for low skilled and unemployed individuals12:
Vancouver Island University supports training for low skilled and unemployed individuals by maintaining open
access admissions policies, a strong commitment to programs for people with disabilities, and an
institutional commitment to Adult Basic Education [. . . ] Specific examples of VIU‟s commitment to less
advantaged students include:
o

Employment & Life Skills Training Program and the Employability Skills Program offer[ing] adults with
disabilities opportunities to learn new skills in the areas of employment preparation and/or personal
management skills necessary for workplace and independent living, and/or job-specific vocational skills.
Support to the institution’s values and core commitments
VIU’s current values statement declares that:
We value our students and are committed to their educational and personal success . . . We welcome students
with different backgrounds, cultures, life experiences, and interests, and celebrate their diversity13.
The draft Vision, Mission and Values (“Foundation”) document also expresses commitment to diversity and access 14:
Values include:
10
http://www.mala.ca/educationalplanning/KeyDocuments/BudgetLetters/2008BudgetLetter.pdf. Page 3.
http://www.bcbudget.gov.bc.ca/2006/sp/prem/
12 http://www.mala.ca/EducationalPlanning/KeyDocuments/StrategicPlanning/IAPR%202009%20FINAL%20for%20WEB%20July%2030%2009.pdf Page 18.
13 http://www.viu.ca/values.asp
14 http://www.mala.ca/integratedplanning/documents/FoundationStrategies-Jan19.pdf. Page 2.
11
6
We welcome students with different backgrounds, cultures, life experiences, and interests, and celebrate their
diversity.
We value the quality of our programs and services, and are committed to offering a unique mix of vocational,
applied, and academic programs to meet the needs of a wide range of learners.
We are committed to providing access and programming to meet community needs.
Core Commitments include:
Attract, bring together, and sustain a vibrant and diverse student population drawn from various age groups,
cultures, nationalities, backgrounds and, lifestyles.

Consistent with other “Regional Universities” in the province
A total of 50 Adult Special Education programs are delivered in 15 post-secondary institutions in BC, including 5
universities (Fraser Valley, Kwantlen, Capilano, Thompson Rivers, and VIU).

Effective Community Partnerships
Access Programs (Nanaimo) has established extensive community partnerships that are essential to the success of
the program. Community partners include a wide range of businesses and non-profit organizations, as well as
departments within VIU. These partners provide community-based work sites and job placements for students, where
they apply and build skills in real-life work environments. Refer to Attachment 9 for a list of Access Programs’
community and institutional partnerships.

Program Value and Outcomes
Access programs (Nanaimo) provide a unique and valuable service in our communities. The Nanaimo-based
Employment and Life Skills Training Program illustrates:
 Service to 33-35 students per year; Program enrolment is at capacity with each annual intake.
 In 2009-10, 90% of students participating in vocational skills training have secured employment upon graduation.
 Fills a gap in our community. No other program provides an educational program for this population; no other
program offers the comprehensive education and training that enables students to maintain long-term success.
 Strong reputation with employers; providing well trained employees with a high retention rate.
 Effective in addressing the needs of the full spectrum of the disabled and multi-barriered community.
 Strong support from community employers in providing work sites for training and work experience placements.
 Strong reputation and relationships with community services and School Districts who refer students.
“I have hired two ELST students and found them to be excellent employees. The VIU program is just excellent, and I can’t
speak highly enough about it.”
Elaine Spillman, Owner, More Than Movies
“Through your leadership and the program’s hands on experiences, you are providing a truly valuable learning experience
that will have impacted your participants in a very positive way. What a valuable resource you have made in our community!”
Teresa Pring, Executive Director, Habitat for Humanity
“The partnership between ELST and Winners is definitely Win-Win.”
Irene Clark, Store Manager, Winners Apparel
“We have worked with the ELST program for 3 years, and have found the students to be helpful, hard-working, and a benefit
to the store. Overall, we are extremely satisfied with this program and would highly recommend it to any business.”
Paul Mann, Store Manager, Nanaimo Home Hardware
“The program has proved to be excellent for these students – allowing them to experience university life, to sample a variety
of work-related situations, to improve social, interpersonal and work-related skills, and to have fun learning.”
H Mallet, Teacher, Ladysmith Secondary School
“This program is one of a kind, and its amazing. It has given me a chance to put what I am good at to the test. I have
discovered new abilities. I can see more clearly that I can do anything. It has given me more confidence in myself to do
things. This program will give me a jump start in life.”
Amy Petersen, ELST graduate
7
ATTACHMENT #1
CCS Programs Serving First Nations Learners
The Centre for Continuing Studies has developed a range of programming to serve Aboriginal learners. In particular,
Continuing Studies at the Cowichan Campus is a leader in First Nations access and training. A significant amount of CCS
contract training activity comes from relationships with many of the First Nations bands on Vancouver Island. This
includes work with Cowichan Tribes, the largest of BC’s First Nations communities.
In addition to focused marketing of all Continuing Studies programming to Aboriginal communities and organizations, a
number of programs specifically oriented to Aboriginal learners have been developed and delivered, many in collaboration
with various faculties. Highlights of recent programs include:

