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HV 8883.3 .C2

E5 1985 c.2

Canacrâ

I * Correctional Service Service correctionnel Canada Canada

Education Éducation and Training et formation

PROGRAM REVIEW, RATIONALE AND FUTURE DIRECTION

July, 1985

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IN THE CaRECTIONAL SERVICE OF CANADA:

PROGRAM REVIEW, RATIONALE AND FUTURE DIRECTION/

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■e■e. Education and Training Correctional Service

July, 1985

TABLE OF CONTENTS

I Summary 1

II Background

Purpose of the Review 3

The Role of the Federal Government in Canadian Education 4

The Role of Education in Corrections 7

Conclusions

III Learning Needs of Offenders 10

Need for Increased Academic Achievement 10

Need for improved Employment Skills 12

Need for Improved Social and Interpersonal Skills 13

Conclusions 14

IV Current Program Delivery 15

Comparison of Costs for Educational Programs by region for 1984-85 • 15

Percentage of Total Expenditure by Category of Educational Program

Use Of Contracted Services and Permanent Staff 17

Libraries 18

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• Inmate Resource Management 18

Dealing with Regional and National Perspectives 19

Recommendations for Future Direction 20

V Options for Program Adjustment 23

Internal Resource Allocations Funding Options for 1986/87 only 94

Impacts 94

Projected re-allocations for subsequent years 25

Appendix 1: Summary of Needs and Responses

Appendix 2: Costs of Contracted Services

Appendix 3: Estimation of Program Cost Breakdown

Appendix 4: External Factors Dealing to Education and skill Development

Appendix 5: Calendar of Courses

EDUCATION AND TRAINING

IN THE CORRECTIONAL SERVICE OF CANADA:

PROGRAM REVIEW, RATIONALE AND FUTURE DIRECTION

PREPARED FORME COMMISSIONER OF CORRECTIONS

D.K.Griffin Ph.D.

SUMMARY

While the education of children in Canada is a provincial responsibility, the federal government's role in adult education is established by federal statutes. Under the Acts relating to adult education the novernment of Canada spends over $5 billion each year on the education of Canadians beyond normal school age. The Penitentiary Act states that educational programs will he provided to federal inmates as a part of the programs which are designed to protect the public and assist individual offenders by returning them to society better equipped to lead socially acceptable lives.

Research in corrections has established that educational programs are among the most effective ways of helping inmates in their re-entry into society, and this document recommends that the expenditures for education of federal inmates be directed towards those kinds of education which have been demonstrated to be most effective. Educational programs for inmates should have a clear program focus and should be directed towards meeting identified needs. The administration of such programs requires the setting of program targets and monitoring of program outcomes.

Most inmates are under-educated in comparison with other Canadian adults. On a standardized test administered to inmates entering prison, the most frequent scores obtained are at grades 6 and 7. About 20% of of inmates are functionally illiterate; that is, their ability to deal with written language is below the grade 5 level. The chance of obtaining employment following release for those inmates is very small. Test results show that at reception, 50% of inmates function helow high school entrance levels (approximately grade 8), 60% function below the normal entrance level to trades training (approximately grade 10) and 88% function below high school completion (approximately grade 12). Further, there is clear evidence that many inmates lack the thinking and reasoning skills which are essential for successful social adjustment, and that they also lack employment trades skills and good work habits that would permit them to continue to hold jobs once they do obtain them.

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Educational programs should be designed to address three kinds of learning needs in an equitable fashion:

1. Need for academic improvement, especially functional literacy and high school completion;

2. Need for employment skills, especially generic trade skills that can apply to a variety of occupations;

3. Need for interpersonal reasoning, and social skills required for pro-social behavior.

In addition to these needs that can he met through formal program interventions the Education and Training Division function must take on a larger share of the burden or the whole ETE branch in developing good work habits and attitudes in all inmates. There is little value in Pursuing long-term training programs, many of which cannot be completed by inmates given their length of stay and their rate of transfer, if the participants do not understand and accept the work rates and attitudes demanded by employers in the external market place. Increased emphasis will be placed on these values through the delivery of the above noted programs, particularly life skills and vocational training. By raising the standard of performance in all courses and work assignments we can also expect a general improvement in attitudes towards work. Furthermore, attainment of this general objective can be facilitated by changing administrative practice in Education and Training.

Programs should be operated in accordance with the following guidelines:

a) The highest priority shall be placed on functional literacy.

b) The second priority shall be placed on education for social skills both through the offering of Life Skills courses and through the integration of social-education components into academic and employment-related programs.

c) Within employment-related programs priority shall be placed on the development of generic skills which can apply to a variety of occupations. It must he emphasized that this change must not lead to any lessening in the achievement of recognized credits and certification.

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d) Educational achievement shall be enhanced where appropriate through the use of individualized instruction and modularized course content.

e) An individual profile of learning needs and achievements shall be maintained for all inmates.

These latter recommendations are consistent with Laitiatives within the ETE branch to better emphasize and obtain recognition of the central role of work and its value within the institutions. To date work has been valued more for its contribution to institutional security (as a place to put inmates) than for the need to set high standards of performance. The latter will improve security, to be sure, hut will also strengthen the CSC's larger mandate to develop appropriate attitudes among inmates, thereby increasing their chances of successfully functioning in society at large. Counselling and developing plans for personal development are indeed essential, hut the CSC will never he as successful as it can be if does not recognise and demonstrate through program delivery that even during incarceration, inmates must work at appropriate and realistic jobs, and to a high standard, if the developmental plans are to be realised. This is the essential mandate of the ETE Branch. Education and Training must forcefully contribute to it.

II BACKGROUND: Part I

Purpose of the Review

The Correctional Service of Canada spends approximately $25 million per year for the education of federal inmates. In the context of a new government and a new Commissioner of Corrections, it is appropriate that the nature of these expenditures be reviewed and that an approved direction be set for the future.

In a speech to the Canadian Club of Toronto, February 13, 1985, Mr. Erik Neilson, Deputy Prime Minister, outlined the government's approach to the review of existing federal programs. Before turning to educational programs in particular, it would be appropriate to consider briefly the Correctional Service as a whole in light of Mr. Neilson's remarks. Mr. Neilson said:

Each program in its own way is a monument to some problem of the past, often designed on an ad-hoc basis and targetted to a single problem without much reference to other programs that may address similar problems.

Since many Canadians believe that education is entirely a matter of provincial responsibility, it is important to realize that the federal government has an active role in funding educatiOn for Canadians beyond the normal mandatory school age both in general education and employment-related skills.

' II

4

confusing and number is right it a complex web of

it must be presumed

I suspect that the sheer number of programs is intimidating to most citizens, and even if the is still wrong to confront ourselves with such intervention and good intentions.

I i

1

We do not assume that because a program exists to have a right to exist.

Mr. Neilson also pointed out that the government hopes

to achieve greater efficiencies and better service to the public by spending smarter to achieve meaningful savings.

Those familiar with the history of corrections would probably agree with Mr. Neilson. A number of efforts have been made in the past to deal with these problems.

Canadian research in the field of corrections makes it evident that very little has been effective in corrections, but that there is some evidence of success. More recent research has found that many interventions which have been effective in reducing recidivism have been based on educational models. The CSC must, therefore, ensure that its educational programs do, in fact, maximise its contribution to the reformation of inmates, no matter what traditions and professional preference might suggest.

II Background Part 2:

The Role of the Federal Government in Canadian Education

Federal funds for the education of adults in Canada as a whole are provided for three brOad objectives of expenditure: general and professional education, employment-related or vocational training, and special needs. "Special needs" includes the education of Native children, immigrants, and federal inmates.

Funds for•employment-related skill development of adults are distrihuted by the Canada Employment and Immigration Commission, while most federal funds for general academic and professional education are distributed by Secretary of State.

$ 3.643 billion (73%)

" (18%) .450 " " ( 9%) .925 "

1

I I

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For 1982-83, the most recent figures available, a total of approximately $5 billion of federal funds was spent in Canada for the three categories of educational programs which are also offered within the CSC.

The national breakdown was as follows:

General academic and professional education Employment-related skills Special Needs

Total $ 5.018 billion (100%)

Federal Acts governing Educational Expenditure

Funding for general education and for occupational skills development by the federal government is carried out under separate Acts. According to the Secretary of State the historical basis for funding of adult education in Canada by the federal government is as follows:

The British North America Act (retitled the Constitution Act, 1867, at the time of patriation in 1982) granted provincial legislatures the exclusive right to "make laws in and for each province in relation to education, subject to the power of parliament to make remedial laws

• respecting denOminational schools where required." However, it has • always been recognized that the Parliament'of Canada could adopt laws respécting the education of certain groups for milich the federal government has special responsibility. These include Indians, Inuit, Armed Forces personnel and their dependants in Canada and abroad, and inmates of federal correctional institutions.

1 Support to Education by the Government of Canada Secretary of State,

1983, page 7.

6

The report cited above goes on as follows:

Since Confederation, numerous other developments have also brought about the presence of the federal government in education...Examples include vocational and technical training, research, assistance to post-secondary students...official languages training, supply of highly qualified manpower, and international relations in the area of education.

Employment-related funding of education has been the subject of a of series Acts, beginning with the work of the 1910 Royal Commission on Industrial Training and Vocational Education. The first two Acts reflect the nature of the Canadian economy of the time - the Agricultural Aid Act of 1912, and the Agricultural Instruction Act of 1913. Since then, a series of Acts on a common theme have been effected:

1919 - Technical Education Act 1939 - Youth Training Act 1942 - Vocational Training Act 1960 - Technical Vocational Training Assistance Act 1967 - Occupational Training Act 1982 - National Training Act

The funding of general education and university-based programs has undergone a similar progression of changes. Currently, this type of funding is made available through the Established Programs Financing Act of 1977.

What should be emphasized is that approximately four times as much federal money is provided for general education, through Secretary of State, than is provided for specific employment-related training through the Canada Employment and Immigration Commission. It is recommended that the CSC's expenditures for education take place equitable emphasis on three broad kinds of learning objectives: academic upgrading, employment-related skills, and social skills.

The Correctional Service of Canada operates under the Penitentiary Act and the Penitentiary Service Regulations. These provide for educational programs for inmates, stating that education shall be provided as one of the programs which contribute to assisting the offender to live a more socially acceptable life following release. Educational programs can also provide a means of reducing. harmful effects of incarceration and can provide administrators of prisons with an additional programming option. All of these reasons contribute to supporting the Importance of educational programs in penitentiaries.

1 Idem, page 7.

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II Background Part 3: The Role of Education in Corrections

Statistical and Research Support for Education for Offenders

Within the total range of correctional interventions, programs aimed at the improvement of thinking skills are gaining increasing recognition. While most theories of criminality have always existed in their own right, correctional intervention programs of past and present have been derived from psychological and sociological theory and practice.

In work conduCted at the University of Ottawa, Robert Ross and Elizabeth Fahiano have conducted what they call an autopsy on rehabilitation: 1

In the prevention of crime and the reformation of criminals, success is rare. There is little evidence that crime prevention programs prevent crime, that offender rehabilitation programs rehabilitate, that deterrence deters, that corrections corrects. During the past 20 years, many -audits of criminal justice •programs have been conducted. Almost uniformly, they have concluded that the efforts of criminal Justice practitioners to reduce crime rates or recidivism rates by programs which attempt to change individual offenders, have been long on promise and short on achievement.

The conclusion that in crime prevention and offender rehabilitation "almost nothing works" (Martinson, 1974) has been widely proclaimed. Among many academics, criminal justice policy—makers, correctional managers and even among the public, a pervasive negativism has been fostered with respect to the potential of preventing crime or reducing recidivism through rehabilitation programs. Feelings of hopelessness have also been engendered among many correctional practitioners and may constitute a self—fulfilling prophecy since few programs are likely to "work" in an atmosphere of pessimism.

