Running head: REPORT ON E-LEARNING POLICIES

Assignment 3: Government Report on E-Learning Policies Johanne Brochu University of British Columbia ETEC 520: Planning and Managing LearningTechnologies in Higher Education Submitted to Dr. Mark Bullen April 1st, 2012

Word Count: 3,500

ASSIGNMENT 3

Government Report on E-Learning Policies Since the 21st century fosters a lifelong learning society, the importance of technology in education is unquestionable for social and economic development. As per the Canadian Council on Learning (CCL) (2009), "lifelong learning provides benefits such as better health, more job opportunities and a higher quality of life" (CJLT, 2011, p. 3). The Ontario government must take e-learning into account when considering new policies on education. E-learning provides learners with a wide range of benefits such as, "flexibility/accessibility, meeting social demands, interactivity/communication, achievement, motivation/satisfaction, cost-effectiveness and retention" (CJLT, 2011, p. 11) which fulfill the government vision of having a more productive economy. The following report outlines the strategies we propose the government should implement in order to create "the appropriate conditions for e-learning" in higher education. Conservative, radical and funding strategies include: 1) investing in developing e-learning innovations within Ontarian universities, 2) developing new avenues of funding to build up the Ontario Online Institute (OOI), 3) allowing accreditations to encourage outside Ontario for-profit e-learning programs, 4) legislating requirements in training to support and encourage the best instruction, 5) establishing partnerships and consortia (Bates, 2001) with the training sector in Canada, and, 6) encouraging investment from the private sector and international providers. Post Secondary Educational Context in Ontario In a recent speech, on March 9th, 2012, Hon. Glen Murray, minister of Training, Colleges and Universities (MTCU), talked about the challenge to "find the full measure of where we are right now in the world, in this province and in our communities" (Spotlight, MTCU, 2012), a talk he called "Education in the Age of Acceleration".

ASSIGNMENT 3 During his speech, he stated that in the past twenty years, our world has moved from an economy of production to an economy of innovation, which has become "the major generator of wealth". Such an unpredictable context has made it possible for other countries, like China, to accumulate capital occupy a larger place in the global economy. Due to the changing nature of the economy, Ontario lost a quarter of a million manufacturing and production jobs. As many people suddenly faced unemployment, the previous government of Ontario made its priority to develop new strategies to better equip its residents with the skills they need to work in the 21st century. The global Internet platform has become the new drive for innovation in a "high value performance economy". In this context, education is "competitive as an export product, as an attractor of an industry in its own right" (Spotlight, MTCU, 2012). The era of the Internet has

made it possible for students to access the best university programs in the world. Now that "70% of jobs require a university or college education", education has become "competitive as an export product, as an attractor of an industry in its own right" (Spotlight, MTCU, 2012). Ontario postsecondary education (PSE) has always attracted the best students in the world, and as an international leader in education, Ontario must find new ways of improving the skills of its students as well as opening new doors to foreign students. It is for this reason that the previous government targeted development of e-learning strategies. Previous Provincial Initiatives for the Integration of E-Learning in Ontario The province of Ontario has a strong history of online learning leadership: "Publiclyassisted colleges, universities, literacy and basic skills and other training providers are all directly engaged in the development of a robust range of online learning services and offerings" (JeanLouis, 2011, p. 1). In fact, 495,619 Ontario students registered in online courses at the post

ASSIGNMENT 3 secondary level in 2011. Students had access to over 20,338 courses and 762 online programs (Jean-Louis, 2011).

Hence, a consortium of 24 Community Colleges (OntarioLearn.com) with an inventory of more than 900 course subjects available as of spring 2012 have partnered to design and deliver online courses. The Internets effect of eliminating boundaries makes it possible for course instructors and students from anywhere in the globe to share this unique teaching and learning environment (About us, OntarioLearn.com). Moreover, the government of Ontario has created elearnnetwork.ca, "a community-based Not-For-Profit (NFP) organization governed by a local Board of Directors and staffed with business professionals who encourage entrepreneurship and the pursuit of economic opportunities" (About us, elearnnetwork.ca). Interestingly, it is "through a unique partnership between the NCFDC, elearnetwork.ca and the County of Northumberland," that these residents can "access over 7000 courses offered by over 30 colleges and universities across Ontario" (elearnnetwork.ca). However, the development of online learning in Ontario is just one aspect of e-learning. Indeed, many other initiatives were developed in Ontario to improve and support teachers, particularly K-12 teachers. Development of New Ontario Policy Strategies This report describes new policy strategies that could be used to ensure that the Ontario educational system continues to be highly recognized worldwide. Indeed, these new policies are designed to promote e-learning and ensure a more accessible and better education in this rapidly changing and unpredictable economy. 1) Investing in Developing E-Learning Innovations within Ontarian Universities

