1. Introduction

In Canada, as in many countries throughout the world, postsecondary education is constantly evolving. Educational systems across the country change as governments and education authorities identify new priorities and develop strategies to respond to the needs of a rapidly changing world. This report presents an overview of postsecondary education systems in Canada — their historical background, how they are structured, and how they function. It is important to note that in Canada, postsecondary education encompasses all types of formal instructional programs beyond secondary school, including academic, vocational, technical, and continuing professional education offered primarily by universities, colleges, and institutes.

A more detailed look at individual provincial and territorial systems is available at Postsecondary Education Systems in Canada, Provinces and Territories.

1.1 About Canada

Government

Canada is a federation of ten provinces and three territories. Under the Canadian constitution, provincial governments have exclusive responsibility of all levels of education. There is no ministry or department of education at the federal level. Canada's three territories, Yukon, Northwest Territories, and Nunavut, do not have the same constitutional status as the provinces, and are subject, in many areas, to more direct control from the federal government. With respect to education, however, the federal government has delegated this responsibility to the territorial governments, which, in turn, cooperate with the provinces to deliver postsecondary programs.

Culture

Canada is highly diverse culturally, with more than 200 ethnic origins and 200 first languages reported in the 2006 census. There are two major linguistic groups and two official languages, English and French. In 2006, over 57 per cent of the population reported English as their first language and almost 22 per cent reported French as their first language. The vast majority of francophones in Canada live in Quebec, where 79 per cent have French as their mother tongue. Almost 4 per cent of the Canadian population self-identified as Aboriginal.

Geography

Canada is the second largest country in the world. Because of its climate, there are no permanent settlements in nearly 90 per cent of the country. Most of Canada's more than 33 million people live in highly urbanized centres in the south, within 300 kilometres of the border with the United States.

Economy

Canada is a major industrialized trading nation, a member of the G7/8, the G20, the Organisation for Economic Co-operation and Development, and many other international bodies. The critical connection between a highly educated workforce and Canada's continuing prosperity is at the core of Canadian economic policy.

Education

Canada has one of the highest rates of postsecondary-education completion in the world. According to the 2006 census, six out of every 10 adults between 25 and 64 years of age had completed some form of postsecondary education.

1.2 An Historical Overview

Postsecondary education in Canada dates from 1663, with the establishment of the Grand Séminaire de Québec, a forerunner of Laval University. At the time of Confederation in 1867, there were 18 universities and a number of classical colleges in Canada.

At the end of World War II, a federally funded veterans' rehabilitation program brought an influx of veterans to university campuses. New institutions were established and universities continued to expand throughout the 1950s, '60s, and '70s.

While some public colleges date back to the 1920s, most were established in the 1960s. These institutions were created by provincial governments in response to a need for vocational and technical training, to complement the education offered at universities. Open access was a key objective for the new institutions. Perhaps the most sweeping changes were made in Quebec, where the province reconstituted some 200 classical colleges, instituts familiaux, and several technical institutes into a single system.

The 1990s again saw significant changes in Canada's postsecondary education systems. Some public colleges and institutes were given degree-granting authority by their provincial governments, and mechanisms were established to expand college–university credit transfer. A small number of private postsecondary institutions also obtained permission to offer degree programs. Information technology became readily available and increasingly blended with more traditional delivery systems. Recruitment efforts to attract international students increased substantively after 2000.

2. Postsecondary Institutions

In the following sections, Canada's postsecondary institutions are described on the basis of their degree-granting capacities; this is how they have been presented historically. Although the changing roles of institutions are making this kind of distinction less clear, universities continue to grant more degrees, while colleges of all types continue to grant more diplomas, certificates, and attestations. In an increasing number of cases, the same institution is both degree-granting and non-degree-granting. For the purposes of this overview document, the information under degree-granting institutions applies largely to universities and university colleges, while colleges and other institutions are discussed more fully under non-degree-granting institutions.