1 This research is reported in Ross and Fabiano's most recent book entitled

"Time to Think: The Cognitive Model of Crime and Delinquency Prevention and Rehabilitation, to be published by the Institute of Social Sciences and Arts, Johnson Tennessee, in August, 1985.

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Many rehabilitation efforts have failed and several programs have actually increased recidivism (Romig, 1978; Ross & McKay, 1976). There are some programs, however, which have been successful (Gendreau and Ross, 1979; Ross and Gendreau 1980). Major reductions in the frequency and severity of criminal acts have been achieved through some programs. Well-controlled studies have found reductions in recidivism ranging from 30 per cent to 60 per cent. Most of these programs were also effective when measured by other criteria such as employment stability and family relations. The beneficial effects of these programs are not short-lived. Positive results have been found for as long as three to 15 years after treatment.'

An important component of many successful programs therefore was found to be an educational orientation.

The successful programs described by Ross and Fahiano have been characterized . by clearly conceptualized objectives and exceptionally good administration. They have focused on the development of social understanding and interpersonal problem-solving and reasoning skills. The weight of this research evidence supports a need for educational programs in the Correctional Service of Canada to include an appropriate emphasis on the structured development of social and interpersonal understanding and skills, and in developing good work habits and skills. In many cases this can be accomplished within general academic education and occupational or vocational development.

1 Emphasis added

9

Conclusions

Expenditures for education by the Correctional Service of Canada are provided for in the Penitentiary Act. Other federal statutes govern the expenditures by the federal government of over $5 billion per year for the education of Canadians beyond normal school age.

Correctional research has established that many of the correctional programs which have been demonstrated to he effective in reducing recidivism are of an educational nature. These have been programs which have been aimed at the development of thinking skills, and at the improvement of social and interpersonal knowledge and skills.

Educational funds within the Correctional Service should be directed towards those kinds of programs which have been demonstrated to be effective in reducing recidivism.

III LEARNING NEEDS OF OFFENDERS

In the following sections of this document recommended educational programs for inmates will be related to their defined learning needs.

1. Need for increased academic achievement,

2. Need for improved employment skills, work habits, and work attitudes,

3. Need for improved social and interpersonal skills.

Some mention should be made of the distinction between "learning" in general, and formal education. Educators in the CSC are seeking to structure learning situations to respond to the needs listed above. It is also recognized that a great deal of learning also occurs through other types of correctional interventions. For example, inmates working in kitchens, workshops, farms or bush camps, and those active in socialization programs are exposed to a variety of learning situations. The emphasis that the ETE branch places on the value of work that is well structured and which has clear objectives and standards reinforces this general point.

Part I: Need for Increased Academic Achievement

• On admission, all Federal inmates are administered a standardized test of educational ability. Test results at reception indicate a generally lower-than-average educational attainment. Results of School and College Ability Tests (SCAT) administered to inmates in reception during 1984-85 reveal that two thirds of all federal inmates are functioning at elementary-school levels of attainment at the time of reception.

As mentioned earlier, test results show that at reception, 20% of inmates function below the grade 5, 50% are below high school (approximately grade 8), and 60% are below trades-entrance (approximately grade 10) and 88% are below high school completion (approximately grade 12).

The CSC has designated the grade-5 equivalency level as the threshold of functional literacy for inmates. This standard is very low according to CAAE standards, which places functional literacy at the grade 8 or 9 level. The CSC should consider designating this higher grade level as the standard of literacy, after a review of the implications of such a change.

Inmates tested using SCAT at reception during 1983-84 and 1984-85 show consistent attainment levels. For both years the most frequent scores were at grades 6 and 7, and about one-half of the inmates scored below the secondary level which normally defines functional literacy in Canada. Using the more conservative grade 5 level, one inmate in seven scored below the standard.

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The prevalence of learning deficiencies and disabilities among Federal inmates appears to be a matter of definition. Most inmates display a good ability to learn when provided with appropriate non-traditional methodologies, involving individualization, one-on-one tutoring and computer-assisted learning. Their previous failure to learn appears to be based on a resistance to the process of learning reinforced by consequece pattern of poor performance, rather than oh the difficulty or nature of the content. This resistance to standard educational processes appears to he tied to difficulties in dealing with social and interpersonal relations.

According to Frontier College, most functionally illiterate inmates learn to read within a few months if they are provided with at least three hours per week of one-on-one tutoring by a trained literacy tutor, and provided that they practice on their own time.

The amount of learning that is accomplished is affected directly by the length of time inmates can spend in any one program. Since the length of stay in any one institution is relatively short and since in too many instances programs cannot be continued following transfer, progress is impeded. Greater standardization and continuity of programming would be beneficial in this regard. The use of a common set of computer-assisted learning courses would also contribute to such an objective.

From the above it can be seen that the most effective ways to produce improvement in the academic achievement of inmates appear to be related to educational methodology. In general it has been found that the key to appropriate learning processes for inmates involves individualization of instruction, either one-on-one as for illiterates, or using the high-quality computer-assisted learning programs (CAL) which the CSC has initiated in a limited way. These should he significantly expanded, since the use of computer-assisted learning has been demonstrated by the Ontario Institute for Studies in Education to double or triple the rate of student learning as well as improving motivation and retention.

The lower-than-average educational achievement levels of many inmates should also be related to weak or poor work habits which affect all kinds of performance. A lack of self-discipline, and self-confidence are often present. Impulsive and erratic behavior patterns contrihute to problems and to problems in being successful in other kinds of work as well.

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2: Need for Improved Employment Skills

In Canada education in penitentiaries was limited to trades courses and elementary education until the period of rapid prison construction during the 1960's. The new types of academic programs which were introduced for these new facilities at that time were purchased under contract from provincial authorities.

The Correctional Service continued to hire vocational instructors after it ceased hiring academic teachers in 1971. The current "academic" programs represent a hybrid between general education and upgrading for entry into vocational courses.

Approximately 40% of all teaching staff are engaged in traditional trades courses. There is little integration of academic and vocational (employment-related) courses. Evidence to date suggests that there is a low rate of completion of full trades courses and that work attitudes and habits are poorer than is expected on the street. It is unfortunate that an essential occupational skill is the ability to understand the perspectivesof employers and co-workers and to relate to them in an adaptive manner. Also, of course, it is necessary for inmates to develop the habits and self-discipline required for work situations. More emphasis on and demonstration of the value of work in personal development would help rectify this situation. In terms of the relevance and utility of the current vocational approach it is suggested that improvements can be made by teaching more generic skills.

A Generic Focus

Each of the traditional manufacturing and construction trades addresses a basic set of generic skills such as the use of tools, measurement, assembly, safety precautions and an understanding of the properties of materials. Acquisitions of these skills would be most useful in improving the employability of inmates on release.

Most inmates do not spend enough time in any one shop to complete specialized programs. It should he recognized, therefore, that in reality the completion of long-term specialized courses is far less relevant than the acquisition of certified generic skills and an improvement in the inmates' ability to function and co-operate with others in a work environment. A larger number of inmates should he exposed to a variety of types of courses, both academic and vocational in a shorter time. The Correctional Service should provide the basic orientation required to permit inmates to procede to and succeed in specialized training following release, and should provide this to the largest possible number of inmates, rather than concentrating specialized resources on a select few. In other words, the programs should be person-centred, and not program-centred, though this does not suggest an abandonment of longer term courses for suitahle inmates.

It would probably be appropriate to expect no more than 10% of inmates to complete courses of 18-month duration.

Professional development for staff' would also be beneficial in helping them select from among the variety of social education materials available and to integrate these into existing activities, thereby improving inmate work attitudes and adaptive skills.

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3: Need for Improved Social and Interpersonal Skills

educational programs funded both federally and pruyluciàlly have explicit objectives related to citizenship and social responsibility. The Penitentiary Act which supports educational programs for offenders states that the expenditures in corrections should contribute to making inmates more likely to lead socially—acceptable lives following release.

Social education processes and programs which have demonstrated their effectiveness are available in Canada and should he used. The implementation of their use has already been initiated in the approach to Life Skills formulated by the E&T Division. Alternatively, social education approaches can he integrated in a variety of ways into academic and vocational programs.

Correctional workers with a wide range of specialties agree that the lack of social and interpersonal skills appears to be directly related to delinquent and criminal behavior.

Sone learning theorists have suggested that a lack of cognitive skills underlies poor social interpersonal skills. It is also believed that the latter must be learned in context. It is recommended that social education can include the following kinds of content:

1. thinking skills (cognition), and problem—solving;

2. values;

3. control of impulsivity;

4. appreciation of others' points of view;

5. social and interpersonal communication skills.

For each of the areas listed above, specific learning exercises have heen developed in Canada and the United States, which are suitable for adults, and which can he delivered through colleges or CEGEP's. Life Skills courses include some aspects of them. The Education and Training Division has recommended that Life Skills programs be expanded gradually to the point where 2,000 of the 3,500 inmates who are released each year will have access to a Life Skills course. This would represent a significant expansion over current lèvels of Life Skills programming. From an employment perspective, appropriate work attitudes must include an ability to concentrate on a task, to act logically, and to exercise - self—discipline.

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Conclusions

Three broad types of learning needs of offenders have been identified 1) need for academic improvement, 2) need for employment skills; and 3) need for improved social and interpersonal understanding and skills.

Most inmates are under-educated in comparison to other Canadians adults. On a standardized test, the most frequently-obtained scores are at grades 6 and 7. Basic literacy is defined in the CSC at grade 5, but this should be raised to grade 8 or 9, since this is the entry level to most types of employment and most skill courses. In general, inmates lack employment skills, and these should be developed in a generic way, with inmates gaining some experience in a range of trades programs which require common skills. Some basic problems in understanding of social and interpersonal relations have been found to underlie most delinquent behavior. Also, most inmates lack experience of successful work situations.

In order to be effective, educational programs in the CSC should address all three of these types of learning needs in a co-ordinated and planned manner.

The CSC should maintain its broad range of educational programs, but must ensure that currently unmet needs for literacy training and social education can be met. It is estimated that an additional $3 million needs to be spent in these twp areas: $.8 million for literacy, and $2.2 more for Life Skills. Meeting these needs can be attained through the allocation of additional resources, or through a process of re-allocating existing funds. These funds would be obtained either as additional allocations or through cancellation or revision of some existing activities. (See pages 21 to 23 for discussion of how these program changes could be affected within current program resources, in the case that additional resources cannot be obtained.)

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IV CURRENT PROGRAM DELIVERY

During 1984/85, $25.4 million or approximately 4% of the total CSC budget of $640 million was allocated to educational programs for inmates. While many educators consider that this is an inadequate proportion of-the CSC total budget, the amount spent per inmate involved in educational programs is nearly identical to chat speni; by CEIC roL full-time students - approximately $8,500 per full-time equivalent student.

During 1984-85 an estimated total of 4,500 inmates participated in educational programs on a full-time or part-time basis, representing 3,000 full-time equivalent students. Participation and costs by region are presented in the following chart:

1. Comparison of Budgets for Educational Programs by Region for 1984-85 8

Region Total No. of No. of Full-time .Cost per Total students Equivalent students FTE Regional

Budget (000,000)

Atlantic 475 315 $8457 $ 2.7 Quebec 1520. 1012 $8014 $ 8.1 Ontario 1160 778 $7276 $ 5.7 Prairies 770 512 ' $7704 $ 3.9 Pacific 575 384 $9724 $ 3.7

Total 4500 3001 $8000 $24.1

Regional variations arise from differences in efficiencies of scale, and program content.

1 The figure representing the total number of inmates exposed to the educational program is an estimate based on length of stay, and turnover.

Figures are derived from 1984-85 budget, and not from actual expenditures.