Customized training contracts with Aboriginal communities and organizations and often delivered in community.
Recent examples include:
-
Penelakut Tribes - Clerical and Reception Skills – provide basic training in minute taking, clerical skills, and
reception skills.
Kw’umut Lelum Child and Family Service – Customer Service Skills workshops.
-
Northern Lakes College – Developing Leadership In Your Community Workshop.
-
Stu’ate Lelem Secondary School – Intro To Culinary program.
-
Qualicum First Nations – OFA Level 1 and Safety Awareness and First Aid .
-
Kyuquot First Nation – Marine training.
-
Snuneymuxw First Nation – Foodsafe and OFA Level 1.
-
Tsawwassen First Nation – Marine Training.
-

Chemainus First Nation – Introduction to Computers.

Aboriginal BEST: Aboriginal Business and Entrepreneurship Skills Training Program.

Understanding and Using Indigenous Protocols: seminars promoting understanding of indigenous protocols.

Leadership Essentials: leadership, management, and communication skills training.

First Nations Wellness – three 3-credit courses, oriented to health and social service workers in First Nations
communities (HSD 201, 202, 203).

First Nations Bridging Program, supporting Aboriginal learners to bridge into post-secondary studies (now delivered
through ABE).

New Faller Training, which has attracted approximately 75% Aboriginal learners.

CMHC First Nations Housing Manager training - development of curriculum and delivery of training modules in various
communities in BC and beyond.

Videoconference delivery of a series of professional development seminars, in collaboration with Inter Tribal Health
Authority.

Shellfish aquaculture certificate programs delivered to First Nations coastal communities, in collaboration with the
Centre for Shellfish Research.

Learning Modules – Effective Videocasting Practices with Aboriginal Learners – project to develop learning modules
to support best practices in videocasting with Aboriginal learners, supported by Aboriginal Special Project Funds and
Online Program Development Funds.

Foot care training delivered to Aboriginal communities throughout BC.

Ta’Tul’ut Shqwaluwun Program (Learning About Your Whole Being) - an opportunity to develop life skills, explore
culturally relevant activities, and develop education/career goals consistent with the self-discoveries achieved
throughout the program.

Walking Strong – training in life skills and an introduction to cultural and traditional practices of the Cowichan tribes.

HS/RCA (First Nations) Program – providing students with the skills needed to work with and support First Nations
people in a variety of health care settings.

First Nations Early Childhood Education and Care (ECEC) – focusing on skills and knowledge needed to work with
young children and their families in both First Nations and mainstream settings. One delivery with Saanich Indian
School Board; one delivery with Cowichan Tribes.
8

University College Entrance Preparation (UCEP) Program – equips students with the skills to complete foundation
courses at the university/college level. Includes education and career planning, Hul’qumi’num language, and Career
and Academic Preparation courses.

Aboriginal Special Project: Culture and Language – the purpose of this curriculum project is to foster the development
of Aboriginal language within the context of Early Childhood Education and Care practice, and within related
Aboriginal education programs. The cultural curriculum (SENCOTEN language) developed through this project was
used to enhance VIU’s First Nations ECEC program in Saanich.

“Computers in the home” initiative – initiative in development with the Office of Aboriginal Education, in collaboration
with several First Nations communities in our region. The objective of this project is to build digital literacy and
community capacity to support the use of digital technology.