2.1 Governance and Finance

The Constitution Act, 1867, gave provinces exclusive jurisdiction over education within their boundaries. The provincial and territorial legislatures have developed their own educational structures and institutions, creating 13 education systems with many similarities and some differences. Responsibility for education is usually exercised through one or more departments or ministries responsible for education. At the pan-Canadian level, the Council of Ministers of Education, Canada (CMEC) provides a forum for education ministers to discuss matters of common concern, explore ways to cooperate, share information, and coordinate international education activities and representation.

Public postsecondary-education institutions in Canada derive most of their direct funding from provincial, territorial, and federal governments.

In 2006–07, Canada's public expenditure on public education exceeded $78 billion, with about $41 billion directed to the elementary and secondary levels, $32 billion for postsecondary education, and almost $5 billion for other types of education, such as retraining and language education for newcomers.

In 2007–08, universities and university colleges had revenues of over $36.7 billion, with 45 per cent derived from provincial governments, 9.3 per cent from the federal government, 21 per cent from tuition fees, 14.6 per cent from sales of goods and services, 2.7 per cent from investment income, and 7.4 per cent from other own-source revenues, including donations. The 2005–06 revenues of colleges and institutes was $7.6 billion, with 53.2 per cent coming from provincial and territorial governments, 2.1 per cent from federal funding, 24.3 per cent from tuition fees, and 20.4 per cent from contract revenues, interest payments, and other private sources.

Federal government departments play an indirect role in funding postsecondary education. The Department of Finance, for example, oversees federal transfer payments to the provinces and territories, which, at their own discretion, use a portion of this funding for postsecondary education. The Department of Human Resources and Skills Development Canada (HRSDC) is responsible for the Canada Student Loans Program. The Department of Canadian Heritage has a program in support of the official languages in education. The Department of Foreign Affairs and International Trade (DFAIT) and HRSDC promote international academic exchanges. CMEC monitors international developments in higher education through an agreement with DFAIT to ensure Canadian representation at international discussions on postsecondary education. Statistics Canada, through the Canadian Education Statistics Council (CESC), works with CMEC and the provinces and territories to ensure the collection, coordination, and publication of pan-Canadian education statistics.

2.2 Structures, Status, and Credentials

The basic structures of provincial and territorial education systems across Canada are similar. Each has three tiers — elementary, secondary, and postsecondary — although the grades at which each level begins and ends vary. Education is compulsory to the age of 15, 16, or 18, depending on the jurisdiction. All jurisdictions provide universal, free, elementary and secondary schooling. In Quebec, provincial residents also do not pay fees to enrol in a public college (or CÉGEP) on a full-time basis.

Postsecondary education is provided by public and private institutions. They may be "recognized," "authorized," "registered," or "licensed" by government, or they may not be regulated in any way. All public and private "recognized" and "authorized" postsecondary institutions in Canada have been given the authority to grant academic credentials by their provincial or territorial governments through charters or legislation that ensures or enables mechanisms for institutional and program quality.

"Registered" or "licensed" institutions are monitored by government primarily for consumer protection, rather than for institutional or program quality. In some jurisdictions, there are processes for program approval or for voluntary accreditation for private colleges.

Non-registered and non-licensed institutions are private commercial enterprises whose programs are not regulated. Owing to the broad use of some institutional titles (such as college and institute) and of some credentials (such as diploma and certificate), it is important to understand an institution's status (whether it is recognized/authorized, registered/licensed, or unregulated) and what mechanisms are in place to ensure program quality. The status of specific institutions can be obtained by accessing the Canadian Information Centre for International Credentials (CICIC) Web site.

Postsecondary institutions provide different credentials depending on the nature of the institution and the length of the programs. In most provinces and territories, use of the term "degree" is restricted to recognized degree-granting institutions, with some exceptions. Public and private degree-granting institutions may also offer certificate and diploma programs.

Most public and private non-degree-granting institutions use the terms "diploma" or "certificate." In Quebec, CÉGEPs also grant "attestations" for some programs.