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2. Percentage of Total Expenditure by category of Educational Program: I

Canadian National

Expenditures

Correctional Service of Canada Expenditures

General and academic edu- cation 73% 44%

Occupational/ Vocational 18% 54%

Education for Special Needs 9% 2%

Total 100% 100%

This suggests that in light of the special needs of the inmate population, the expenditure profile for educational programs within the CSC should be changed. Based on the research evidence showing the importance of social and interpersonal skill development for inmates, and based on demonstrated levels of educational attainment, it is recommended that the CSC move towards a change in the program profile so that academic • employment and social needs are addressed equitably.' To minimize disruption, the Division should set a target of three years to achieve this. A more detailed description of how this control be achieved appears in a later section of this document (pages 21 to 23).

1. Figures shown are for most recent year available.

2 In 1984, the Division prepared program guidelines which emphasise a cognitive approach to social and interpersonal skill development.

3. Use of Contracted Services and Permanent Staff in Program Delivery

During the current fiscal year the Correctional Service will obtain contracted educational services in all eight provinces where educational programs operate. Approximately $10 million, or 40% of the total program budget will be spent on services contracted from the provincial public sector. ("Privatization" of educational programs differs from other programs because programs lead to provincial accreditation where this is available.) All CSC educational programs lead to provincial accreditation for inmates with the exception of adult literacy programs, for which official accreditation is generally not available. Provincial accreditation is provided for programs taught by Permanent CSC staff as well as for programs taught by provincial employees hecause CSC teachers are licenced in the province where they work.

Since 1971, when the hiring of permanent CSC academic teachers was suspended, there has been an on-going debate regarding the appropriate balance between contracted services and permanent CSC teachers. At senior administrative levels in the CSC there has been a strong preference for contracting as much of the program as possible. At the institutional level most Wardens and Assistant Wardens would prefer that most of the educational program be delivered by permanent staff, for reasons essentially related to administration and security. In a time of restraint it would be difficult, if not impossible to satisfy the institutional preference even if senior management agreed with it.

From a national perspective, it is important that the use of either permanent or contract staff contribute to the achievement of identified program goals: the improvement of academic, employment, and social skills on the part of inmates. The maintenance of a program focus and direction would be lost if all responsibility for educational programming in penitentiaries were turned over to provincial control. Furthermore, the CSC must retain the means of supervising and controlling the day-to-day activities of both staff and inmates, and to evaluate the relevance and quality of contracted services. Also, the CSC must continue to co-ordinate all work and training activities within each institution.

Pending the completion and review of a study that will take into consideration all of the relevant factors (institutional security, staff "burnout", program relevance, and program focus) it is recommended that institutions retain existing person years and use them according to their own criteria. Once the larger review has heen completed, a national policy will he implemented regarding the delivery of educational programs by contracted or by permanent staff.

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4. Libraries -

The Education and Training Division is responsible for the operation of libraries for staff and inmate use in 23 institutions. These libraries serve as a support to the educational programs, and provide some legal reference maLeLiale for the use of inmates, but are primarily used fcr recreational reading.

Two studies of library needs have been carried out by National Headquarters, and the recommendations of the studies are being discussed. Particular attention must be paid to adequate budgetary provision for these libraries, but in the meantime the operation of penitentiary libraries is gradually being turned over to contracted services and this trend is expected to continue.

5. Inmate Resource Management

At National Headquarters responsibility for Education and Training and Inmate Resource Management (assignment of inmates to work locations, control of inmate pay and post-release employment) are administratively separated. At the regional and institutional levels, staff assigned to the Education and Training Division have responsibility for both kinds of activities. The IRM duties of educational admdinistrators in regions and in institutions are considerable. Many Assistant Wardens of Education and Training spend significant amounts of their time on IRM related duties. The calculation of cost-per-inmate of Education and Training salaries should also take into account that IRM functions are provided by E&T staff to the entire inmate population.

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6. Dealing with Regional and National Perspectives -

To some extent a simplified history of the Federal Government in Canada may be seen as a cyclical swing between centralization and decentralization. Centralization has heen believed to result in control and accountability, but appears to have been accompanied by some loss of local relevance. Decentralization has been seen to create greater local relevance of programs but appears to have resulted in some loss of accountability and program focus. The educational programs in penitentiaries would be strengthened if there were a more explicit implementation of the policy formulation and monitoring role of national headquarters, with a clearer delegation of responsibility and accountability for attaining these program goals within regions and institutions.

At the present time the Education and Training Division operates with small National and Regional staffs in proportion to the scope of the program size. National Headquarters employs four professional staff and three support staff. There are a total of seven professional and seven support staff in five regional offices. Most Regional staff also have responsibility for inmate pay and inmate work assignment. This is a small staff considering that the Division's 3,000 students i are scattered across eight provinces, with a full range of literacy, elementary, secondary, post—secondary and vocational programs in both English and French. At the present time NHO staff are more closely involved in the "input" phase of operation such as preparing Treasury Board submissions for all major contracts, and budgets for all regions, than they should he. The responsibilities of NHO should he i) overall program definition and evaluation ii) monitoring of costs and cost—effectiveness, and iii) action—oriented research.

Central monitoring of costs and programming will he required because no system can afford to fund all the programs which local staff may request. In addition, all federal departments require comparative measures for cost—effectiveness.

1 Full—time equivalent (F.T.E.) students.

- 20 -

Recommendations for Future Direction

The recommended broad outlines of future direction for the Education and Training Division are summarized as follows:

1. There should be a gradual shift in the relative weighting of the use of Divisional resources so that an equitable emphasis is placed on three areas:

i) general academic education (including reasoning, thinking skills and problem-solving);

ii) employment-related skills, including work habits and attitudes;

iii) the development of social and interpersonal skills. Social and interpersonal skills need not he addressed separately but can be integrated into general academic or employment-related programs. The skills taught should be relevant to the needs of adults and especially incarcerated adults.

The first steps in the above process should address the need for increased literacy and Life Skills activities. In the longer run, implementation plans must he developed to address changes within other programs, including improved assessment, more individualization of instruction, increased accreditation of generic employment skills, and increased development of social skills within academic and employment-related programs.

— 21 —

2. The responsibilities of NRO should be:

II i) policy formulation; ii) ensuring an equitable distribution of the budget; iii) monitoring of program outputs and-cost-effectiveness.

II 3. There should he increased delegation of accountahility and responsibility for achieving

II program goals to regions and institutions.

4. Pending a thorough review of the use of contracted educational services, currently—used person year resources should he retained

I

with an equitable distribution among institutions, but with g deleation to institutions of the authority to use these person

years as best suits each institution. This should be viewed as an interim measure.

' II 5. There shciuld be a de—emphasis on programs themselves (cg "the university program" or" the automotive program") and an increased

II emphasis on the learning needs of individual inmates.

6. The current emphasis on literacy within the general academic program should he maintained and expanded so that eventually all

II functionally—illiterate inmates will he exposed to the program. The program should continue to use part—time and volunteer

I activities as appropriate.

7. Courses in computer applications should be included as part of the 11 II general academic or vocational program. These courses have been

found highly motivating for inmate students and can provide some

II job—relevant skills.

8. The use of teaching staff and computers should he modified where 1

possible to permit extended hours of operation of the programs on a

II daily basis without using additional human resources.

9. Individualization of instruction, especially through the use of computer—assisted learning and the modularization of programs

II should be used to the fullest possible extent for general academic and employment—related programs.

10. Programs for the development of social and interpersonal skills should have a strong cognitive focus. (These must be group activities rather than individualized.)

— 22—

11. An individualized educational and skills profile should be maintained for every inmate in the CSC, showing educational needs and attainments in the areas of general education, occupational skills, and social/interpersonal skills. Measures of attainment should be recorded using nationally—standardized criteria as well as provincial certificates, diplomas, aad grades, because of the enormous variation in provincial certification.

12. While it may not be necessary to alter the nature of the trades taught in vocational shops the CSC should shift the emphasis within these shops to focus on the development of basic generic skills which may apply to a variety of trades. -

13. A larger number of inmates should be exposed to trades training for shorter periods of time, with longer and more specialized courses being reserved for inmates capable of comrleting them.

14. A program and resourcing review should he carried out of the library operations of the CSC which are also the responsibility of the Education Division. A plan for the operation of an adequate library service for both staff and inmates should he prepared for the Director General, ET.

15. A review should he carried out with regard to the duties of staff of the Education and Training Division for inmate pay and work assignment. A report should be prepared for the DGETE recommending an appropriate separation of educational and non—educational duties of institutional staff of the Education and Training Division.

1986/87 1987/88

- 23 -

V OPTIONS FOR PROGRAM ADJUSTMENT

In order to provide increased programming in literacy and Life skills the CSC must find new funds, must re-allocate existing funds, or must achieve a combination of these two options. In a period of restraint there is a natural penchant in favour of Te-allocation of existing resources, but the impact of reducing or changing current programming within penitenLlaeie must be considered carefully before actions are taken. Changes in programs which are currently delivered by permanent staff involve some additional steps which do not apply to changing of contracted services, and would he slower to implement.

The total cost of academic programs for the current fiscal year is approximately $8.2 million. Of this, $5.33 million or 65%, are contract costs. Academic programs are currently operating at 111% of capacity.

The total cost of vocational (employment-related) programs for the current fiscal year is approximately $9.7 million, of which S1.94, or 20% are contract costs. Employment-related programs are currently operating at approximately 90% of capacity. If the CSC is to achieve the program reorientation as discussed, additional funds will be required to fund an expansion of the literacy program from 315 inmates for the current year to 630 inmates for 1986/87 (a doubling of the current cost of $800,000 to $1.6 million) and an expansion of Life Skills to accommodate an increase from 180 inmates to 720 inmates for 1986/87 ($600,000 increase from $200,000 to $800,000).

The following total funds are required for literacy and Life Skills. Currently .780 m (one-half) of literacy funding is available within existing resources.

1988/89+

Cost Inmates Cost Inmates Cost Inmates

Literacy $1.560 630 $1.560 630 $1.560 630

Life $ .800 720 $1.600 1440 $2.200 2000 Skills

Totals $2.360 $3.160 $3.760

-.24 -

Funding Options for 1986/87

Option 1:

All funds required for literacy expansion and Life Skills to be provided through additional allocations from Treasury Board.

Option 2:

Additional funds for literacy expansion to be provided by re-allocation of resources within existing resources; additional funds required for Life Skills to be provided through additional allocations from Treasury Board (i.e., $600,000 of new funds, and internal re-allocation of $800,000.

Option 3:

All additional resources for both literacy and Life Skills to be found by re-allocation of resources within existing programs (le, $1.4 million).

Internal Resource Re-allocation Options for 1986/87 only

A. It is feasihle to consider a cancellation of 10% of vocational activities, since these currently operate at approximately q0% of capacity. This could theoretically free up $900,000 to he used for literacy expansion. (see charts on following- pages).

Cuts to vocational programs would require 'cancellation of programs currently delivered by CSC staff. The person-years for these programs could he freed up for the hiring of literacy teachers. The O&M funds required to operate vocational shops (approximately $15,000 per shop) would hecome available for contracted services.

B. Further O&M funds could be made available through the cancellation of some academic programs at the college and university levels. Currently, a total of $2.8 million is being spent on these programs. It is proposed that the overall college and university programs be reduced by 20%, thereby freeing an additional amount of $500,000 to be allocated to the expanded programs.

Impacts

The implementation of these resource allocations must not be undertaken without consideration of the impacts of doing so. Temporary unemployment of inmates created by reductions in vocational and post-secondary activities could he expected to create difficulties for Wardens. Up 'to 250-300 inmates would have to be absorbed within other educational programs by increasing clasà-size, or would he assigned to other work programs. These inmates would not he assigned to literacy programs, and would only he assigned to Life Skills courses if they were ready to be released.. These program reductions would affect the hest-educated inmates and those who had perhaps already invested time and effort in preparing for admission to vocational shops. They may not he inmates who could be easily placed in other existing work in the institutions, since they had already selected an educational activity over the alternatives available.