ASSIGNMENT 3 First, Bates and Sangr (2011) stated "all jurisdictions should be looking at ways to promote more innovation in teaching and learning in post-secondary education, and using their funding mechanisms to drive this strategy" (p. 230). Hence, government leadership and support are necessary to fully integrate technology within the educational institutions. Indeed, the Ontario government should continue supporting e-learning improvement "without interfering directly in the academic autonomy of the institutions" (Bates & Sangr, 2011, p. 230). In that regard, funding plays an important role to implement the government e-learning

agenda. One strategy we propose is to provide specific funding for the development of e-learning programs and to allow institutions to increase tuition fees. (Government strategies, Course material, unit 5). So far, Ontario allows universities and colleges to increase tuition fees by 5% for at least one more year (Bradshaw, 2012). We propose that each institution determine the percentage of tuition fees increase as needed, with a plafond, in order to execute the institution strategic planning in the development of e-learning. That being said, we propose that this government legislate that each post-secondary institution produces an annual report providing details of performance acquired during the year. In addition, all new information obtained should be documented and centralized in a final report produced by the Ontario government and open to public afterwards. This will enable transparency in terms of how institutions use the extra funding from increased tuition with regards to e-learning. It also suggests that PSE administrators will have to develop a better understanding of e-learning in order to make the right decisions concerning its strategic planning (Bates & Sangr, 2011). As an incentive, we also propose that the Ontario government increase funding to universities that show progress in the e-learning pedagogic approach used within the design and the delivery of their courses and programs (Bates & Sangr, 2011, p. 34). This action should

ASSIGNMENT 3 promote positive competition between universities as well as make them aware of competitors innovations at ineffectively integrating e-learning. As per Bates and Sangr (2011), it is important to focus not only on technology but also

on pedagogical issues which include "changing the methods of teaching to get the best use out of technology, and organizational issues, such as governance, funding and technology" (p. 235). Indeed, Ontarian universities should take example from each other to get better results in their own educational environment, which at the end will have a positive impact on the Ontarian educational system in general. 2) Developing New Avenues of Funding to Build up the Ontario Online Institute (OOI) In 2010, the government of Ontario announced the creation of "the new Ontario Online Institute, bringing the best professors in the top programs at Ontario universities to the homes of those who want to pursue this new option for higher learning" (Office of Premier, The Open Ontario Plan, MTCU, 2010). The creation of the OOI was part of the government Open Ontario plan "to help build the most skilled and educated workforce in the world, giving Ontario the competitive edge in securing a strong economy for the future" (Bulletin, MTCU, 2010). Even the MTCUs website states that our governments plan is to support the OOI "to help every student succeed and build a knowledge-based economy for the future" (Online Learning, MTCU, 2012). With the release of the budget in March 2012, it is now unclear what direction the Ontario governments plan for the OOI will take. Also, part of the plan was to open colleges and universities to the world. One way to achieve this was to increase "international enrolment by 50 per cent while maintaining spaces for Ontario students" (Office of Premier, The Open Ontario Plan, MTCU, 2010). One of the governments major goals was the creation of "an Ontario even more open to new ideas, new

ASSIGNMENT 3 people, new investment not only to replace old jobs that have gone but to create the new jobs that are coming" (Office of Premier, The Open Ontario Plan, MTCU, 2010). According to the Open Ontario Plan (MTCU, 2010), the government of Ontario sought what would best serve its students population. Therefore, a Special Advisor to the Ontarios Minister of Training, Colleges and Universities (MTCU) for the Ontario Online Institute was

appointed in March 2011 to request advice from imminent educational experts (Jean-Louis, 2011) in regards to what should provide the best educational environment. Local and 'world-wide scholars' gave their suggestions through a questionnaire. Their significant recommendations (Jean-Louis, 2011) are worthy of note as they could serve any 21st century educational platform. Hence, even though the most recent provincial budget does not seem in favour of the establishment of the OOI due to large deficits, it is crucial that other ways are found to continue its development and so ensure the future of e-learning in Ontario. The establishment of the OOI, "offering flexible, high-quality post secondary education and training with the option of learning outside a traditional classroom" (Postsecondary education, MTCU, 2010) is a way for Ontario to compete with the best collaborative online university on earth. Although Ontario is a pioneer in a number of the new technologies, other authorities are using these better. The challenge for Ontario is to use its own innovations more effectively in order to compete (Spotlight, MTCU, 2012). Hence, we propose that this government create a special committee to find new avenues of funding and establish the OOI within the next five years, which brings us to our next point encouraging the private sector to provide e-learning programs in our province. 3) Allowing Accreditations to Encourage Outside Ontario For-Profit E-Learning Programs In order for students from all around the world to find the online learning experience that will fit them the best, Canada has developed the Canadian Virtual University (CVU), "an