Appendix A, The Status of Postsecondary Institutions in Canada, illustrates the variety and complexity of structures and credentials available.

2.3 Student Demographics

In 2005–06, more than one million students were enrolled in universities in Canada, a record-high enrolment rate. Statistics Canada reported about 781,300 full time and 266,400 part-time students, with 64 per cent of them between the ages of 18 and 24. In 2004–05, there were more than 514,266 full-time students at public colleges and institutes.

Participation in postsecondary education has grown significantly in recent years, driven more by increasing educational demands in the labour market than by population growth. Women continue to be the majority on both university and college campuses.

2.4 Student Financial Assistance

Student assistance is provided through the Canada Student Loans Program and numerous provincial and territorial programs; these are available only to Canadian citizens and permanent residents. In addition, institutions and various private organizations offer scholarships and bursaries to students of exceptional ability or need.

There are several award programs designed specifically for international students. Some institutions have also developed their own scholarship programs.

2.5 International Students

In 2005–06, there were over 80,000 international students in Canadian universities, constituting 7.7 per cent of the total enrolment. Over half of these students were from Asia, with almost half of the Asian students coming from China.

International students enrolling in programs longer than six months are required to obtain a study permit before entering Canada. Other required documentation usually includes a valid passport, visa, health certificate, letter of acceptance from a Canadian institution, certificate of language proficiency, and financial guarantees. Students who plan to study in Quebec must also obtain the Certificat d'acceptation du Québec (information about this certificate is available from Quebec missions abroad).

Institutions set their own admission requirements for foreign students. In general, the equivalent to secondary school graduation in Canada and evidence of proficiency in either English or French are required for most programs. Institutional calendars and Web sites are the best sources of information.

Many universities and colleges have sizable foreign-student populations, as well as specialized services for them, including orientation programs, counselling, and international student clubs.

Information for foreign students considering studying in Canada is available from the Canadian Information Centre for International Credentials (CICIC), the Department of Foreign Affairs and International Trade (DFAIT), the Canadian Bureau for International Education (CBIE), and Canadian missions abroad.

3.  Degree-granting Institutions

Reports to the Canadian Information Centre for International Credentials (CICIC) indicate that there are more than 200 public and private institutions in Canada that grant degrees. Degree-granting institutions vary from province to province and may include universities, university colleges, colleges, institutes of technology, and specialized institutes. Some universities have federation or affiliation agreements with specific colleges or with other universities.

More than half of the universities in Canada are located in the two most heavily populated provinces, Ontario and Quebec. The provinces of Newfoundland and Labrador and Prince Edward Island have one university each. Public colleges in the three territories deliver some degree programs under articulation agreements with universities. Outside Quebec, many provinces have at least one French-language institution that provides degree programs; in Quebec, there are a number of English-language universities.

Institutions range in size from small liberal-arts campuses to large, comprehensive universities with a wide range of undergraduate, graduate, and professional degree programs. There are more than 10,000 undergraduate and graduate degree programs offered by universities in Canada.

In a few provinces, dedicated universities, institutes, and colleges offer programs and services to First Nations and Métis populations. These degree, diploma, and certificate programs are often delivered in cooperation with other postsecondary institutions. Many Aboriginal students also attend non-Aboriginal institutions.

3.1 Teaching and Research

Degree-granting institutions in Canada focus on teaching and research. With few exceptions, a doctoral degree is required of university faculty members for entry into tenure-stream positions. In 2005, universities employed close to 40,000 full-time faculty members.

Universities conduct about one-third of all research activity in Canada. The federal government is a principal supporter of this research and promotes excellence in research through various initiatives. One such initiative is the Canada Foundation for Innovation, which was established in 1997 to provide research infrastructure funds to Canadian institutions on a cost-shared basis with provinces and other partners. Its budget is $3.15 billion over ten years.