- 25 -

Reductions in vocational (employment-related) . programs

Any reductions in vocational programs would require the re-allocation of permanent employees. To effect real changes within the next 12 to 18 months it would be necessary to notify staff of layoff almost immediately. PY's freed up would be used to employ literacy teachers and co-ordinators or could, on approval of Treasury Board, be converted to O&M dollars.

Given the current occupancy of vocational shops at approximately 90%, it is feasible over time to find ways of increasing this occupancy rate to 100%, and thereby employ the same number of inmates as currently in a smaller number of shops, as new inmates enter the system. It must not be assumed that the reasons which create the current occupancy rates can be easily changed. In the short run, inmates who have obtained pre-requisites for one trade may not he eligible for or interested in another trade.

Reduction in Post-secondary

A reduction in programming for academic programs could also be partly handled by increasing class size. Inmates at the post-secondary level are more capable than others of doing independent work. However CSC has not forgotten the public reaction that followed an earlier announced reduction in expenditures for post-secondary education. Community groups who are associated with such programs joined forces with vocal and articulate inmate groups in protesting the change. Newspaper editorials across the country assailed the reduction of penitentiary programs which were claimed to be effective in reducing recidivism and which were relatively inexpensive to operate.

A 20% reduction in college and university program resources could be managed in a variety of ways. This amount would represent $560,000. At an average cost of $50,000 per instructor, this would normally be expected to reduce program capacity by 11 instructors, and about 120 inmates. An alternative means of achieving such a saving for the Education and Training Division would be to operate post-secondary programs only 9 months per year. Some program costs will be fixed, and would not reduce, but an overall savings of 20% could probably be achieved. The problem of finding employment for unemployed inmates for 3 months per year would have to be dealt with on an institution-by-institution hasis.

Projected Re-Allocations for Subsequent Years

This document does not address sources of funding for the expansion of Life Skills beyond the 1986/87 level. Any further expansion would require external resources, since options for further internal funding are not being recommended.

Appendix 1

Summary of Needs and Responses

Inmate Needs Response

1. Increased academic achievement.

2. Improved employnment skills.

3. Improved social and interpersonal skills.

1. Improved and expanded use of appropriate instructional methodology; especially individualized instruction and computer-assis ted learning

2. Restructuring of vocational programs to provide exposure to a variety of trades and to permit accrediting of generic skill development.

3. Use of proven social interpersonal techniques in the context of revised Life Skills and reeular programs.

Administrative Needs Responses

4. Improve the way educational staff are used by the Division.

5. Clearer program focus and better professional development.

4. Review of current practice and preparation of a document establishing roles and responsibilities of permanent and contracted staff.

6. Clearer direction of divisional resources to achieve identified goals.

6. Reliable information re program outputs and cost-effectiveness.

6. Creation of an information system showing program outputs in terms of program and cost-effectiveness.

ADMINISTRATION

PROGRAM PLANNING, CO-ORDINATION AND MONITORING. AND STAFF DEVELOPMENT -

2.5M..) 10%

LJFE SKILLS (INSTITUTIONAL

PROGRAMS)

IJFE SKILLS (COMMUNITY

PROGRAMS)

$.245M

3.3%

7%

15.2%

7.4%

4.1%

.5%

.5%

1%

5%

8%

10%

13%

2%

Proposed 4% 1988-89

36% 9% 36% 8%

11111 OM IBM ma as milt es a» as air um um ilb

EDUCATION AND TRAINING - PROGRAM AND EXPENDITURES PROFILE

< LIBRARIES

Actual 1984-85

RECREATIONAL READING

EDUCATIONAL PROGRAM SUPPORT

LEGAL REFERENCE SERVICES

4%

LITERACY

$.800M

ELEMENTARY $1.700M

SECONDARY $3.700M

COL1_EGE $1.800M

UNIVERSITY $1M

37%

GENERIC VOCATIONAL

$.25M

CONSTRUCTION TRADES $1.214

MANUFACRJRING TRADES $2.M

AUTOMOTIVE TRADES $2.5M

SERVICE TRADES P "") • ' I'

COMPUTER $ • 51 APPLICATIONS

39%

INMATE PAY ADMINISTRATION

INSTITUTIONAL EMPLOYMENT BOARDS

8% Total: $24.5M

I

I

Region

Atlantic

Quebec

Ontario

Prairies

Services Cost

Academic & Elem. & sec. $616,467 & vocational

Academic & Elem. & Sec. 733,473 & Vocational

Accreditation & curriculum 524,634

744,346

University 150,170

CEGEP CEGEP

Elem. & Sec Teachers

Academic Elem. & Sec.

Academic Elem. & Sec.

University

Academic & Vocational

Elem. & Sec.

Elem. & Sec.

Elem. & Sec.

University

1,900,000

1,384,475

533,548

203,528

270,750

292,032

107,417

453,721

91,525

Appendix 2

Costs of Contracted Services

Contracted educational services were purchased through the following major contracts:

Cost of Major Contracts for Educational Services 1984-85

Contractor

Nova Scotia Dept. of Edu.

New Brunswick Community College

Ministry of Education

Ministry of EducaEion

University of Montreal

Seradep (Private)

Frontenac Board of Education

Loyalist College

Oueen's University

Frontier & Winnipeg School Divisions

Natonum College

Government of Alberta

Drumheller School Division

University of Winnipeg

Fraser Valley Academic & College Vocational

Life Skills

Pacific

640,000

Region Contractor Services Cost

Simon Fraser University University

548,952

Total $9,195,038

Appendix 3

Estimation of Program Cost Breakdown

Approximate percentages of program costs by type of activity were calculated as follows:

1. Administrative Costs

1 Director @ $60,000= 60,000

3 Chiefs @ $50,000= 150,000

5 RM's @ $50,000= 250,000

$500,000 R & D = 500,000

12 AWET's @ $60,000= 720,000

28 clerks & Sec. @ $25 = 700,000

= 10%

2,380,000

2. Academic Programs

13.5 Supervisors @ $55,000= 742,000

166 teachers @ $40,000= 6,972,000 + $2,000 per teacher O&M

$7,714,500 = 33%

Inmate Testing 12 - staff @

Inmate Pay 12 AWET's @

29 clerks @

Appendix 3 (con't)

3. Employment-related Programs (Vocational)

13.5 Supervisors @ .$55,000= 742.5

140 teachers @ $45,000= 6,300 = 2,100 = 8,400

+ 15,000 per teacher O&M

4. Social Education (Life Skills)

5 teachers @ $40,000= + community Life Skills @

9,142,500 = 39%

200,000

1,000,000

1,200,000 = 5%

5. Libraries

22 staff @

+ 22 + $9,000 O&M = 968,000

$35,000

= 4%

6. Inmate Resource Management

$35,000= 420,000 = 2%

$60,000= 720,000

$25,000= 725,000 = 6%

1,445,000

Total 23,270,000

N.B. This is not the actual budget figure. It is used to show an approximation of dis-bution of resources within the program.

less than grade 9 grade 9-10 grade 11 univ. degree

2,214,580 1,627,365 732,150 708,020

1,383 ; 235 1,154,995

536,655 633,655

62.5% • 71.0% 73.3% 89.5%

Appendix 4

Part 1: External Factors Relating to Education and Skill Development

1. Recent information from STATSCAN indicates that, in 1981, the average cost per ful-time enrolment of students in all educational institutions in Canada was $4224. In the next year, 1982/83, this had climbed to $4774, an increase in cost of 13%. For this latter year, the breakdown by type of educational institution was as follows:

Elementary/secondary school $3862 Community College: $7925 University: $13269

Since CSC E&T programs relate to the same categories as those shown above, cost comparisons can be drawn.

2. The 1981 Census of Canada identified that the total male labour force over 15 years of age was comprised of 7,155,260 persons. Of that total, 15.2% had only achieved Grade 9 or less of formal education. The age distribution of that particular sub-group was as follows:

15-24 years: 84,065 persons, or 1.2% of the total 25-44 years: 363,155 persons, or 5.1% of the total 45-64 years: 673,630 persons, or 8.4% of the total 65 and over: 0.5%

This suggests that, in the general population, there is a need to address the level of education - but, it is also relevant to examine the population of Canada's penitentiaries to determine whether those same kinds of educational backgrounds are found there, or perhaps whether the level inside the CSC institutions is different. •

By comparison, the 1976 Census found that, of that same total population (the total male population over 15 years in the labour force), which at that time was found to be, 6,361,320 persons), there were 1,383,235 persons, or 21.7%, who had achieved less than Grade 9 of formal education. In passing it may be of interest to note a percentage shift from 21.7% to 15.2% in 5 short years...

In examining the data for the 1976 Census (the latest available complete information), some other pertinent figures can he identified. In particular, of the total male population (at that time) of 8,429,525, only 60% were in the labour force, and of those, there was an employment rate of 93.9%. But, in examining the detail by level of formal education, the data indicates that there is a great disparity relating to the level of formal education achieved. More specifically, the following was identified:

Level of formal # in population education

# in labour % employed

Appendix 4 (con i t)

The above partial table serves to illustrate the fact that there is a higher likelihood of a person being employed if s/he has a higher level of education. It is essential, then, that the programs of CSC appropriately reflect this need.

Part 2: CSC Cost of Educational/Vocational Programs in Comparison to that of CEIC

A review of the educational costs experienced by CEIC in ità-institutional training program indicate that there is a cost per full-time student of approximately 86380. A review of CSC costs, using the same basis for comparison, identifies that the CSC cost per full-time student is $6352. It is suggested, then, that CSC's costs are not out-of-line with those experienced by other government departments.

The details on the derivation of those costs are shown in the notes below; as a cautionary comment, some assumptions have been made to ensure that there is an equality between the items being compared - hence, the figures presented below will differ from official figures identified by both organizations. Where assumptions have been made, however, that is indicated.

Using the above information, then, the average costs can be computed as $495,185/163,000) *2.1, which results in the value of $6380.

11

8484,936K (8000's) 10,249K

8495,185 85,691K 30,124K 221,500K

20,829K $832,502

$853,331

163.000

138,200 - 68.200

Appendix 4 (con't)

1. CEIC cost for institutional training:

The figures presented by CEIC in its official report for the fiscal .year 1983/84 concerning this program are shown below:

Full-time course purchase costs: Costs of provincial administrat.: Suh-total Allowance costs: Other costs: UI Payments to students: total, full-time students: Costs for part-time students: Program Total: The number of students was as follows: Number of full-time students started:

te

completed: Part-time, started:

2. The CSC cost per full-time student was derived using the 1984/85 expenditure figures (period 14). A total of $26,750,347 was identified as the total for the fiscal year; however, for comparability to CEIC, some amounts should not he included in the cost calculation, as follows:

Research and consulting • Capital expenditures:

program admin. at NHO, RHO's

Total program operation ex-penditures:

: 8 2,027,921 $ 1,687,146

3,458,326

$19,576,954

Using the reported information on full-time students, aggregated to an annual hasis, indicates that there were 3,082 full-time equivalent students. The average cost is, then, $6352.

A consideration that must he made in examining the CEIC average costs is the definition of a full-time student - it refers to the course length rather than a full calendar year. Thus, using the average weighted duration quoted by CEIC of 92 days, and factoring this to a full year by multiplying by 2.1 gives a value of about 190 class days in a year, which is approximately the same as in CSC.