ASSIGNMENT 3 association of Canadas leading universities specializing in online and distance education" (Canadian Virtual University, 2012). Now that education is without boundaries, the Ontario government should "encourage partnerships with carefully selected, reputable foreign universities, colleges and appropriate private-sector institutions for the delivery of online learning" (Bates, 2001, p. 49) so Ontarian students can get credits from foreign universities. In addition, the government should partner with Canadian universities and foreign country universities, in particular with foreign for-profit e-learning programs. Accreditations should be legislated without hesitation. In fact, facilitating the accreditations between universities, particularly with foreign country for-profit e-learning programs, should increase competition and promote e-learning innovations. Therefore, encouraging private sector partnership with non-profit e-learning programs should set the standard for the public sector since the private sector is developing its own and unique competitive infrastructure. Moreover, partnerships between Canadian and foreign universities will "provide a powerful alternative choice for students considering out-of-state and private sector e-learning providers" (Bates, 2001, p. 62). Ironically, the implementation of such a radical strategy by the Ontario government welcoming the foreign for-profit e-learning sector to get partnered with Canadian higher

education should prevent Ontario from losing students to foreign countries. As the competition between foreign universities will rise, the Canadian educational institutions will innovate more and develop their potential at a higher rate. Furthermore, we propose that the Ontario government mandate that the foreign for-profit e-learning sector transfer a percentage of the profit made for every student registered in the elearning programs to the government. 4) Legislating Requirements in Training to Support and Encourage the Best Instruction

ASSIGNMENT 3

More than ever, the e-learning workforce needs strong skilled individuals (Bates, 2001, p. 114). As Ontarios institutions are gradually transforming and adapting to the e-learning workforce, one area that needs focus is the instructors training. As our universities are mostly geared towards research, the universities tendency is to leave in the hands of professors and instructors a complete openness in terms of the methods used in their teaching practices. Unfortunately, not all of these educational professionals are convinced of the value of e-learning. Thus, professors and instructors were encouraged to perform best practices at using e-learning but no priorities were made in terms of providing them special training at integrating new technology in their practices. Indeed, as per Bates and Sangr (2011), this "lack of basic training in teaching" becomes a fact and, sadly, "is preventing innovation and change in our universities" (p. 231). Hence, as administrators will argue that they have a vision regarding technology they are only "accommodating technology to the traditional model" while, in fact, the "basically based approach that fits the design and delivery of courses and programs to the needs" of the students population is lacking (Bates & Sangr, 2011, p. 234). Indeed, the universities organizational culture is one of resistance to change, particularly when "the stakes are so high" and so a direct intervention by the Ontario government is required to make these changes happen (Bates & Sangr, 2011, p. 231). For this reason, we propose that the new Ontario government mandates the training for instructors teaching in all our institutions, especially in PST. The training should include the best universities instructors often recruited from around the world. In order for the province of Ontario to continue having the most skilled students in technology, it is crucial for our government to impose this radical change, and we will suggest Ontario to adopt this strategy within the next three years.

ASSIGNMENT 3

10

Hence, one way of imposing this radical strategy will be to inform all institutions that "no student will receive student aid to attend an institution where its instructors have not taken a federally recognized postgraduate training program in postsecondary teaching" (Bates & Sangr, 2011, p. 231). We propose that this new government set the standard by instigating such a strategy. This training program should be given through a "10-12 credit postgraduate certificate" (Bates & Sangr, 2011, p. 232) to any student who desires to pursue a teaching career. In addition, we propose that the government provide universities with some guidelines, for example, what percentage of instructors should be trained every year, from year one to year seven. Also, the government should impose a deadline of seven years for each university instructor to complete this training. As Bates and Sangr (2011) stated, the "governments should reserve the power to withdraw their funding from institutions that do not follow the agreed on process for the qualification of instructors" (p. 208). Such a strategy does not require any cost for the government and should modernize the quality of teaching our students are receiving. Clearly, it will ensure that they obtain the appropriate skills to better enter the high technology-centered workforce we are living in. 5) Establishing Partnerships and Consortia with the Training Sector in Canada The previous government has made one of its priorities to increase "our skilled and knowledge workforce" by developing access to education and training (Sector initiative fund program, EOPG, 2011, p. 3). As the demand from students to gain practices while completing their degrees is increasing, the private sector is encouraged to assume a growing responsibility. Canada does not have a national government body of leadership for e-learning nor does it have one for the training sector. Each province has its own rules regarding the development of partnerships with the training sector. Indeed, there are duplications in terms of effort, ideas and cost of researching and organizing these partnerships.