The federal government also funds three major research-granting councils: the Natural Sciences and Engineering Research Council, the Canadian Institutes of Health Research, and the Social Sciences and Humanities Research Council. In 2007–08, the budgets of the three councils totalled over $2.1 billion. Sponsored research projects conducted under contract for various federal government departments receive additional federal funding. To leverage Canada's research capabilities in a number of areas of strategic importance, the federal government maintains the Networks of Centres of Excellence, funded by the above-mentioned councils, to link researchers from universities, industry, and governments across the country.

Provincial governments may also support university research through direct funding. A number of universities have developed research parks to enhance research collaboration with industry. Spin-off companies have been set up by a number of institutions to commercialize and market university technology.

3.2 Administration and Governance

Universities are highly autonomous; they set their own admission standards and degree requirements, and have considerable flexibility in the management of their financial affairs and program offerings. Government intervention is generally limited to finances, fee structures, and the introduction of new programs. Intermediary bodies, such as the Maritime Provinces Higher Education Commission for the provinces of New Brunswick, Nova Scotia, and Prince Edward Island, play an advisory role.

Most universities have a two-tiered system of governance that includes a board of governors and a senate. Boards are generally charged with overall financial and policy concerns. Academic senates are responsible for programs, courses, admission requirements, degree qualifications, and academic planning. Senate decisions are subject to board approval. Students, alumni, faculty, and representatives from the community serve as board members.

Universities are normally organized into faculties, schools, and departments. Subject to senate approval, these subdivisions may also establish their own admission and degree requirements.

3.3 Programs

University degrees are offered at three successive levels — bachelor's, master's, and doctoral — with the completion of a degree from the lower level generally a prerequisite for admission to the next.

Students at the baccalaureate, or bachelor's, level are known as undergraduates. Completion of a secondary-school program, or the two-year CÉGEP program in the case of Quebec, is the normal prerequisite for admission to undergraduate study. Most universities also have special entrance requirements and paths for mature students.

Bachelor's degrees normally require three or four years of full-time study, depending on the province. An honours bachelor's degree involves a higher degree of concentration in the major subject, as well as a higher level of academic achievement, and, in some cases, an additional year of study.

For regulated professions such as law, medicine, education, and social work, an internship is generally required and, in some cases, additional years of formal study.

A master's degree typically requires two years of study after completion of either a general or an honours baccalaureate program.

A minimum of three years of study and research, including the completion of a dissertation, are the normal requirements for a doctorate. The degree is generally known as a PhD; however, doctoral degrees may also be granted in particular fields of study such as music (DMus) or law (LLD).

University colleges undertake degree programs as their primary activity and provide bachelor's degrees. A few also provide master's degrees with an applied focus.

Some public and private universities and university colleges have religious denominational affiliations, and offer divinity programs and degrees for the specific purpose of preparing students for the profession of minister of faith. These institutions may also offer other degree programs.

Colleges and technical institutes undertake diploma and certificate programs as their primary activity, and may also offer bachelor's and applied degrees in areas of particular specialization.

Many universities and university colleges also offer diploma and certificate programs, often in professional designations. Generally speaking, university diplomas and certificates require one or two years of study. However, these programs vary widely from institution to institution and from province to province.

Universities offer students more than courses and programs; they also provide services and resources. Counselling, study-skills workshops, career-placement centres, scholarships and bursaries, athletics, housing, and additional services are available on most campuses. Many universities also have special services for students with specific needs, including those with physical, sensory, or learning disabilities.

While most degree programs are delivered on campus to full-time students, many institutions offer part-time study through day and evening courses or distributed-learning programs. Many programs include cooperative education or work-study components, which alternate academic studies with full-time, off campus employment related to the student's field of study.

Canada is a world leader in distributed learning as a way to increase access to postsecondary education. These programs reach diverse populations of students whose schedules or personal circumstances make it difficult for them to study on campus, whether they live in distant communities or urban centres. Technologies used include the Internet, video, audiotape, television, satellite, correspondence, video- and teleconferencing, fax, and e-mail, as well as print materials and telephone tutors. Blended learning, which combines distributed and campus-based programs, is increasingly available.