1 Defined as travel, consulting allowances, dependent care allowances, etc.

Calendar of Courses

Institution. SPRINGHILL Course Title

BARBERING BTSD ELEM. BTSD INTERMEDIATE JANITORIAL SERVICES DRYWALL G.E.D. 10,11,12 LAUBACH (LITERACY) MACHINE SHOP MOTOR VEHICLE MECHANIC MOTOR VEHICLE AUTO BODY OCCUPATIONAL EXPLORATORY TESTING PLUMBING PRECISION WOODWORKING SMALL SAS ENGINES SOCIAL SKILLS TYPING - KEY BOARD TRAINING WELDING

Contract or CSC

C.S.C. CONT/C.S.0 CONT/C.S.0 CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. CONTRACT C.S.C. CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT

Program

VOCATIONAL UPGRADING UPGRADING

VOCATIONAL UPGRADING A.B.E. VOCATIONAL APPRENT. APPRENT. A.B.E. VOC./APPRENT. VOCATIONAL VOCATIONAL A.B.E. VOCATIONAL VOCATIONAL

Length Unit

10 MTH DIF DIF • WKS 6 MTH 6-8 WKS DIF 10 MTH E. MTH • MTH 3 WKS 6-8 MTH 6-0 MTH 7 MTH 12 WKS C. MTH 6 MTH

5-8 6 DIF

1 2

nj E

n ro

o In

Cn Erg

MTH YR MTH MTH MTH MTH YRS MTH YRS

MTH MTH

MTH YR YRS

Calendar of Courses

Institution: DORCHESTER Course Title

AUTO BODY BARBERING BTSD - COMMUNICATIONS BTSD - FRENCH BTSD MATH 7-12 DTCD ECIENCE 7-12 CLERK TYPING COMMUNICATIONS DRAFTING LIBRARY SCIENCE LITERACY MATH RELATED TRADES SCIENCE SMALL ENGINES WELDING

Contract or CSC

CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT

Program Length Unit

VOCATIONAL VOCATIONAL UPGRADING 7-12 UPGRADING UPGRADING HPGRADING VOC/ACC. BTSD SEGRE.11 VOCATIONAL VOCATIONAL A.B.E. BTSD SEGRE.11 VOCATIONAL BTSD SEGRE.II VOCATIONAL VOCATIONAL

SECONDARY SECONDARY SECONDARY UPGRADING A.B.E. sFrnmIpRY SECONDARY SECONDARY SECONDARY SECONDARY UPGRADING SECONDARY SECONDARY SECONDARY

DIF 3-6 MTH 3-6 MTH 3-6 MTH 3-6 MTH 10 WKS 1.5 MTH 3-6 MTH 3-6 MTH

3-8 MTH 3-6 MTH 3-6 MTH DIF

Program Length Unit Institution: WESTMORLAND Course Title

AGRICULTURE DAIRY BIOLOGY 10,12 CHEMISTRY 10,11,12 COMMUNICATIONS COMMUNICATIONS cooKiNe ---cHcro E.D.P. (DATA PROCESSING) EARTH SCIENCE 9 ENGLISH 9,10,11,12 JANITORIAL SERVICES MATHEMATICS MATHEMATICS 9,10,11,12 PHYSICS 10,12 TYPING

Calendar of Courses

Contract or CSC

CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT 'CONTRACT CONTRACT CONTRACT CONTRACT

Institution: LAVAL Course Titis Contract

or CSC Program Length Unit

I.

45 45 45 45 45 45 45 45 90 45 45 45 45

DIF 45 30 45 45 45 30 45

HRS HRS HKb HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS

HRS HRS HRS HRS HRS HRS HRS

HRS YRS HRS HRS HRS HRS HRS

HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HR9 HRS HRS

Calendar of Courses

HRS HRS ART 201 TECHNICAL DRAWING II

ANALPHABETE FR & MATH (PROTECTION) ANALPHABETE FR & MATH (REGULIER) ANGLAIS 102 ANGLAIS FIFMFNTAIRE ANTHROPOLOGY 912 ART 201 HISTORY OF ART ART 201 TECHNICAL DRAWING II ART 221 DRAWING I ART 310 ORGAN. PICTURALE ART 321 DRAWING II ART 331 COLORS I ART 410 PICTURAL EXPRESSION ART 431 COLORS II ART 441 SPECIALIZED TECHNIQUES II BIOLOGIE CHIMIE COLORS I COLORS II COMPUTER SCIENCE COURSES CORRESPONDANCE ALL LEVELS DRAWING I EDUCATION PHYSIQUE (4) EACH ENGLISH ENGLISH EXPRESSION PICTURAL ART 410 FRANCAIS 211 FRENCH FRENCH FRENCH POETRY 102 HAIRDRESSING HISTOIRE 914 HISTOIRE INIT. AUX SCIENCE INFORMATIQUES INIT. SCIENCES (1) INIT. VIE ECONOMIQUE LANGUAGE LABORATORIES MATHEMATIQUES MATHEMATIQUES PHILOSOPHIE 401 PHILOSOPHIE 101 PHILOSOPHIE PHYSIC (4) POLITIQUE 951 PSYCHOLOGIE 102 SCIENCE POLITIQUE SOCIOLOGIE 109 SPECIALIZED TECHNIQUES II TECHNICAL ART DRAWING I TECHNIQUE AND MATERIALS TELE-UN IVERSITE

• CONTRACT C.S.C. CONTRACT CONTRAT CONTRAT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT

C.S.C. CONTRACT

CONTRACT CONT/C.S.0 CONTRACT CONTRAT CONT/C.S.0 CONT/C.S.0 CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT

CONTRACT CONTRACT CONTRACT CONTRACT

CONTRACT CONTRAT CONTRAT CONTRACT CONTRACT CONTRACT CONTRACT CONTRAT C.S.C.

CEGEP./DEC REG. 30 DEC ARTS 45 FORM. DE BASE DIF FORM. DE BASE DIF DEC HUMANITES 30 DEC HUMANITES 30 DEC HUMANITIES 45 DEC ARTS DEC. ARTS. DEC. ARTS. DEC. ARTS. DEC. ARTS. DEC. ARTS. DEC. ARTS. DEC. ARTS. DEC. ARTS. SEC. IV, V SEC. IV,V, DEC ARTS DEC ARTS

DEC ARTS

SEC. I & II SEC. III,IV,V DEC ARTS DEC HUMPNITES SEC. I &,II SEC III,IV,V DEC HUMANITIES 45 SEC. PROFES. 1.5 DEC HUMANITES 45 SEC. IV, V 45 SEC. IV,V 45 SEC. III 45 SEC. III,IV,V 45

SEC. I & II SEC. III,IV,V DEC HUMANITES DEC ARTS

SEC. IV,V, DEC HUMANITES DEC HUMANITES SEC. III,IV,V DEC HUMANITES DEC ARTS DEC ARTS DEC ARTS UNIVERSITY

45 45 30 45 30 45 30 30 45 30 90 45 45 DIF

Contract or CSC

CONTRACT C.S.C. CONT/C.S.0 CONT/C.S.0 CONTRACT C.S.C. C.S.C. C.S.C. C.S.C. C.S.0 C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. CONTRACT C.S.C. CONTRACT C.S.C. CONT/C.S.0 CONT/C.S.0 CONTRACT CONT/C.S.0 CONT/C.S.0 CONTRACT CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 C.S.C. CONT/C.S.0 CONT/C.S.0 CONTRACT CONTRACT CONT/C.S.0 CONT/C.S.0 CONTRACT C.S.C. CONT/C.S.0 C.S.C. CONT/C.S.0 C.S.C. CONT/C.S.0 C.S.C. C.S.C. CONT/C.S.0

Calendar of Courses

Institution: FEDERAL TRAINING CENTER Course Title

ADMINISTRATION AJUSTAGE MECANIQUE ANGLAIS ANGLAIS ARTS PLASTIQUES (4 COURS PAR SESSION) AUTOMOBILE - MECANIQUE BRIQUELEUR MASSON CHARPENTIER MENUISIER COIFFEUR CORRESPONDENCE DEBOSSELAGE PEINTURE DESSEIN INDUSTRIEL DESSIN INDUSTRIEL EBENISTERIE ELECTRICIEN DE CONSTRUCTION ESPAGNOL FORMATION COMPLEMENTAIRE FRANCAIS FRANCAIS & MATHEMATIQUES FRANCAIS 2 FRANCAIS 2 FRANCAIS 2 FRANCAIS 2 FRANCAIS FRENCH 2ND LANGUAGE GEOGRAPHIE HISTOIRE INFORMATIQUE MACHINERIE LEGERE MATH 2 MATHEMATHIQUE 2 MATHEMATIQUE 2 MATHEMATIQUES MPTHEMATIQUE PHILOSOPHIE PHILOSOPHIE PLOMBIER - CHAUFFAGE (TUYAUTEUR) POLITIQUE (SCIENCE) SANTE ET SECURITE AU TRAVAIL SCIENCES ECONOMIQUES SERRURIER EN BATIMENT (METAL) SOCIOLOGIE SOUDEUR TECHNIQUE COMMERCIALE THEATRE (4 COURS PAR SESSION) UNIVERSITE

Program Length Unit

DEC. SCI. HUM. 30 FRAIN. & TOURN. 9

3-6 SEC. III,IV,V 30 COLLEGE LEVEL 3 SECOND. DIPLOMA 1 PROFES. CONST. 1 PROFES. CONST. 1 SECOND. DIPLOMA 1 SEC.LEV.& CEGEP SECOND. DIPLOMA 1 SECOND. LEVEL DIF COL LEVEL (DEC) DIF PART OF SEC DIP 9 PROFES. CONST. 1 COLLEGE DEC. 30 COLLEGE LEVEL 180 COLLEGE DEC. 30 FORMATION GENE. DIF SEC. III 3-6 SECONDAIRE II DIF PRESECOND. 5-6 DIF SECONDAIRE 1 DIF SEC. III,IV,V 45 DEC. SCI. HUM. 30 SEC. III,IV,V 45 SEC. III,IV,V 45 COLLEGE LEVEL DIF PART OF SEC DIP 9 SECONDAIRE II DIF SECONDAIRE 1 DIF GRADE 5-6 COLLEGE DEC. SEC. III,IV,V SEC. III,IV I V COLLEGE DEC. PROFES. CONST. SEC. III,IV,V PROFES. CONST. SEC. III,IV,V PROFES. CONST. 1 SEC. III,IV,V 45 PROFES. CONST. 1 PART OF SEC DIP 6 COLLEGE LEVEL 3 30 CRED. HUMAN.

HRS MTH MTH HRS MTH YR YR YR YR

YR

MTH YR HRS HRS HRS

MTH

HRS HRS HRS HRS

MTH

DIF 30 HRS 30 HRS 45 HRS 30 HRS 1 YR 30 HRS 2 WKS 45 HRS

YR HRS YR MTH MTH

Calendar of Courses

Institution: LECLERC Course Title

ANGLAIS (2) (LANGUE SECONDE) ANGLAIS (2) (LANGUE SECONDE) ANGLAIS (3) (LANGUE MATERNEL) ANGLAIS (LANGUE MATERNEL) ANGLAIS (LANGUE MATERNEL) pwr 101 ART 201 ART 210 ART 310 ART 410 BIOLOGIE BIOLOGIE CHIMIE COIFFURE DEBOSSELAGE ET PEINTURE EDUCATION PHYSIQUE I EDUCATION PHYSIQUE II ESPAGNOL FRANCAIS (4) FRANCAIS (2) (LANGUE SECONDE) FRANCAIS (3) FRANCAIS 211 FRANCAIS I-2, II-2, 111-2 FRANCAIS LANGUE SECONDE GEOGRAPHIE HARMONIE 301 (MUSIQUE) HISTOIRE HUMANITES 301 INFORMATIQUE 500 INFORMATIQUE 315 INIT. VIE ECONOMIQUE MATH (7) MATH (7) (ANGLAIS) MATHEMATIQUE (ANGLAIS) MATHEMATIQUES (4) MATHEMATIQUES I-2, II-2, III-2 MATHEMATIQUES (ANGLAIS) MECANIQUE AUTOMOBILE PHILOSOPHIE 101 PHYSIQUE POLITIQUE RELATIONS HUMAINES SCIENCE POLITIQUE SOCIOLOGIE TRAITEMENT DES DONNEES

