This presentation will focus on the development of an Indigenous Knowledge Holders Council that will be part of the new tricameral governance structure at Aurora College. A bicameral governance system is the most common approach to governance of postsecondary institutions in Canada. However, Aurora College will develop a tricameral governance system as that will bring to the forefront the importance of the Indigenous peoples of the North West Territories (NWT) in strategic planning and decision making for a postsecondary institution that supports many indigenous learners. The three governance bodies are the Board of Governors, Academic Council and Indigenous Knowledge Holders Council. The Academic Council will become the University Senate as the transformation continues. In the development of the Indigenous Knowledge Holders Council, a unique approach is used that focuses on inclusion of those who will sit on the council, those who will represent the Indigenous groups residing in the NWT, and the anticipated work of the council that will have a mandate to support Indigenous students, faculty and staff.
Canada and its postsecondary sector benefit greatly from international student enrolment – it’s a $20B gain to our economy. Arguably, this revenue stream has saved institutions from insolvency, fueled community growth, spurred local economic and social development, and allowed for unprecedented investment in facilities and services. Moreover, many graduates remain in Canada, even further enriching our communities. Our success necessarily leads us to consider not merely how we internationalize our institutions, but what debt we owe to the international community. The balance sheet is anything but balanced.International graduates benefit greatly from their Canadian studies, as do the communities to which they return. However, offshore education can never meet the need for access to quality education in low- and middle-income countries, nor would this be appropriate. Such demand must be met by increasing access to quality higher education at local institutions. Though some colleges, institutes, and polytechnics engage in such capacity building, our collective engagement in supporting institutions in developing nations is lacklustre when compared to the gains we’ve accumulated from international students. Join this panel discussion to learn about Academics Without Borders and the remarkable work of colleges in supporting institutional capacity building.Canadian institutions will learn how to export their skills and knowledge in response to the needs of institutions worldwide, and international guests will have the opportunity to connect with the Executive Director of Academics Without Borders, Dr. Greg Moran.
Sustainability is a philosophy that has organically propelled the mission of the Council of Community Colleges of Jamaica’s mission: Responding to today’s challenges, creating tomorrow’s opportunity by promoting intellectual discovery, entrepreneurial skills, social and ethical awareness and economic opportunities for all through education that transforms lives, builds communities and improves society locally and internationally.
Consequently, the sustainability of TVET or Greening of TVET is important to the realization of CCCJ’s
vision: A dynamic institution that is the epitome of high educational standards, while advancing the work of community colleges, developing the Jamaican workforce and promoting the benefits of obtaining a Community College education. Therefore TVET continues to play a significant role in employment and lifelong learning. In support, UNESCO-UNEVOC has consistently posited that technical vocational education and training (TVET) is the vehicle to sustainable economic development.
Green Technical Vocational Education and Training requires the reshaping and reorientation of the current TVET practices to achieve sustainability. This presentation will examine some of the CCCJ’s Green TVET Initiative:
* Professional development and coaching for the upskilling and retooling of our human capital.
* Research of the new knowledge and resources for the Green TVET.
* Innovative practices to facilitate new skills and new jobs.
The Secretary General of the United Nations recently warned that without more investment, gender equality will take another 300 years. And there continues to be an urgent need for skills training for growing youth populations. Ensuring young women and women have access to good quality skills training is a matter of their human rights. We also need their creativity and initiative in societies and globally as a matter of our development and survival.
Ivy Mwai, Education and Skills Lead – The Mastercard Foundation, Kenya
Ivy Mwai currently leads Mastercard Foundation’s Young Africa Works Workforce Development Programs in Kenya. These Programs focus on finding solutions to the youth employment challenge and reducing poverty in Africa. She has held executive positions at Equity Group Foundation, the African Leadership Academy in South Africa and McCann Erickson Advertising Agency. She has a passion for furthering the education of the girl-child through her association with Starehe Girls School and The Old Limuru Girls Association, which she chaired for four years. She published the first East African children’s magazine, Maneno Magazine. She is a Life Member of the Kenya Red Cross Society.
Borhene Chakroun, Director of Policies and Lifelong Learning Systems Division – UNESCO
Borhene Chakroun has worked as a trainer, chief trainer, project manager and consultant for organizations such as the European Union and the World Bank before joining the European Training Foundation in 2001 where he was the Senior Human Capital Development specialist. He is now Director of Policies and Lifelong Learning Systems Division at UNESCO-HQ, where much of his recent work has focused on global trends in reforming education and training systems and on developing the global agenda for skills development in the context of the 2030 Sustainable Development Agenda. He is also the coordinator of the Global Education Coalition launched by UNESCO to respond to the COVID-19 crisis. He has authored and co-authored various articles and books in the field of skills development and lifelong learning.