All jurisdictions have distributed learning, with several offering consortia of postsecondary institutions using technology-based learning. Alberta, British Columbia, and Quebec have developed open universities in addition to the distance-education programs offered by conventional universities. These open universities have liberal admissions policies and the vast majority of their students are over the age of 24 and study part-time.

The academic year at most degree-granting institutions is divided into two semesters, from September to December and from January to April. Most institutions also offer spring and summer sessions, and a few operate on a trimester basis.

3.4 Admission Requirements

Admission criteria for undergraduate and graduate study vary from institution to institution and from program to program. Graduation from a university-preparatory program at secondary school or a two-year CÉGEP program is typically the minimum requirement for admission to degree programs. However, requirements may be more rigorous, and may include specific course-content requirements or high grade-point averages. Some faculties require the passing of standardized aptitude tests for admission. Admission requirements for mature students, who are generally 21 years of age or older or who have been out of school for at least a year, are often more flexible.

3.5 Tuition Fees

Tuition fees vary widely according to province, institution, and program of study. In 2007–08, tuition fees at universities for an undergraduate program averaged $4,524. Graduate and professional programs, such as business and medicine, may have much higher tuition. At most institutions, tuition fees for international students are considerably higher than for domestic students.

4.  Non-degree-granting Institutions

There are thousands of non-degree-granting postsecondary institutions in Canada. Of these, over 150 are recognized public colleges and institutes. Many others are registered or licensed. Many more are not regulated in any way.

Non-degree-granting institutions focus on diploma and certificate programs and may also provide degree or joint diploma/degree courses.

Depending on the province or territory, public non-degree-granting institutions are called colleges, regional colleges, centres, colleges of applied arts and technology, community colleges, institutes, or CÉGEPs. They offer educational programming in a wide range of settings, from large urban centres to remote and isolated communities. Colleges are found in over 900 communities in Canada. Facilities vary from large, well-equipped institutions to small training centres. Almost all jurisdictions offer college programs in both French and English, whether through dedicated colleges, specialized institutes, or extensive distance-education opportunities.

Private non-degree-granting institutions may be called colleges, career training institutes, vocational schools, or academies, depending on whether the province or territory in which they are located has legislated title restrictions. Most operate as businesses to deliver highly focused, occupationally oriented courses and programs.

4.1 Teaching and Research

Non-degree-granting institutions are primarily teaching institutions, employing over 46,000 full-time and almost 60,000 part-time faculty members in 2007. Colleges' and institutes' applied research, development, and technology diffusion focus on market needs, technology transfer, new processes, and prototypes, all with solid applications to economic development.

While many instructors at public non-degree-granting institutions hold doctoral degrees, relevant professional experience in technical or vocational fields is an important criterion for hiring teachers. In addition to regular teaching staff, part-time instructors are drawn from industry, secondary schools, universities, professional fields, and health and social services.

4.2 Administration and Governance

Public colleges, specialized institutes, community colleges, institutes of technology and advanced learning, colleges of applied arts and technology, and CÉGEPs may be more closely regulated than universities. Most have boards of governors appointed by provincial or territorial governments, with student, faculty, and community representation. Government intervention can extend to admission policies, program approval, curricula, institutional planning, and working conditions. Program planning tends to rely on input from community, business, industry, and labour representatives serving on college advisory committees, with overall direction provided by college administrators. Programs are generally organized into schools, divisions, or departments.

In most provinces, private non-degree-granting institutions must follow legislated registration or licensing procedures in order to operate.

4.3 Programs

Public colleges, specialized institutes, community colleges, institutes of technology and advanced learning, and CÉGEPs offer vocationally oriented programs in a wide range of professional and technical fields, including business, health, science, agriculture, applied arts, technology, skilled trades, and social services. Some specialized institutes offer training in a single field, such as art, fisheries, paramedical technology, or agriculture. As mentioned above, many also offer bachelor's and applied degree programs.