Contract or CSC

CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT

Program Lengtb Unit

SEC I,II,III 45 SEC IV,V 45 SEC IV,V 45 SEC 1,11,111 45 ELEMENT/ANALPHA 45 COL. ARTS PLAS. 45 COL. ARTS PLAS. 45 COL. ARTS PLAS. 45 COL. ARTS PLAS. 45 COL. ARTS PLAS. 45 CEGEC (DEC) 45 SEC IV,V 45 SEC IV,V 45 SEC IV,V (EOCT) 441 SEC IV,V 441 CEGEC (DEC) 45 CEGEC (DEC) 45 CEGEC (DEC) 45 ELEMENT/ANALPHA 45 SEC IV,V 45 SEC IV,V 45 CEGEC (DEC) 45 SEC I, 11,111 45 SEC I,II,III 45 SEC IV,V 45 COL. ARTS PLAS. 45 SEC IV,V 45 CEGEC (DEC) 45 CEGEC (DEC) 45 CEGEC (DEC) 45 SEC IV,V 45 SEC IV,V 45 SEC IV,V 45 SEC 1,11,111 45 ELEMENT/ANALPHA 45 SEC 1,11,111 45 ELEMENT/ANALPHA 45 SEC IV,V (EOCT) 441 CEGEC (DEC) 45 SEC IV,V 45 CEGEC (DEC) 45 SEC IV,V 45 SEC IV,V 45 CEGEC (DEC) 45 CEGEC (DEC) 45

HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HAS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS

Length Unit

YRS

HRS HRS HRS YRS 1-1Ft YRS HRS YR

YRS YRS YRS HRS

Institution: ARCHAMBAULT Course Title

Calendar of Courses

Contract or CSC

Program

AJUSTAGE MECANIQUE ANALPHABET - FRANCAIS, MATHEMATIQUE ANGLAIS ANGLAIS-L. SEC. 131,141,151,152 (4 COUR.) ANTHROPOLOGIE 101.201.301.401 ARTS PLASTIQUES (10 COURS) BIOLOGIE 141,151 (2 COURS) BIOLOGIE EXPERIMENTALE (10 COURS) CHIMIE 141,151,152 (2 COURS) COIFFURE POUR HOMME COORDONNERIE (ATELIER) COUPE ET CONFECTION (TAILLEUR) DESSEIN TECHNIQUE (10 COURS) EBINISTERIE EDUCATION PHYSIQUE 101.201.301.401 ELECTRICIEN FER ORNAMENTAL FRANCAIS (2 EACH) FRANCAIS 101,201,301,401 GEOGRAPHIE GEOGRAPHIE 151,152 (2 COURS) HISTOIRE 151,152 (2 COURS) MATHEMATIOUE (2 EACH) MUSIQUE (10) PEINTURE-AU PISTOLET PETITS MOTEURS ET ELECTRICITE PHILOSOPHIE (1) PHILOSOPHIE 101,201,301,401 PHYSIQUE 141,151,152 PLOMBIER PROGRAMMATION (10 COURS) RALATIONS HUMAINES 151,152 SCIENCES POLITIQUES 101,201,301,401 SOCIOLOGIE SOCIOLOGIE 101.201.301.401 SOUDURE TECHNIQUE COMMERCIALE UNIVERSITE

C.S.C. CONTRAT CONTRAT CONTRAT CONTRAT C.S.C. CONTRAT CONTRACT CONTRAT C.S.C. C.S.C. CONTRACT C.S.C. C.S.C. CONTRAT C.S.C. C.S.C. CONTRAT CONTRAT CONTRAT CONTRAT CONTRAT CONTRAT CONTRACT C.S.C. C.S.C. CONTRACT CONTRAT CONTRAT C.S.C. CONTRACT CONTRAT CONTRAT CONTRACT CONTRAT C.S.C. C.S.C. CONTRAT

PROFESSIONAL

YRS HRS

COL. DEC. BEN. 45 HRS SEC. III,IV,V 45 HRS SEC. III,IV,V 45 HRS SEC. III,IV,V 45 HRS SEC. I-V 45 HRS DEC. MUSIQUE a YRS PROFESSIONEL 18 MTH PROFESSIONEL 1 YRS SEC. III,IV,V 45 HRS COL. DEC. BEN. 45 HRS SEC. III,IV,V 45 HRS CARNET D,APPREN DEC. PROGRAMME 45 HRS SEC. III,IV,V 45 HRS COL. DEC. BEN. 45 HRS SEC. III,IV,V 45 PRS COL. DEC. BEN. 45 HRS PROFESSIONAL 2 YRS FORMATION PROF. 1 YR UNIV. BAC. BEN.

FOMATION BEN. DIF SEC. 1,11 45 SEC. III,IV,V 90 COL. DEC. GEN. 45 DEC. SEC. III,IV,V 45 DEC. BIOLOGIE 2 SEC. III,IV,V 45 FORMATION PROF. 1 SECON. VOC. DEC. COLLEGIALE PROFESSIONAL COL. DEC. BEN. 45 CARNET D'APPREN PROFESSIONEL I,II,III,IV,V 45

Contract or CSC

CONTRACT CONTRACT C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. CONTRACT CONTRACT C.S.C. CONTRACT C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT

Program Length Unit

CEGEP DEC. INFO 45 CEGEP SEN. DEC. 45 DEC. ELEC. COMP 45 ARTS DEC. PLAS. 48 DEC. DESS. TECH 45 ARTS DEC. PLAS. 48 ARTS DEC. PLAS. 48 DEC. DESS. TECH 45 SEC. IV 4 SEC. V CEGEP DEC. ELEC 45 CEGEP SEN. DEC. 3 PROFESSIONAL DIF PROFESSIONAL 19 PROFESSIONAL 21 SECONDARY DIF PROFESSIONAL 7 CEGEP SEN. DEC. 3 CEGEP DEC. INFO 45 CEGEP SEN. DEC: 45 DEC. ELEC. COMP 45 CEGEP DEC. INFO 45 CEGEP DEC. ELEC 24 DEC. ELEC. COMP 45 CEGEP SEN. DEC. 3 CEGEP DEC. INFO 45 PROFESSIONAL 17 SEC I CEGEP DEC. INFO 45 CEGEP DEC. ELEC 45 CEGEP SEN. DEC. 3 SEC II SEC. IV SEC III 4 SEC. V 5 SEC. IV 4 SEC. V SEC. IV SEC. V SEC. V 15 SEC. IV 4

SEC. V 3 SEC. IV SEC. IV SEC. V 5 SEC. IV SEC. IV SEC. IV 4 SEC. V SEC. IV CEGEP SEN. DEC. 45 SEC. IV,V 1-2 CEGEP DEC. INF. 12 SEC. IV,V 15 SEC. IV,V SEC. I-V 5 MTH CEGEP SEN. DEC. 3 MTH

'HRS HRS HRS HRS HRS HRS HRS HRS MTH MTH HRS MTH

MTH MTH

MTH MTH HRS HRS HRS HRS MTH HRS MTH HRS MTH MTH HRS HRS MTH MTH

MTH MTH MTH MTH

MTH WKS MTH MTH

MTH

MTH MTH

HRS MTH MTH WKS

Calendar of Courses

Institution: COWANSVILLE Course Title

ANGLAIS 201 ANGLAIS 201 ANGLAIS 501 ART 110 ART 210 CPT' :1 1 ART 341 ART P.P. 910 BIOLOGIE 140 BIOLOGIE 150 BIOLOGIE 911 BIOLOGIE 911 COIFFURE SOUDURE DEBOSSELAGE DESSEIN TECHNIQUE EBINISTERIE ARTISANAT ECONOMIE 915 ECONOMIE 915 EDUCATION PHYSIQUE 413 EDUCATION PHYSIQUE 416 EDUCATION PHYSIQUE 416 ELECTRONIQUE (6 COURS) ESPAGNOL 101 ESPAGNOL 101 ESPAGNOL 101 FABRICATION MECANIQUE FRANCAIS 131,511,512 FRANCAIS 211 FRANCAIS 211 FRANCAIS 211 FRANCAIS 521,522,131 FRANCAIS 551,552,151 FRANCAIS 531,532,131 ANGLAIS LANGUE SECONDE 151 ANGLAIS LANGUE SECONDE 152, 153, 154 ANGLAIS LANGUE SECONDE 152,153,154 CHIMIE 141 CHIMIE 151,132,153 FRANCAIS 551,552,553 FRANCAIS 553, 554 FRANCAIS 554 GMA 142 (MATH) GMA 143 (MATH) GMA 151-155 (MATH) GMG 141, GMA 141, (MATH) OMS 141 (MATH) GPY 141 (PHYSIQUE) GPY 151,152;154 (PHYSIQUE) GSC 141 (SCIENCE) HAR 201 (HISTOIRE DE L'ART) HISTOIRE 555 INFORMATIQUES (7 COURSES) INFORMATIQUE CWL 741 INFORMATIQUE CWL 741 LANGUAGE LAB. FRENCH MATH 103

Calendar of Courses

Contract or CSC

C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. C.S.C.

HRS HRS MTH

MTH MTH MIH MTH

HRS HRS MTH HRS MTH HRS MTH HRS HRS

Institution: COWANSVILLE Course Title

MATH 103 MA.TH 103 ' MATHEMATICS 121 MATHEMATICS 131 MATHEMATICS 111-112 MATHEMATICS 141 MECANIQUE AUTO-THEORIE MECANIQUE AUTO-PRATIQUE PHILO 301 PHILO 301 PHILO 301 PHYSIQUE 301 PHYSIQUE 906 PHYSIQUE 906 PROGRAMMATIONNCE GRAPHIQUE RECUPERATION (1-6) (501-106) SCG 101 (SCIENCE GRAPHIQUE) SCG 206 (SCIENCE GRAPHIQUE)

Program Length Unit

DEC. ELEC. COMP 45 CEGEP DEC. INFO 45 SEC II 2 SEC III SEC I SEC III 4 PROFESSIONAL 1 7 PROFESSIONAL 17 ARTS DEC. PLAS. CEGEP DEC. ELEC 45 ARTS DEC. PLAS. 48 CEGEP BEN. DEC. 3 CEGEP DEC. INFO 45 CEGEP BEN. DEC. CEGEP DEC. INFO 45 ALPHABETISATION 4 DEC. DESS. TECH 45 DEC. DEES. TECH 45

Calendar of Courses

Institution: LA MACAZA Course Title

ANGLAIS BIOLOGIE BIOLOGIE FRANCA IS FRANCAIS & MATHEMATIQUE HORTICULTURE HORTICULTURE MATHEMATIQUES PHYSIQUE

Contract or CSC

CONTRACT C. S. C. C. S. C. CONTRACT CONTRACT C. S. C. C. S. C. C. S. C. C. S. C.

Program

SEC. I -V SEC. IV SEC. V SEC. I -V ANALPHABETS SEC. PROFES. SEC. PROFES. SEC. I -V SEC. V

Length Unit

DIF DIF DIE DIF DIF

MTH 8 MTH DIE DIF

Contract or CSC

C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. CONTRAT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRAT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. C. S. C. C . S. C. C. S. C. C . S. C. CONTRACT CONTRACT C. S. C.