Aboriginal summer institutes – initial discussions have begun with the Faculty of Arts and Humanities and the Office of
Aboriginal Education to explore the possibility of Aboriginal summer institutes, focusing on Hul’qumi’num language
and culture, utilising the new Gathering Place.

Social Services Laddering – training for Cowichan Tribes employees to ladder into the Bachelor of Social Work
program at the University of Victoria.

Residential Building Maintenance and Repair – training delivered with Tsawout First Nation, providing students with
entry-level trades training and the opportunity to pursue journeyperson status through post-program apprenticeship as
Residential Building Maintenance Workers, recognized by the Industry Training Authority.

Fetal Alcohol Spectrum Disorder (FASD) Community Practitioner Certificate Program (Nil/tu,o Child & Family Services
Society) - focusing on skills and strategies that strengthen a practitioner’s ability to support people living with FASD to
participate within a safer, healthier, and more inclusive community.

Trades Math: Academic Upgrading for Career Preparation (Cowichan Tribes) - upgrading in academic English and
Math Skills and/or Trades Math Skills, with a goal of laddering to more advanced level academic or vocational
programs.

Introduction to Tourism (Cowichan Tribes) - training in tourism/retail employment applications and certifications such
as: SuperHost, Cashier Training, OFA Level 1, Customer Service Training, Foodsafe, and WHMIS.

Microsoft Office Skills Training (MOST) Plus (Cowichan Tribes) - providing participants with computer and office skills.

Teachings for Tomorrow (Cowichan Tribes) - a six-week cultural and employment and lifestyles awareness training
program.

Digital Technology and the Quw’utsun Syuw’entst Curriculum (Cowichan Tribes) - basic orientation to computer and
digital technology and skills to create cultural curriculum resources.

Land Stewardship (Penelakut Tribe) - two non-credit courses on land and resource planning: Introduction to Land
Stewardship and Community-Based Planning. Partnership involving Cowichan Campus, Native Education Centre,
and Penelakut Tribe.

BC First Nations Building Inspector Certificate Program (CMHC) – full-time training for employment as a building
inspector.

Employment Skills Access Training Program (Labour Market Agreement (LMA) funded program) – three cohort
program deliveries serving First Nations participants. These programs were supported through funding from the LMA
program, as well as support from the following First Nations community partners:

o
Nu Chah Nulth Tribal Council: Leadership and Community Engagement. This program was targeted to new
coordinators hired by West Coast Aquatic to build capacity in community development.
o
Coast Salish Employment Training Society, Hiiye Lelum (House of Friendship), and Cowichan Tribes: B-Step
Program (Bladerunners). This program provided participants with life skills, Essential Skills, and introductory
trades training, with a cultural component.
o
Snuneymuxw First Nation and Coast Salish Employment Training Society: Bladerunners and Work
Experience Program. This program provided introductory trades skills training with a cultural component.
InnovatES Program (funded through Skills Plus/LMA) – this program provided Essential Skills training for employees
in the innovation and technology sector. West Coast Aquatic (Nu Chah Nulth Tribal Council) was one of the
participating employers. Eighteen newly hired coordinators from this Tribal Council received training through the
InnovatES program.
9
ATTACHMENT #2
CCS Certificate Programs
The following lists the Certificate programs offered through the Centre for Continuing Studies.
Programs with an asterisk (*) are credit programs. NOTE: Not all programs are offered every year.
Activity Assistant*
Advanced Diploma in GIS Applications*
American Sign Language (ASL): Prep & Basic Levels
Animal Care Aide
Basic Marine Engineering Skills
BC First Nations Building Inspector
Bridge Watch Rating Certification
Building Service Worker Training
Certificate in Community Leadership*
Coaching For Life
Dental Office Receptionist Training
Esthetics
Event Management*
Fire Fighter Training
Fire Officer 1 & Fire Officer 2
Foundations in Mental Health
Health Services Administration Diploma Program*
Hospital Unit Coordinator
Introductory Medical Office Assistant Training
Management Skills for Supervisors*
Managing Conflict In the Workplace
Master Gardener
Microsoft Office Skills Training
Nail Technology
New Faller Training
Renewable Energy Technology
Sterile Supply Technician
Technical Communication
10
ATTACHMENT #3
CCS: Externally Funded Programs
The Centre for Continuing Studies develops and delivers a variety of programs and educational services through grants
and contract agreements with government, First Nations, and other organizations. The following provides an illustrative
list of recent initiatives.
Aboriginal Business and Entrepreneurship Skills Training (Aboriginal BEST)
Job creation and skills training program, focusing on helping participants identify viable business ideas and determine their
feasibility.
Funded by: BC Ministry of Aboriginal Relations and Reconciliation and Service Canada.
Action Research in Communities - Curriculum Development
Development and pilot delivery of a 3-credit course: “Action Research in Communities”.
Funded by: Len Traboulay Education Fund, Municipal Finance Authority.
Clemente Course in the Humanities
This is a no-cost adult learning course in the humanities designed to foster reflective thinking and to encourage the seeking
of post-secondary education. The course engages students in intellectual study of literature, philosophy, history, and art
history.
Funded by: Vancouver Foundation.
Computer Training (Cowichan Tribes)
A series of courses to develop computer skills, designed and delivered for Cowichan Tribes.
Funded by: Cowichan Tribes.
Employment Skills Access Training Program (Labour Market Consortium)
Through CCS, VIU is one of 16 BC Post-Secondary institutions participating in the Labour Market Consortium, to provide a
systemic response to the training services required under the BC Labour Market Agreement (LMA). The program provides:
student recruitment and intake; training based on individual needs and goals, and transition support.
Funded by: BC Ministry of Advanced Education and Labour Market Development.
Essential Skills for Service Excellence for the Tourism Sector
Curriculum development and delivery of training through webinars and face-to-face training sessions, targeting Essential
Skills that support service excellence in the hospitality/tourism sector. Partners: Community Futures Cowichan, Community
Futures Central Island and Tourism Vancouver Island.
Funded by: Skills Plus, Ministry of Advanced Education and Labour Market Development.
Essential Skills Online Curriculum Development (ASPECT)
Project to develop and pilot online training in Essential Skills.
Funded by: Office of Literacy and Essential Skills, HRSDC.
Farmer’s Market Management and Governance
Development of training manuals for Board of Governance and Market Managers, and development and delivery of a set of
training workshops in each of five regions in BC.
Funded by: BC Association of Farmers Markets.
First Nations Building Inspector Program (CMHC)
Nine-week, full-time program providing theoretical and practical knowledge required to work with Canada Mortgage and
Housing (CMHC) and Indian and Northern Affairs Canada (INAC) to inspect new house construction and renovations on BC
reserves.
Funded by: Canada Mortgage and Housing.
11
First Nations Housing Manager Training (Canada Mortgage and Housing Corporation)
Curriculum development and development and delivery of training for First Nations Housing Managers in BC and Canada.
Funded by: CMHC, INAC, BCcampus, First Nations National Housing Managers’ Association, Aboriginal Special Projects
Funding.
Foot Care Training
Training in foot care to First Nations health care providers across BC.
Funded by: Health Canada, First Nations and Inuit Health Branch.
InnovatES (Essential Skills for the Technology and Innovation Sector)
This program works with employers to provide skills assessment, training and coaching to develop Essential Skills for
employees in the technology and innovation sector. Project partners: The Career Centre (Parksville) and The Mid Island
Science Technology and Innovation Council (MISTIC).
Funded by: Ministry of Advance Education and Labour Market Development.
Introduction to Non-Profit Management (Centre for Non-Profit Management)