ASSIGNMENT 3

11

Even though each provincial government has its own educational agenda, curriculums, or even e-learning strategic plan, it would be in the best interest of Canadian students to have the opportunity to access resources and opportunities from the training sector in every province. Hence, we suggest that the Ontario government share its e-learning expertise in the training sector with other provinces in Canada. For this reason, we propose that this government create a pan-Canadian committee composed of educational experts from each province. The role and responsibility of this committee will be to centralize partnerships with the training sector in the country. This radical strategy should develop "provincial and national standards and should maximize portability and accreditation" (EOPG, 2011, p. 3). We propose that the training sector work closely with universities to develop training programs relevant to the Canadian workforce, as we believe Ontario residents will benefit from a wider range of programs coming from the training sector. Moreover, the Ontario Initiative Fund Program (OIFP) will continue its funding towards the Ontario best proposal for "sector-based program planning and curriculum development project" (EOPG, 2011, p. 3) but will encourage other provinces to do the same as a consortia will be created with the Canadian training sector. Bates (2001) suggests the value of partnership and consortia models within universities as it normally change the face of the traditional competitive relationship between regionally-based institutions. Expanding these relationships with the Canadian training sector will enhance competition even more a plus for the economy in general. 6) Encouraging the Private Sector and International Providers Investments In 2011, the government of Ontario has made a priority to support families in transition: "partnering with local business is a key component of the plan laid out in Ontarios 2011 budget Turning the Corner, to create and support 10,000 new and existing jobs for Ontario families and strengthen local economies" (News.ontario.ca, 2011). For example, Ontario provided $900,000

ASSIGNMENT 3

12

in funding to support "the Machine, Tool, Die and Mould Manufactures (MTDM) sector become more competitive and protect more than 12,000 jobs" (news.ontario.ca, 2011). This example shows the importance for the government of Ontario to ensure the development of workers skills according to todays workforce. Moreover, in order to attract business investment, the government of Ontario made taxes changes and, has a result, "taxes on business investment were cut in half, making Ontario more competitive and encouraging new business investments" (Quick facts, news.ontario.ca, 2011). Furthermore, the province of Ontario is supporting Desire2Learn Incorporated "a global leader in providing e-Learning software that enables internet-based learning and training in schools, colleges, universities and other leading organizations around the world" (Desire2Learn, Expansion Creating Good Jobs In Waterloo Region, 2011). Along with this, the company is pursuing research to develop on their e-learning technology which includes some "teaching and learning applications and mobile learning" (Desire2Learn, 2011). This should help the company to increase its share of the international e-learning market. Hence, as part of its five-year Open Ontario Plan, the government is actively promoting the technology sector, supporting good jobs for Ontario families and providing $4.25 million as part of the Desire2Learns investment of more than $28 million. In addition to Desire2Learn "Ontario is home to 5,000+ innovative ICT companies, ranging from homegrown global giants like Nortel Networks, Mitel Networks, Cognos, Research in Motion, and Open Text to foreign multinationals like IBM, Alcatel, CiscoSystems, Bell, Ericsson, Microsoft, Siemens, Motorola and McAfee." (Ontarios iCtindustry, 2004, p. 2). Between 1990 and 2004, foreign investment in the ICT industry increased by more than 10% a year. In order to maintain strength in its economy, we propose that the Ontario government

ASSIGNMENT 3 continue to encourage the private sector and international providers to join its economy by keeping its taxes reduced, an important factor considered by investors.

13

Ontario workers need to continue being highly educated and versatile. This will allow us to thrive and be recognized as the best in expertise in "everything from business intelligence software to wireless voice and data transmission to e-commerce" (Ontarios iCt industry, 2004, p. 4). To obtain such results, it is important that we provide our students the knowledge-base they need. Again, it means that our instructors should be better prepared by having some specific training during their educational program which can only have positive effects on their learning as well (Bates & Sangr, 2011, p. 232). Conclusion The new government has to take leadership and implement new, sometimes radical, strategies, which will serve to improve the quality of instruction of the Ontarian students and will empower them in the 21st century changing workforce. As stated by the Hon. Glen Murray, the new global integrated internet platform is a very new world", "a place in which talent and ideas the development of ideas have been accelerated and the movement of those ideas around the world are happening in split seconds" (Spotlight, MTCU, 2012).