Program Length Unit

COLLEGE DEC ART 30 COLLEGE DEC ART 30 COLLEGE DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 COLLEGE DEC ART 30 DEC ART 30 DEC ART DEC ART DEC ART DEC ART DEC ART DEC ART DEC ARTS DEC ART DEC ART DEC ART COLLEGE . DEC ART 30 DEC ART 20 COLLEGE DEC ART 30 DEC ART 30 DEC ART 30 DEC ART 30 COLLEGE DEC ART 30 COLLEGE DEC ART 30

30 30 30 30 30 30 30 30 30 30

HRS HRS HRS HRS HRS HRS 1.1Hb HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS HRS

Calendar of Courses

Institution: C.D.C. Course Title

COULEUR I DESSEIN I EDUCATION PHYSIQUE EMAIL SUR CUIVRE ETUDE D'UN PHENOMENE ARTISTIQUE 905 EXPRESSION PICTURALE EXPRESSION SPATIALE FORMATION AUDITIVE 903 FORMATION AUDITIVE 902 FORMATION AUDITIVE 901 FORMATION AUDITIVE 904 HIS. DE L'ESTETIQUE DE LA PRESEN. 362 HIS. DE L'ART QUEBEQUOIS TRADITIONEL 907 HIS. DE L'ART PREHIS. ET ANTIQUE 910 HISTOIRE DE L'ART MODERNE 904 HISTOIRE DES COMMUNICATIONS VISUELLES 576 HISTOIRE DE L'ART ET L'ESTHETIQUE HISTOIRE DU DECOR ET COSTUME 360 HISTOIRE DE CERAMIQUE 571 INSTRUMENT ET/OU MUSIQUE D'ENSEMBLE 924 INSTRUMENT ET/OU MUSIQUE DIENSENBLE 921 INSTRUMENT ET/OU MUSIQUE D'ENSEMBLE 922 INSTRUMENT ET/OU MUSIQUE D'ENSEMBLE 923 L'ART CONTEMPORAIN 905 LITTERATURE MUSICALE 913 LITTERATURE MUSICALE 914 LITTERATURE MUSICALE 911 LITTERATURE MUSICALE 912 ORGANISATION SPATIALE ORGANISATION SPATIALE 902 ORGANISATION PICTURALE ORGANISATION PICTURALE 901 PERCEPTION DE L'OEUVRE D'ART 902 RECHERCHE ET DOCUMENTATION II RECHERCHE ET DOCUMENTATION I TECHNIQUE SPECIALISEE I

Calendar of Courses

Institution: KINGSTON Course Title

A.B.E.+E.S.L. ACCOUNTING ADVANCE BASIC PROGRAMMING BARBERING BASIC ENS. 9 BASIC ENS. 10 BEHAVIOR ORGANIZATION BUSINESS COMMERCIAL CANADIAN BUSINESS LAW COMPUTER FUNDAMENTALS COOKING CREATIVE WRITING ECONOMICS ENGLISH 11 ENGLISH 12 ESL GENERAL ART 9 GENERAL ENS. 9 GENERAL ENS. 10 GENERAL SCIENCE ADVANCE 9 GENERAL SCIENCE BASIC 9 GEOGRAPHY 10 GUIDANCE HISTORY 10 HISTORY 11 INSTRUMENTAL ENRICHMENT INTRO. TO BUSINESS 1 INTRO. TO BUSINESS 2 LITERACY MAINTENANCE ELECTRICITY MARKETING MATH 10 MATH 11 MATH 9 MATH ADVANCED 11 MATH FOR COMPUTING MATH GENERAL 11 MATH GENERAL 12 MATH-BASIC 9 MEAT CUTTING MODERN HISTORY PERSONAL FINANCE PHYSICS 11 PLUMBING PROGRAMMING LOGIC QUANTITATIVE METHODS REMED. MATH SCIENCE SOCIAL SCIENCE UPHOLSTERY WELDING WORKING AWAY 1 WORKING AWAY 2

Contract or CSC

CONTRACT CONTRACT C.S.C.

CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C.

CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT

CONTRACT CONTRACT CONTRACT

CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT

CONTRACT CONTRACT CONTRACT

C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT C.S.C.

CONTRACT CONTRACT

Program

A.B.E. SECONDARY SECONDARY APPRENT. SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY APPRENT. SECONDA R','

SECONDARY SECONDARY SECONDARY UPGRADE SECONDARY SECONDARY SECONDARY SECONDA R','

SECONDARY SECONDA R','

SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY A.B.E. APPRENT. SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY APPRENT. SECONDARY SECONDARY SECONDARY APPRENT. SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY APPRENT. APPRENT. SECONDARY SECONDARY

Length Unit

DIF . 16 WKS DIF DIF 120 HRS 120 HRS lb 16 WKS 16 WKS DIF DIF 11 WKS 16 WKS 22 WKS 11 WKS 120 HRS 12 WKS 120 HRS 120 HRS 43 WKS 45 WKS 120 HRS 120 HRS 24 WKS 10 WKS DIF 16 WKS 16 WKS DIF DIF 16 WKS 120 HRS 120 HRS 120 HRS 45 WKS DIF 45 WKS 45 WKS 45 WKS DIF 1E0 HRS 16 WKS 43 WKS DIF DIF 16 WKS DIF 11 WKS DIF DIF DIF 16 WKS 16 WKS

Calendar of Courses

Institution: PRISON FOR WOMEN Course Title

ART 158 ART 258 ART 358 ART 458 BASIC ENGLISH PASIC MATH BASIC WOODWORKING 9 BIOLOGY 11 BIOLOGY 13 DRESS MAKING & SEWING ENGLISH (16 HALF COURSES) FAMILY SEWING GENERAL SCIENCE (4 COURSES) HAIRSTYLING INDUST. SEWING 9 INTRO TO COMPUTERS MATH (9 COURSES) NUTRITION & FOOD SERVICE PHYSICS 12 TYPING AND WORD PROCESSING

Contract or CSC

CONTRACT • CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT C.S.C.

Program

SECONDARY SECONDARY SECONDARY SECONDARY A.B.E. A.B.E. VOCATIONAL SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY VOCATIONAL VOCATIONAL SECONDARY SECONDARY SECONDARY SECONDARY VOC. & SECOND

Length Unit

120 HRS 120 HRS 120 HRS 120 HRS DIF DIF 120 HRS 120 HRS 120 • HRS 60 HRS 60 HRS 60 HRS 60 HRS

HRS 120 HRS 120 HRS 60 HRS 60 HRS 120 HRS 120 HRS

' P rO graM Length Unit

120 120

120 3-4 3-4 120 3-4 120 3-4 3-4 3-4 3-4

Institution: COLLINS BAY Course Title

Calendar of Courses

Contract or CSC

AUTOMOTIVE BASIC AUTOMOTIVE ADVANCED BARBER HAIRSTYLIST COSMETOLOGY CARPENTRY (WOODWORK) CHEMISTRY 10 rOMPuTER SCIENCE 10,11 COOKING E .S.L. ELECTRONICS ENGLISH ENGLISH 11 ; 12 ENGLISH 8,7,8 ENGLISH 9,10 GEOGRAPHY 7-11 GEOGRAPHY GERMAN 11 HISTORY 7-13 LAW 11,12 MACHINE SHOP MATH 11,12,13 MATH 8,7,8 MATH 9,10 PHYS. ED. PHYSIC 11 PSYCHOLOGY 11,12 SOCIOLOGY 11,12 UPHOLSTERY WELDING (METAL WORK)

C.S.C. C.S.C. C.S.C. C.S.C. CONTRACT CONTRACT C.S.C. CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C.

SECOND & UPGR. SECOND & UPGR. SECOND & UPGR. SECOND & UPGR. SECONDARY SECONDARY VOCATIONAL A.B.E. VOCATIONAL A.B.S. SECONDARY UPGRADING SECONDARY UPGR. & SECOND 3-4 QUEENS UNIV. 9 SECONDARY 3-4 SECONDARY SECONDARY SECOND & UPGR. SECONDARY UPGRADING SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY VOCATIONAL SECONDARY

3-4 3-4 120 3-4 3-4

3-4 3-4 3-4 3-4 120 800

HRS HRS HRS HRS MTH MTH HRS MTH HRS MTH MTH MTH MTH MTH WKS MTH MTH MTH HRS MTH MTH MTH MTH MTH MTH MTH HRS HRS

Program Length Unit

SECONDARY SECONDARY UPGRAD. & A.B.E SECONDARY

L.. L.0

,

2-3 2-3

MTH MTH MTH MTH

Institution: FRONTENAC Course Title

COMPUTING SCIENCE 10 ENGLISH 9-13 LITERACY & MATH MATH 9-13

Calendar of Courses

Contract or CSC

C. S. C. C. S. C. CONTRACT C. S. C.

Contract or CSC

CONTRACT CONT/C.S.0 C.S.C. CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT C.S.C. C.S.C. C.S.C.

Program

VOC/SECONDARY VOCATIONAL VOCATIONAL SECONDARY SECONDARY VOCATIONAL •

A.B.E. UPGRADING SECONDARY SECONDARY SECONDARY SECONDARY A.B.E. UPGRADING SECONDARY SECONDARY VOCATIONAL A . B. E. UPGRADING SECONDARY SECONDARY SECONDARY A.B.E. UPGRADING SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY VOCATIONAL VOCATIONAL

Length Unit

110 HRS 110 HRS 9 MTH 2.5 MTH D MTH 110 HRS DIF DIF 2.5 MTH 2.5 MTH 2.5 MTH 2.5 MTH DIF DIF 2.5 MTH 2.5 MTH 3 URS DIF DIF

TH mTH

2.5 MTH DIF DIF

TH MTH

2.5 MTH TH

mTH 110 HRS 2 HRS

Calendar of Courses

Institution: WARKWORTH Course Title

AUTO BODY 9,10,11,12 AUTO MECHANIC 11,12 BARBERING BUSINESS MATH (10) BUSINESS MATH 142 DRAFTING 9.10 ENGLISH ENGLISH ENGLISH (10) 242 ENGLISH (11/12) 342/442 ENGLISH (9) 142 GEOGRAPHY (10) 242 GEOGRAPHY GEOGRAPHY HISTORY (9) 142 HISTORY 441 (12) PEOPLE & POLITICS MACHINE SHOP MATH MATH MATH (10) 242 MATH (11/12) 342/442 MATH 142 SCIENCE SCIENCE SCIENCE (10) 242 SCIENCE (9) 142 SCREEN ARTS (11/12) 341/441 SCREEN ART (10) 242 SCREEN ARTS 142 SHEET METAL SHOP MATH 9,10

12 10 10 10

10 10 10

10 10 6 10 10 10 10 10 10 6 15 10

.10 10 10 6

MTH MTH MTH MTH MTH MTH MIH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH.

MTH MTH MTH

Institution: SASK PEN. Course Title

Calendar of Courses

Contract or CSC

Program Length Unit

1

ALGEBRA ALGEBRA BARBERING/HAIRSTYLING BUSINESS EDUCAT ION CARPENTRY commuNTCATIONS COMMUNICATIONS COMPUTER SCIENCE ENGLISH ENGLISH GENERAL EDUCATIONAL DEVELOPMENT (G.E.D.) HISTORY HISTORY MATH MATHEMATICS PHYSICS PHYSICS PRE-EMPLOYMENT WELDING RADIO/TELEVISION/COMMUNICATION SERVICES SCIENCE SOCIAL FOUNDATIONS SOCIAL FOUNDATIONS SOCIAL STUDIES UPHOLSTERY REPAIR

CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C.