In addition, these institutions often provide adult basic-education and literacy programs; adult retraining, customized training for industry, professional upgrading, pre-employment, and pre-apprenticeship programs; and workshops. Many colleges also offer specialized postgraduate diplomas to students who already have a diploma or degree.

Diplomas are generally awarded for the successful completion of two- or three-year programs, while certificate programs most often take one year to complete. CÉGEPs in Quebec offer two-year academic programs required for university entrance and three-year technical programs for labour-market entry.

Several college systems offer university transfer programs, providing the first two years of a university undergraduate program. Universities and colleges also cooperate on integrated programs for which graduates receive both a degree and a diploma. Cooperative education is part of many programs, with work placements being a requirement in addition to academic study.

Programs at private non-degree-granting postsecondary institutions tend to be shorter and more intensive than programs in public institutions. These private institutions usually award certificates and diplomas.

Apprenticeship is an industry-driven program that has established training and certification standards in more than 50 designated trades and occupations. Employers support the program by employing apprentices and giving them the opportunity to develop their skills on the job. Colleges offer the in-class portion of apprenticeship programs, providing up to eight weeks of class instruction in each year of the apprenticeship. The length of apprenticeship programs differs by trade, but is usually four years, with graduation resulting in a certificate.

With close ties to communities and considerable flexibility in program design, course delivery, and the hiring of teaching staff, colleges have shown themselves adept at responding quickly to changing educational and training requirements.

About 80 per cent of colleges provide credit for prior learning assessment and recognition (PLAR) in at least some of their programs. Some universities also employ PLAR, which helps adults demonstrate and gain recognition for learning acquired outside of formal academic settings.

Student services are an important component of college offerings; these include academic, employment, personal, financial, diversity and anti-discrimination counselling, tutoring, daycare, health, English or French second-language training, and learning-skills development.

To provide wider access to their programs, colleges in many provinces have formed consortia to offer a variety of technical, vocational, and academic credit and non-credit courses by alternative means. Distance education is available from numerous individual institutions as well. The technologies used and the clients served are similar to those for degree-granting institutions.

Most colleges offer programs on a two-year or a three-semester basis. They also provide a wide range of credit and non-credit day and evening courses, both on and off campus, throughout the year. Study periods at private non-degree-granting institutions tend to be measured in weeks and semesters, rather than in years.

4.4 Admission Requirements

Non-degree-granting institutions set their own entrance requirements, which may be more flexible than those of universities. However, in general, secondary-school graduation is required for technical and professional diploma programs, as well as for pre-university transfer programs. Since accessibility is part of the mandate for most public colleges, many admission standards include more flexible criteria for mature students. High-demand programs may have more rigorous admission requirements.

Many private postsecondary institutions base their entrance requirements on a student's capacity to pay the required fees, although academic standing can be important as well.

4.5 Tuition Fees

Annual tuition fees for public colleges and institutes vary widely across the country, with the average being about $2,400 in 2007–08. The exception is Quebec, where residents pay no fees to enrol in a public college or CÉGEP on a full-time basis.

For international students, fees can be considerably higher, although circumstances vary widely across the country.

Fees at private non-degree-granting institutions tend to be higher than those at public institutions.

5.  Issues and Trends

Postsecondary education in Canada exists in a constantly changing environment, which encompasses globalization, increased population mobility, technology advancements, changing demographics, and the steadily evolving labour market. Three interconnected issues arise from these trends — postsecondary capacity, quality assurance, and internationalization and mobility.

5.1 Postsecondary Capacity

The Council of Ministers of Education, Canada, has characterized postsecondary capacity as the enhancement and stabilization of the long-term capacity of postsecondary systems to meet the training and learning needs of all Canadians seeking higher-education learning opportunities. The primary need is for stable and long-term government funding. Population shifts mean that the traditional age cohort for university entrance is shrinking, while the demand for a highly skilled workforce grows. Consequently, postsecondary institutions need to attract and train more people, including older adults and members of groups who have not traditionally participated in university and college education. Other aspects of postsecondary capacity that are of particular concern include the replacement of large numbers of faculty who will be retiring in the next decade; infrastructure costs in aging institutions; absorbing the indirect costs of research; and the affordability of postsecondary education, especially with regard to student-debt loads.