Marcel Lebleu, Director General for West and Central Africa – Global Affairs Canada
Marcel Lebleu is a career diplomat. Following postings in Cameroon, Costa Rica, Argentina and Spain, he was appointed Ambassador of Canada to Chile in 2015. In 2017, he was appointed Canada’s Ambassador to Colombia where he served until 2021. Since his return to Canada, he has served as Director General for West and Central Africa at the Department of Foreign Affairs, Trade and Development (Global Affairs Canada).
The Global Education Network (GEN) is a partnership that involves institutions in Australia, Singapore, Canada and the U.S. GEN implements a unique model for strategic planning that has proved sustainable and efficient over time. For 20 years, this quad partnership of four premiere TPET institutions have closely collaborated to provide global opportunities and global learning for their faculty, staff, and students. This session will explain the strategic planning involved in the Global Education Network and provide some examples of innovative programs implemented to foster innovation and collaboration. GEN is a one-of-a-kind partnership designed specifically for technical students, faculty, and staff to engage in intercultural experiences.
This session will be self moderated by the panelists. CICan will introduce the session with a look back at IRCC data relating to global market demand for Canadian College education and the surge of interest from International Students over 2022. He will share an analysis of demand both nationally and regionally, an overview of Canadian policy that contributed to increased international demand and the characteristics of Canada’s college system that promotes access to quality life-long learning and skills-based training, priorities for global engagement and partnerships moving forward. GAC will provide an overview of 2022 International Education highlights relating to the college system, 2023 initiatives that will inform the next International Education Strategic Plan, and the role of domestic and international partnerships. The panelists will leverage the use of live interactive polls, questions, and commentary to delve into the questions, perceptions, positioning, and significance institutions have relating to partnerships, quality education, and global engagement.
For many years, Quebec’s college network has sought to develop a rich and sustainable academic assessment culture based on a high-level regulatory framework with solid local roots. In particular, wide-ranging deliberations support the continuous improvement of support aimed at ensuring and maintaining academic success, student aid and program quality. However, the use of data and digital intelligence with a view to fostering and deepening this analytical process often evokes strong reactions at the institutional level. The emergence of new decision-making tools, especially those relying on complex algorithms or artificial intelligence, can serve to exacerbate these reactions. In that light, how do we develop a healthy approach to data within our institutions? How do we ensure consistency with our teaching mission? How do we respect individuals in all facets of their lives? In addressing the challenges associated with developing a robust and ethical data culture within our institutions, what tools (both local and collective) are required? In a format focusing on discussion and the sharing of best practices, members of the data and digital intelligence team of the student affairs division of Quebec’s Fédération des cégeps will conduct an interactive presentation on the development of data literacy within Quebec’s college network. Participants will have an opportunity to reflect more deeply on related issues and will come away with new ideas that can be implemented at the institutional level.
Transformation of post-secondary education in an increasingly complex world requires radical collaboration. Through this presentation we look at what that can look like inside an institution and between institutions and the partners they work with.
New Brunswick Community College (NBCC) has developed an intentional approach to collective leadership that harnesses the combined brainpower and skillset of its 30-member College Leadership Team across the 6 campus locations. NBCC will share how they have leveraged the expertise of diverse leaders to work together for a common good, increase collaboration, and empowered them to both ask difficult questions and encourage one another.
Driven by the desire to deliver innovative, accessible programing and meet the high demand for a skilled workforce, Atlantic Colleges Atlantique (ACA), brings together seven public institutions delivering college programming in Atlantic Canada (60,000 full- and part-time students annually at 40 campuses across the region). ACA, supported by Future Skills Centre Canada funding, embraces a partnership-based approach to diversifying the region’s workforce by prioritizing life-long skill development and the integration of cutting-edge technologies into program design and delivery. The ACA Executive Director along with three college Presidents will discuss the vision that brought them together; the goals, logistics and steps they took to maximize the initiatives; the governance structure that ensures strong collaboration; the role of the Innovation Centre as a driving force; as well as future goals and direction.
Spend an hour with North America’s UNESCO-UNEVOC centers to learn more about how they strengthen and upgrade TVET systems locally and regionally. Coordinators of UNEVOC centers at Cégep de la Gaspésie et des Îles, the Center on Education and Training for Employment at Ohio State University, and Colleges and Institutes Canada will provide summaries of their current activities and seek input on their role in delivering UNESCO-UNEVOC’s new strategy. The discussion will be moderated by a representative from the Canadian Commission for UNESCO based in Ottawa.
The Applied Research and Innovation Affinity Group is an established international community of practice. Members share the results and outcomes of applied research projects undertaken by their institutions, as well as exemplary practices related to applied research and innovation. The Group is led by Tknika in the Basque Country, a Centre promoted by the Deputy Ministry of Vocational Education and Training (VET) of the Education Department of the Basque Government. Through networking and direct involvement by the Basque Vocational Training teaching staff, the Centre develops innovative projects in the areas of technology, education and management.