Delivery of a 3-credit course introducing students to the areas of responsibility of managers of nonprofit organizations. The
course provides a broad overview of the management challenges of the non-profit sector.
Funded by: BC Centre For Non-Profit Development.
Leadership Essentials Matrix
Delivery of classroom-based and online training in leadership skills.
Funded by: Cowichan Tribes.
Mentorship Training & Mentorship Training: First Nations
Training for peer mentors to support students; including training for First Nations mentors.
Funded by: Counseling Foundation of Canada and BC Transmission Corporation.
Residential Energy Efficiency Training
Curriculum development and delivery of training to become a Certified Energy Advisor (CEA) and residential energy
efficiency. Partner: City Green Solutions.
Funded by: Ministry of Energy and Mines.
Ta’Tul’ut Shqwaluwun Program (Learning About Your Whole Being)
This program provides an opportunity to develop life skills, explore culturally relevant activities, and develop
education/career goals consistent with the self-discoveries achieved throughout the program.
Funded by: Cowichan Tribes.
University College Entrance Preparation Program
This program equips students with the skills to complete foundation courses at the university/college level. Includes
education and career planning, Hul’qumi’num language, and Career and Academic Preparation courses.
Funded by: Cowichan Tribes.
Walking Strong
This program provides training in life skills and an introduction to cultural and traditional practices of the Cowichan tribes.
Funded by: Cowichan Tribes.
Work Experience Core Training (Bladerunners)
Bladerunners is a youth skills link program linking job ready youth to employment opportunities in the construction/trades
and hospitality/service sectors. Includes life skills and cultural awareness, sector-based core training, work experience and
job placement
Funded by: Employment Skills Access Program in Partnership with CSETS and Hiiye’yu Lelum.
12
ATTACHMENT #4
CCS Contract Services – Employer List
CCS provides flexible, responsive training for employers through contract training services. Training can be delivered onsite, tailored to the employers’ needs, schedule and budget. The following is an illustrative list of the employers that have
contracted for training services in the past year.
BC Association of Farmers’ Markets
Nu'chanulth Tribal Council
BC Ferries
Parksville & District Association for Community Living
Business Works Self Employment Program
Penelakut Tribe
Chemainus First Nation
Qualicum First Nation
City of Nanaimo
Qualicum Quest Programs
City Of Parksvile
Saanich Adult Education Centre
Cowichan Tribes
Saanich Indian School Board
Cowichan Valley Regional District
Salvation Army
First Nations Inuit Health Branch, Health Canada
Sh'ulh-etun Health Society
FMF Cape Breton
Slipstream Wilderness First Aid
Gina's Mexican Restaurant
Snuneymuxw First Nation
Hiiye'yu Lelum House Of Friendship
Stu’ate Lelum Secondary School
Island Oral Facial And Implant Surgery
Sunridge Place
Khowutzun Forest Service
Terminal Autobody
Kw'umut Lelum Child And Family Services Society
Thrifty Foods - Nanaimo
Kyuquot First Nation
Thrifty Foods - Parksville
Moxie's Classic Grill
Tom Harris Cellular
Nanaimo Correctional Centre
Tsawout First Nation
Nanaimo Fire Rescue
Tsawwassen First Nation
Nil/tu,o Children and Family Services
VIHA
Nisga'a Fisheries and Wildlife
VIHA, Youth & Family Addiction Services
Northern Lakes College
13
ATTACHMENT #5
Continuing Education in the University (from the University of Calgary)
University continuing education refers to various activities through which universities provide educational programs and services to
those not enrolled in traditional on-campus study. Virtually every major university in North America has a continuing education unit,
responsible for organizing initiatives such as non-credit courses, certificate programs, distance education programs, customized
training, outreach activities, and degree-credit classes in the evenings, off-campus, or during spring and summer terms. University
continuing education in North America is a major activity, with hundreds of thousands of students engaged in continuing studies each
year.
In Canada, the Canadian Association for University Continuing Education represents nearly fifty universities having significant
continuing education activities. CAUCE members typically endeavor to meet the needs or goals of learners seeking professional
development, personal enrichment, or the furthering of knowledge and skills. They deliver programs and services that promote lifelong
learning by adults, whether as individuals or as members of communities and organizations. These programs and services enable
access to quality education in flexible and innovative ways. The work of continuing education links universities with communities, and
with external agencies such as businesses, governments, and professional associations.
The following paragraphs identify some of the benefits of university continuing education in Canada.
Strengthening individuals and communities:
Universities provide high-quality lifelong learning opportunities that help people develop the full range of their human potential: their
knowledge, their skills, their self-awareness, and their understanding of others. When people take adult and continuing education
courses, they become better able to contribute to the families, organizations, and communities in which they live and work. In this way,
university continuing education strengthens the economic, cultural, and social fabric of the community.
Strengthening universities:
Continuing education programs contribute to the core scholarly mission of universities. Universities are institutions dedicated to
discovering, integrating, teaching, and applying knowledge. While continuing education units in Canada are typically not involved in the
scholarship of discovery and research, such units are very active in the integration of knowledge by instructors, the teaching of