5.2 Quality Assurance

Maintaining the quality of postsecondary programs in Canada is primarily the responsibility of individual institutions, which must operate within legislative and policy frameworks established by their respective provincial or territorial governments. Given the greater mobility of people and programs, the increasing number of institutions being given degree-granting status, and the expanding use of information technology, mechanisms for maintaining quality are increasingly important.

Although there is no national accreditation body in Canada that evaluates the quality of degree programs, a number of agencies and professional bodies perform this function for professional programs at both the undergraduate and graduate levels. In the absence of a national accreditation body, universities' membership in the Association of Universities and Colleges of Canada (AUCC), together with the universities' provincial-government charter, is generally taken as evidence that an institution is providing university-level programs of acceptable standards. Degree programs at university colleges, colleges, and institutes are subject to internal quality-assurance processes similar to those used for university programs. More information on quality-assurance mechanisms for postsecondary institutions in Canada's provinces and territories is provided in the CICIC document Quality Assurance Practices for Postsecondary Institutions in Canada.

5.3 Internationalization and Mobility

The internationalization of education reflects the need for knowledge and skills for a global economy. This trend has major implications for international-student recruitment, policies and procedures for recognizing and evaluating credentials, curriculum, and student mobility.

To increase international-student recruitment, educational authorities in Canada are working with the federal government and key agencies to develop a positioning and brand for education. Colleges and universities have the right to decide on recognition of foreign programs and degrees. Credential evaluation services have been established by many provincial governments to provide expert opinions. Although these evaluations are not binding on the institutions, they provide a useful comparison of foreign and Canadian credentials. The Canadian Information Centre for International Credentials (CICIC) advises individuals on what they need to do to have their credentials assessed and recognized in Canada.

Institutions are working to bring more international dimensions to the curriculum, through content expansion and international joint courses and programs. To facilitate mobility and transferability domestically and to increase understanding of Canada's postsecondary institutions internationally, the ministers responsible for postsecondary education issued the Canadian Degree Qualifications Framework, which outlines a set of consistent and coherent standards at a pan-Canadian level.

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Appendix A: The Status of Postsecondary Institutions in Canada

The Status of Postsecondary Institutions in Canada

Credential Status and Institutional Title	Community Status	Recognition Status	Credentials Issued	Government Funding
Degree-granting
University University College College Institute of Technology and Advanced Learning Institute	Public	Recognized	Degrees Diplomas Certificates	Yes
University University College College Institute	Private	Recognized Non-recognized	Degrees Diplomas Certificates	Some institutions receive funding
Non-degree-granting
College Community College College of Applied Arts and Technology Institute of Technology and Advanced Learning Regional College Centre School CÉGEP	Public	Recognized	Diplomas Certificates Attestations	Yes
College School Academy Institute	Private	Recognized Non-recognized licensed Non-recognized registered Non-licensed Non-registered	Diplomas Certificates	No

 

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Appendix B: Sources for Additional Information

The Web sites of the Canadian Information Centre for International Credentials (CICIC) and of the departments and ministries of education responsible for postsecondary education provide additional information about education systems, institutions, and jurisdictions.

CICIC's Directory of Universities, Colleges and Schools in the Provinces and Territories of Canada lists all recognized and authorized postsecondary institutions in Canada. The Directory of Canadian Universities, published by the Association of Universities and Colleges of Canada (AUCC), offers detailed information about AUCC member institutions and includes most universities in Canada. The College Canada newsmagazine contains information about institutions that are members of the Association of Canadian Community Colleges (ACCC).

University and college calendars and their Web sites are the best sources of information about programs offered by specific institutions, entrance requirements, student services, housing, tuition fees, scholarships, student aid, and a variety of other subjects of interest to prospective students.