SECOND A.B.E. SECOND A.B.E. VOCATION VOCATION VOCATION A.B.E. 0-4 UPGRADING VOCATION SECONDARY SECONDARY UPGN. SECOND 12 SECONDARY UPGRADING A.B.E. 0-4 SECONDARY SECOND 12 VOCATION VOCATION UPGRADING SECOND 12 SECONDARY UPGRADING VOCATION

I

Calendar of Courses

Institution: STONY MOUNTAIN Course Title

ACCOUNTING 302 ACCOUNTING 202 ADULT ENGLISH 2 ADULT ENLISH 1 AUTO BODY 103 AUTO MECHANICS 103 BASIC ENGLISH BASIC SCIENCE BIOLOGY 300 BUS. PRINCIPLES 301 COMPUTER 105 DRAFTING 101 ECONOMICS 301 ENG 190 ENGLISH 090 ENGLISH 301 ENGLISH 305 ENVIRON. STUDIES 305 GENERAL BUSINESS 101 HISTORY 300 LAW 302 MATH 090 MATH 190 MATH 301 MATH 305 MATH BASIC PRACTICAL MATH PSYCHOLOGY 305 SCIENCE 090 SCIENCE 190 SOCIAL SCIENCE GEO 300 TYPING 102 TYPING 202 VOCATIONAL UPGRADING WELDING 100

Contract or CSC

CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 CONT/C.S.0 C.S.C. CONT/C.S.0

Program Length Unit

SECONDARY SECONDARY UPGRADING 7-9 BASIC 1-6 VOCATIONAL VOCATIONAL A.B.E. 1-7 A.B.E. SECONDARY SECONDARY SECONDARY VOCATIONAL SECONDARY SECOND 10 UPGRADING 8-9 SECOND 11-12 SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY UPGRADING UPGRADING SECONDARY SECONDARY A.B.E. UPGRAD. & BASIC 4 SECONDARY UPGRADING SECONDARY SECONDARY SECONDARY SECONDARY VOCATIONAL VOCATIONAL

4 4 4 4 4 4 4 4

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

MTH MTH MTH MTH MTH MTH MÏH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH

Institution: EDMONTON Course Title

Calendar of Courses

Contract or CSC

Program • Length Unit

ACCOUNTING 10,11,12 BOOK KEEPING 10,11,12 E.S.L. ENGLISH 255 GENERAL EDUCATIONAL DEVELOPMENT (G.E.D.) GENERAL UPGRADING LITERACY REMEDIAL ENGLISH (6-8) SHORTHAND 10,11,12 TYPING 10,11,12

CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT

SECONDARY SECONDARY A.B.E. UNIVERSITY UPGRADING UPGRADING A.B.E. A.B.E. SECONDARY SECONDARY

8 MTH . MTH

DIF 13 WKS 3 MTH 3 MTH DIF DIF S MTH 8 MTH

Calendar of Courses

Institution: WILLIAM HEAD Course Title

AIR BRAKES CABINETRY CARPENTRY COMMUNICATION SKILLS COMMUNICATION (WRITING SKILLS) COMPUTER LITERACY COOKING CORE SKILLS (TRAC) ELECTRICITY ENGLISH 099 ENGLISH 115 ENGLISH 122 ENGLISH 250 ENGLISH SKILLS HISTORY 366 HORTICULTURE INDUSTRIAL FIRST AID LITERACY LITERATURE MATH NATURAL SCIENCE POLI. SCIENCE 202 PROGRAM IN BASIC PSYCHOLOGY 210 PSYCHOLOGY 311 SMALL BUSINESS SOCIAL SCIENCE STUDY SKILLS THEATRE 099 THEATRE 100 WOODWORK OCCUPATIONAL GROUP

Contract or CSC

CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C.

Program

CONTRACT

VOCATIONAL UNIVERSITY UPGRADING CONTRACT CONTRACT VOCATIONAL VOCATIONAL UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY VOCATIONAL CONTRACT A.B.E. UPGRADING UPGRADING UPGRADING UNIVERSITY CONTRACT UNIVERSITY UNIVERSITY CONTRACT UPGRADING UNIVERSITY UNIVERSITY UNIVERSITY VOCATIONAL

Length Unit

1 WV

14 WKS 4 MTH 4 MTH 7 MTH DIF

14 WKS 14 WKS 14 WKS 14 WKS 14 WKS 14 WKS DIF

WKS DIF 4 MTH 4 MTH 4 MTH 14 WKS 4 MTH 14 WKS 14 WKS 4 MTH 4 MTH 14 WKS 14 WKS 14 WKS

Calendar of Courses

Institution: MATSGUI Course Title

ANTHROPOLOGY AUTO BODY AUTOMATIVE MECHANIC BASIC LITERACY 1-5 BUSINESS 321 BUSINESS 301 BUSINESS 322 CARPENTRY CLASSICAL STUDIES COMMUNICATIONS 364 COMMUNICATION 263 COOKING DATA PROCESSING 100 DATA PROCESSING 120 DATA PROCESSING 200 DATA PROCESSING 210 DATA PROCESSING 310 DATA PROCESSING 320 ENGLISH ENGLISH 10 • GENERAL SCIENCE GENERAL SCIENCE 10 GRAMMAR 12 GRAPHIC ARTS & PRINTING HISTORY HORTICULTURE JAN/TORIAL SERVICES MATH 10 MATH 12 MATH 230 PSYCHOLOGY READING SKILLS 12 SOCIAL STUDIES 12 SOCIOLOGY CORE SKILLS (TRAC) WELDING

Contract or CSC

CONTRACT C.S.0 C.S.0 CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT C.S.C. C.S.C. CONTRACT CONT/C.S.0 C.S.C.

Program

UNIVERSITY VOCATIONAL VOCATIONAL A.B.E. SECONDARY SECONDARY SLLUNDAxY VOCATIONAL UNIVERSITY SECONDARY SECONDARY VOCATIONAL SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY UNIVERSITY UPGRADING UPGRADING UPGRADING UPGRADING VOCATIONAL UNIVERSITY VOCATIONAL VOCATIONAL UPGRADING UPGRADING SECONDARY UNIVERSITY UPGRADING UPGRADING UNIVERSITY VOCATIONAL VOCATIONAL

Length Unit

3.5 MTH 3 MTH

MTH DIF 3.5 MTH 3.5 MTH 3.5 MTH 3 MTH 3.5 MTH 3.5 MTH 3.5 MTH 3 MTH 3.5 MTH 3.5 MTH 3.5 MTH 3.5 MTH 3.5 MTH 3.5 MTH 3.5 MTH DIF 3.5 MTH DIF 3.5 MTH 4 MTH 3.5 MTH 6 MTH

MTH DIF 3.5 MTH 3.5 MTH 3.5 MTH 3.5 MTH 3.5 MTH 3.5 MTH 2-6 MTH 7 MTH

Contract or CSC

Program Length Unit

CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT

UPGRADING UPGRADING A.B.E. UPGRADING UPGRADING UPGRADING

DIF DIF DIF DIF DIF DIF

Calendar of Courses

Institution: R.P.C. (PRAIRIES) Course Title

ENGLISH 5-10 LANGUAGE ART 5-10 LITERACY EDUCATION MATH 5-10 SCIENCE 5-10 ÇOCTAL STUDIES 5-10

MTH MTH

MIH MTH MTH

MTH MTH MTH

Calendar cf Courses

Institution: MOUNTAIN Course Title

COMPUTER SKILLS & LITERACY DEDUCTIVE REASONING ENGLISH ENGLISH 010 ENGLISH 367 HISTORICAL & CULTURAL OVERVIEW HISTORY 106 HISTORY 315 • HISTORY 448 LOGICAL TMINKING MATH NATIVE CARVING POLITICAL SCIENCE 322 POLITICAL SCIENCE 312 PSYCHOLOGY 370 READ/NG READING READING SCIENCE SOCIAL STUDIES SPELL/NG THINK LAS VERBAL SKILLS WRITING WRITING

Contract or CSC

C.S.C. CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. C.S.C. CONTRACT

Program •

UPGRADING UPGRADING UPGRADING UNIVERSITY UNIVERS/TY UPGRADING UN/VERSITY UNIVERSITY UNIVERSITY A.B.E. UPGRADING UPGRADING UNIVERSITY UNIVERSITY UNIVERSITY UPGRADING A.B.E. UPGRADING UPGRADING UPGRADING A.B.E. A.B.E. A.B.E. A.B.E. UPGRADING

Length Unit

DIF DIF DIF 4 4 D e

4 4 DIF -DIF DIF 4 4 4 DIF DIF DIF DIF DIF DIF DIF DIF DIF DIF

Length Unit

UPGRADING 4 MTH UNIVERSITY 4 MTH UNIVERSITY 4 MTH UPGRADING DIF A.B.E. DIF NATIVE STUDIES DIF UNIVERSITY mlm COLLEGE 3 MTH P.B.E. DIF NATIVE STUDIES DIF UPGRADING 4 MTH UNIVERSITY 8 MTH UPGRADING 4 MTH UNIVERSITY 4 MTH UNIVERSITY 4 MTH

Calendar of Courses

Institution: KENT Course Title Contract

or CSC Program

ENGLISH ENGLISH 099 ENGLISH 115 FRENCH FRENCH TO ENGLISH G.E.D. HISTORY 105 OR 205 LIFE SKILLS LITERACY LITERACY MATH POLI. SCIENCE 100 SOCIAL STUDIES SOCIOLOGY 300 STUDY SKILLS

C.S.C. CONTRACT CONTRACT CONTPACT CONTRACT INMATE CONTRACT 7 MODULES C.S.C. INMATE C.S.C. CONTRACT C.S.C. CONTRACT CONTRACT

SECONDARY SECONDARY SECONDARY COLLEGE BASIC SECONDARY

10 WKS 3 MTH DIF

9 MTH 10 WKS

Program Length Unit Institution: MISSION Course Title

BASIC & ADVANCE TYPING COMPUTER SCIENCE CRITICAL THINKING LIFE SKILLS LITERACY MUSIC APPRECIATION

Calendar of Courses

Contract or CSC

CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT

! ! R A R

MINRY OF ;ft.. • cl- GR

••

MAFt 27 1987

BIBLICYfliiQijE MINISTÈRE DU SOLLiCilLt,c ;_;ÈNÉRAI.

11

Calendar of Courses

Institution: DRUMHELLER Course Title

ACCOUNTING 10 ACCOUNTING 12 ACCOUNTING 11 AUTO BODY AUTOMOTIVE MECHANICS BASIC 1-5 BUSINESS COMMUNICATION 11 BUSINESS FOUNDATIONS 10 CABINET SHOP C.S.C. COMPUTER SCIENCE 10 COMPUTER SCIENCE 11 CULTURAL ANTHROPOLOGY 12 ECONOMICS 11 ENGLISH 10 ENGLISH 11,12 ENGLISH 255 HAIRDRESSING HISTORY (WORLD) 12 LAW 11 LAW 12 LEARNING SKILLS 6-7 LITERATURE COMMUNICATION 21 MATH 10 MATH 11 MATH 12 OFFICE PRACTICE 11 OFFSETTING PRINTING PHYS. ED. 10 PSYCHOLOGY 11 PSYCHOLOGY 10 SOCIAL STUDIES 12 SOCIAL STUDIES 10 SOCIAL STUDIES 11 SOCIOLOGY 11 SOCIOLOGY 10 TYPING 10 TYPING 11 TYPING 12 WELDING

Contract- or CEC

CONTRACT CONTRACT CONTRACT C.S.C. C.S.0 CONTRACT CONTRACT CONTRACT C.S.0 CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT TOTOR CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT CONTRACT C.S.C.

Program

SECONDARY SECONDARY SECONDARY VOCATIONAL VOCATIONAL B. LITER SECONDARY SECONDARY VOCATIONAL SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY UNIVERSITY VOCATIONAL SECONDARY SECONDARY SECONDARY UPGRADING SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY VOCATIONAL SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY VOCATIONAL

Length Unit

3 3

3 2-6

3 3 3 3 3

3 3 13 3 3 3 3 2-6 3 «7:

3 3 3 3 3 3 .7à

3 3 3

3 3

MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH WKS MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH MTH

Calendar of Courses

Contract or CSC

Program Length Unit Institution: BOWDEN Course Title

ENGLISH GENERAL EDUCATIONAL MATH SCIENCE SOCIAL STUDIES WRITING

CONTRACT C.S.C. CONTRACT CONTRACT CONTRACT CONTRACT

A.B.E. & UPGRA. UPGRADING A.B.E. & UPGRA. A.B.E. & UPGRA. A.B.E. & UPGRA. A.B.E. & UPGRA.

DIF 10 WKS DIF DIF DIF DIF

DEVELOPMENT (G.E.D.)

DATE DUE agitt

%zàlei

-e4.18

HV Educaticn and training in 8883.3 the correctional service of .C2 Canada : program review, E5 raticnale and future 1985 directicn. c.2

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