knowledge to students, and the application of knowledge by students in their personal and professional lives. In addition to this core
scholarly contribution, continuing education strengthens universities by fostering positive public relations, leveraging financial resources
from non-traditional sources, and delivering high-profile services to the community.
Broadening access to education and learning:
In Canada, universities do not have the capacity to serve all of the capable people who would like to further their education. The
continuing education efforts of Canadian universities are an important means of extending access to education and to post-secondary
credentials, to people who would otherwise not have such access. Distance education, open admissions policies, and programs
designed for part-time learners are common means through which such access is promoted.
Building profitable businesses and good jobs:
For many years now, international organizations, governments, and educational institutions have been saying that lifelong learning is
the key to success for countries, businesses, and individuals. Tony Blair, former Prime Minister of the United Kingdom, is well-known
for saying: "Education is the best economic policy we have." University continuing education helps individuals perform better in their
jobs, helps businesses achieve better results, and ultimately helps countries become better places to live and work.
Engaging our citizens and institutions with issues that matter:
University continuing education provides adult learners with the opportunity to explore and discuss key issues facing our communities
and our world today. For example, at the University of Calgary, we offer continuing education courses focused on the environment,
health and safety, religious and cultural studies, and conflict resolution. Further, through offering courses in over a dozen languages, we
enable adult learners to broaden their ability to travel and to better understand events taking place around the world.
SOURCE: http://conted.ucalgary.ca/resources/index.jsp
14
ATTACHMENT #6
CCS Programs and Projects in Collaboration with Other Faculties & Departments
The following provides an illustrative list of collaborative programs and projects undertaken through the Centre for
Continuing Studies with various faculties.
Project:
In Collaboration With:
Aboriginal Bridging Program
Adult Basic Education; Faculties of Science & Technology, Education,
Trades & Applied Technology, Health & Human Services; Office of
Aboriginal Education
Aboriginal Tourism program development
Faculty of Management, Office of Aboriginal Education
Activity Assistant
Faculty of Health & Human Services
Advanced Diploma in GIS
Faculty of Social Sciences
Effective Videocasting Project –
Aboriginal Special Projects Fund
Teaching & Learning Centre, Faculty of Health & Human Services,
Office of Aboriginal Education
Certificate in Community Leadership
Faculty of Management
Clemente Program
Faculty of Social Sciences, Faculty of Arts & Humanities
Coaching For Life
Faculty of Health & Human Services
Coastal Silviculture Committee –
Summer and Winter Workshops
Faculty of Science & Technology – Forestry
Critical Incident Stress Management program
Faculty of Health & Human Services
Culinary & Artisan Baking courses
Faculty of Trades & Applied Technology (Culinary Arts)
Dental Office Receptionist
Faculty of Health & Human Services (Dental Programs)
First Nations Early Childhood Education & Care
Faculty of Health & Human Services (ECEC)
Educational Travel Tours
Faculty of Social Sciences (Liberal Studies & Anthropology), Faculty of
Arts & Humanities, International Education
Esthetics and Nail Technology
Faculty of Trades & Applied Technology (Hairdressing)
Event Management (online)
Faculty of Management (Recreation & Tourism Management)
First aid courses for VIU students/programs
VIU programs such as Trades, RMOT, Forestry
First Nation Wellness
Aboriginal Special Project
Faculty of Health & Human Services; Office of Aboriginal Education
Foundations in Mental Health
Faculty of Health & Human Services
Grandkids University
Faculty of Science & Technology (Fisheries & Aquaculture, Earth
Science), Faculty of Social Sciences (Anthropology), Faculty of Arts &
Humanities (Fine Arts and First Nations Studies), Adult Basic
Education, Milner Gardens, Campus Residences
Health Services Administration Diploma
Faculty of Management, Faculty of Health & Human Services
15
Horticulture courses
Milner Gardens; Faculty of Science & Technology (Horticulture)
ITHA Professional Development –
Videoconference Seminars
Teaching & Learning Centre; Faculty of Health & Human
Services, Office of Aboriginal Education
Leadership BC Nanaimo
Faculty of Management
Love of Learning
All Faculties
Management Skills for Supervisors
Faculty of Management
Master Gardener
Faculty of Science & Technology (Horticultural Technician)
Natural Resources Extension – Forestry
Faculty of Science & Technology (Forestry)
Nonviolent Crisis Intervention Training for students
in Health and Human Service programs
Faculty of Health & Human Services
Philosophers’ Café
Faculty of Social Sciences (Philosophy and Liberal Studies)
Regional Prevention Forum – Ministry of Children
and Family Development
Faculty of Health & Human Services
Renewable Energy
Faculty of Science & Technology
Residential Electrical Assistant Program
Faculty of Trades & Applied Technology
Shellfish Aquaculture Training with First Nations
Centre for Shellfish Research
Skills Link - Culinary Arts
Faculty of Trades & Applied Technology (Culinary Arts)
Suicide Prevention Training for students in Health
and Human Service programs
Faculty of Health & Human Services
Summer Jazz Academy
Faculty of Arts & Humanities (Music)
Summer Session
All Faculties
Trades Skills courses
Faculty of Trades & Applied Technology
University College Entrance Preparation Program
Career & Academic Preparation Program
16
ATTACHMENT #7
CAP Programs Serving First Nations Learners
Powell River