The Canadian Education Association publishes an annual CEA Handbook, which lists the names, titles, and addresses of officials at educational organizations and institutions.

List of Organizations

Association des universités de la francophonie canadienne

260, rue Dalhousie, bureau 400

Ottawa, Ontario K1N 7E4 Canada

Tel.: (613) 244-5231

Fax: (613) 244-0283

Web site: http://www.aufc.ca/

 

Association of Canadian Community Colleges

1223 Michael Street North, Suite 200

Ottawa, Ontario K1J 7T2 Canada

Tel.: (613) 746-2222

Fax: (613) 746-6721

Web site: http://www.accc.ca/

 

Association of Universities and Colleges of Canada

350 Albert Street, Suite 600

Ottawa, Ontario K1R 1B1 Canada

Tel.: (613) 563-1236

Fax: (613) 563-9745

Web site: http://www.aucc.ca/

 

Canada Student Loans Program

Human Resources and Skills Development Canada

P.O. Box 2090, Station D

Ottawa, Ontario K1P 6C6 Canada

Tel.: 1-800-622-6232

Web site: http://www.hrsdc.gc.ca/en/gateways/topics/cxp-gxr.shtml

 

Canadian Bureau for International Education

220 Laurier Avenue West, Suite 1550

Ottawa, Ontario K1P 5Z9 Canada

Tel.: (613) 237-4820

Fax: (613) 237-1073

Web site: http://www.cbie.ca/

 

Canadian Education Association

317 Adelaide Street West, Suite 300

Toronto, Ontario M5V 1P9 Canada

Tel.: (416) 591-6300

Fax: (416) 591-5345

Web site: http://www.cea-ace.ca/

 

Canadian Federation of Students

170 Metcalfe Street, Suite 500

Ottawa, Ontario K2P 1P3 Canada

Tel.: (613) 232-7394

Fax: (613) 232-0276

Web site: http://www.cfs-fcee.ca/

 

Canadian Information Centre for International Credentials

95 St. Clair Avenue West, Suite 1106

Toronto, Ontario M4V 1N6 Canada

Tel.: (416) 962-9725

Fax: (416) 962-2800

Web site: http://www.cicic.ca/

 

Canadian Institutes of Health Research

160 Elgin Street, 9th Floor

Address Locator 4809A

Ottawa, Ontario K1A 0W9 Canada

Tel.: (613) 941-2672

Fax: (613) 954-1800

Web site: http://www.cihr-irsc.gc.ca/

 

Council of Ministers of Education, Canada

95 St. Clair Avenue West, Suite 1106

Toronto, Ontario M4V 1N6 Canada

Tel.: (416) 962-8100

Fax: (416) 962-2800

Web site: http://www.cmec.ca/

 

National Association of Career Colleges

155 Lynden Road, Unit #2, P.O. Box 340

Brantford, Ontario N3T 5N3 Canada

Tel.: (519) 753-8689

Fax: (519) 753-4712

Web site: http://www.nacc.ca/

 

Natural Sciences and Engineering Research Council of Canada

350 Albert Street

Ottawa, Ontario K1A 1H5 Canada

Tel.: (613) 995-5992

Fax: (613) 992-5337

Web site: http://www.nserc.ca/

 

Réseau des cégeps et des collèges francophones du Canada

130, rue Slater, bureau 1015

Ottawa, Ontario K1P 6E2 Canada

Tel.: (613) 241-0430

Fax: 9613) 241-0457

Web site: http://www.rccfc.ca/

 

Social Sciences and Humanities Research Council of Canada

350 Albert Street, P.O. Box 1610

Ottawa, Ontario K1P 6G4 Canada

Tel.: (613) 992-0691

Fax: (613) 992-1787

Web site: http://www.sshrc.ca/

 

Statistics Canada

Postsecondary Education Section

100 Tunney's Pasture Driveway

Ottawa, Ontario K1A 0T6 Canada

Tel.: (613) 951-8116

Fax: (613) 951-9040

Web site: http://www.statcan.ca/