Intergenerational Model for Connecting Aboriginal Health, Literacy and Wellness to Action
The project goal is to support Aboriginal health organizations to embed literacy and essential skills in their programs,
services and working culture in a culturally appropriate way. This project is for the First Nations Health Programs in
the Vancouver Health Region, including Tla’Amin Community Health Centre in Powell River. This program is a VIU
Contract with Capilano University (2010-2012)
The project objectives are to: build partnerships between First Nation health providers and VIU regarding health
literacy; develop an intergenerational peer tutor health literacy program; and adapt existing literacy tools to increase
essential skill levels.
Nanaimo

Snuneymuxw House of Learning – Partnership with Snuneymuxw First Nation
The House of Learning provides supported access to upgrading education at the fundamental and intermediate
levels, and builds skills for success for Aboriginal students making the transition to advanced and provincial level ABE
courses, as well as post-secondary education.
In February 2010, a Memorandum of Understanding was signed by VIU, School District 68, and Snuneymuxw First
Nation, establishing a partnership to promote educational collaboration to support the continued success of the
Snuneymuxw First Nation Adult Learning Program. The MOU expresses the commitment of the three parties to work
together to develop strategies to sustain the House of Learning program.
The House of Learning received financial support from the Aboriginal Special Project Fund.

Chemainus Native College (CNC) – Articulation Agreement
VIU and CNC have signed an articulation agreement that expresses a joint committed to: promote the advancement
of higher education in ways that are mutually beneficial to VIU and CNC; enhance the quality of life of First Nations
students at VIU and CNC; and provide developmental and educational opportunities to enable First Nations people to
assume responsibility for and control of their own affairs and destiny.
The agreement provides that VIU reviews and approves courses within CNC’s University College Entrance
Preparation (UCEP) Program, accredits approved courses, registers students and provides a transcripted record for
students. VIU also commits to supporting the development and delivery of CNC’s UCEP courses.

Tillicum Lelum – Articulation Agreement
VIU and Tillicum Lelum have an articulation agreement (similar arrangement as above for Chemainus Native
College). Tillicum Lelum provides adult Aboriginal learners with an alternative adult basic education program, with the
same accreditation as VIU’s ABE courses. Upon completion of the program, students receive an official transcript
from VIU, detailing completed courses and corresponding marks. This program offers Aboriginal students the
opportunity to complete academic courses while participating in traditional cultural practises and workshops.

Aboriginal University Bridging Program
This program provides Aboriginal adult learners with access to knowledge, tools, and skills to successfully enter
University. The program serves students who want to complete prerequisite requirements as they transition to postsecondary education. ABE is a partner in delivering this program, providing the ABE courses enabling students to
complete prerequisites in preparation for post-secondary studies.

Aboriginal Student Success Advisor
An Aboriginal Student Success Advisor position has been established in CAP in Nanaimo, funded through Aboriginal
Special Project Funding. This position is focused on providing support to First Nations students in ABE and Literacy.
17

First Nations Studies 11 and 12 and First Nations English 12 courses
Courses in First Nations Studies 11 and 12 and First Nations English 12 have been developed and approved through
VIU’s Curriculum Committee process. These courses are offered by Chemainus Native College through our
articulation agreement. In addition, we have developed First Nations English curriculum supplements that can be
utilized by instructors as part of their English 047 or 067 courses.
Cowichan

University College Entrance Preparation Program – Cowichan Tribes
The UCEP program is for Aboriginal Students who want to upgrade their skills in English, Math and Science. The
program includes an Education/Career Planning, as well as a Hul'q'umi'num' language course.

Literacy Program
The literacy program at Cowichan serves predominantly First Nations learners (approximately 95% of literacy
students at Cowichan are First Nations). The program has been conducted at the Reading and Writing Centre, in a
storefront in downtown Duncan, since September 1999. The program will relocate in September 2010 to the
Cowichan campus.

ABE Program
The Cowichan ABE program serves a large number of First Nations learners15.
ABE Program:
26% of current students in ABE courses at Cowichan are First Nations.
Literacy Program: 68% of current students in Literacy courses at Cowichan are First Nations.
The SCIE 030 (Science 10) course is particularly oriented to serving First Nations learners. This course provides
basic science lab skills and familiarity, addresses a common gap in knowledge and skills that frequently pose a barrier
for First Nations learners to be successful in science courses.

Partnership Agreement with Cowichan Tribes
A partnership agreement is currently being developed with Cowichan Tribes with the goal of creating an integrated
approach to literacy education through a partnership between VIU and Cowichan Tribes.
15
Data provided by Elfie Sizeland, Manager, VIU Records/Registration Systems. May 20, 2010.
18
ATTACHMENT #8
Employment & Life Skills Training (Nanaimo) – Student Profile
ELST Student Profile
Categories of Disability:
The ELST Program is aimed at students with disabilities who have barriers to learning and employment. Students
typically have a primary cognitive disability, but often have multiple barriers. The numbers shown refer to the known
number of students in the current 2009-10 program (n = 35).

Developmental disability (17);

Learning disability, including “borderline intelligence”/”slow learners”(12);

Fetal Alcohol Syndrome (3);

Autism Spectrum Disorder (7);

Mental health issues (12);

Brain injury (5);

Seizure disorders (1);

Attention Deficit/Hyperactivity Disorder (2);

Physical limitations: hearing impairment (2).
22 of the 35 students in the current program identify multiple barriers.
Many of the students in the “learning disability” category do not qualify for Community Living BC services, supports or
funding (as they do not meet the IQ criteria of 70 and below). These individuals fall through the cracks in disability
services. However, these students typically achieve strong employment outcomes following training.
Median age: 19-20 years of age
Community of origin:
 Majority of students are from Nanaimo / Parksville / Ladysmith;
 Some students from Chemainus, Bowser, Powell River;
 A number of students each year are from First Nations living on reserve (4 of 35 students in 2009/10).
Typical student profile:
 Young adult (19-20)
 From mid-Island area
 A diagnosis and/or history that identifies difficulty with learning
 Little or no work history
 Often come from a high school experience in a resource room or other remedial environment
Referral Sources:
 High school resource room, alternative program, or modified/remedial program
 Teachers
 Parents/family
 Service providers in the community:
o Community Living BC
o Ministry of Children and Family Development
o Mental Health Services
o Nanaimo Brain Injury Society
o Employment support agencies
o First Nations services
o Social workers
19
ATTACHMENT #9
Employment & Life Skills Training (Nanaimo) – Community and Institutional Partners
Current Training Partners
The following community partners provide work sites for group training purposes and/or work experience placements.
Service Industry Training Partners:
Non-Profit Organizations:
 BC Ferries
 Community Kitchens / Gardens
 Buckerfield’s
 Habitat For Humanity / Restore
 Canadian Tire
 Loaves and Fishes
 Home Hardware
 Salvation Army
 Home Sense
 Malaspina Child Care
VIU Training Partners:
 More Than Movies
 Automotive Technician Program
 Nanaimo Senior’s Village
 G R Paine Centre – Greenhouses
 Pennington’s
 VIU Cafeteria
 Quality Foods
 VIU Culinary Arts Program
 Ricky’s
 Shanghai City
 Smitty’s (Parksville)
 Staples
 Superstore
 The Bay
 Tim Horton’s
 Value Village
 Wal Mart
 White Spot
 Winners
 Zellers
VIU Partnerships and Collaboration
Access Programs provide practicums and learning opportunities for VIU students in programs:
 School and Community Support Worker Program
 Horticultural Therapy Program
 Volunteers from the Volunteer Tutor Program
20