ASSIGNMENT 3 References

14

Bates, A.W. (2001). National strategies for e-learning in post-secondary education and training. Paris: UNESCO/International Institute for Educational Planning. Retrieved from http://unesdoc.unesco.org/images/0012/001262/126230e.pdf Bates, A. W., & Sangr, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching & Learning. (pp. xi-238). San Francisco: Jossey-Bass. Bradshaw, J. (2012). Ontario colleges, universities set for tuition hike. Retrieved from http://www.theglobeandmail.com/news/national/ontario-colleges-universities-set-fortuition-hike/article2362974/ Canadian Council on Learning (2009). State of e-learning in Canada. Retrieved from http://www.ccl-cca.ca/CCL/Reports/StateELearning.html Canadian Journal of Learning and Technology. (2011). An Extended Systematic Review of Canadian Policy Documents on E-Learning: What Were Doing and Not Doing. Retrieved from http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDwQFjA C&url=http%3A%2F%2Fwww.cjlt.ca%2Findex.php%2Fcjlt%2Farticle%2Fdownload%2F 589%2F324&ei=2rNsT6ihEfk0QGa4uHFBg&usg=AFQjCNExdzVDIdZcBGc0r3ybueWTJgzBtg Canadian Virtual University. (n.d.). FAQ. Retrieved from http://www.cvu-uvc.ca/english.html Commonwealth of Learning. (n.d.). A virtual university for small states of the commonwealth (VUSSC). Retrieved from http://www.col.org/progServ/programmes/Pages/VUSSC.aspx Consortium dapprentissage virtuel de langue franaise de lOntario. (n.d.). Retrieved from http://www.apprentissageenligne.org

ASSIGNMENT 3 Council of Ontario Universities. (2010). The Ontario Online Institute: Achieving the Transformation. Retrieved from http://www.cou.on.ca/issues-resources/studentresources/government-submissions/pdfs/cou-onlineinstitutesubmission.aspx Desire2Learn. (2011). Desire2Learn, Expansion Creating Good Jobs In Waterloo Region. Retrieved from http://news.ontario.ca/medt/en/2011/01/desire2learn-expansion-creatinggood-jobs-in-waterloo-region.html Advisory. (2011). Effective Use of Technology. Retrieved from

15

http://www.ontariodirectors.ca/CODE_Advisories/Downloads/CODE%20Advisory%20N o%203%20WEB.pdf Elearnnetwork.ca. (n.d.) About us. Retrieved from www.elearnnetwork.ca E-Learning Ontario. Ontario Ministry of Education. (2012). Annual Report. Retrieved fromhttp://www.edu.gov.on.ca/eng/about/annualreport/#7 Employment Ontario Partners Gateway (EOPG). (2011). Sector initiative fund program. Retrieved from http://www.tcu.gov.on.ca/eng/eopg/publications/20110530_sif_guidelines.pdf ETEC 520. (n.d.). Retreived from http://blogs.ubc.ca/etec520/ Ontario Education. Excellence for all. (n.d.). Good Places to Learn: Renewing Ontarios Schools. Retrieved from http://www.edu.gov.on.ca/eng/document/reports/learn/goodplaces.pdf Government of Ontario. (2011). Desire2Learn, Expansion Creating Good Jobs In Waterloo Region. (2011). Retrieved from http://news.ontario.ca/medt/en/2011/01/desire2learnexpansion-creating-good-jobs-in-waterloo-region.html Government of Ontario. (2010). Improving Access To Education In the North. Retrieved from http://news.ontario.ca/tcu/en/2010/05/improving-access-to-education-in-the-north.html

ASSIGNMENT 3 Government of Ontario. (2012). Strong action for Ontario. http://news.ontario.ca/mof/en/2012/03/strong-action-for-ontario.html Higher Education Quality Council of Ontario. (n.d.). Quick Facts. Retrieved from http://www.heqco.ca/en-CA/Pages/default.aspx Institutionalizing Distributed Learning: Models of Practice. (n.d.) Retrieved from http://frank.mtsu.edu/~itconf/proceed00/darling.htm

16

Independent Learning Centre. Ontarios Designated Provider of Distance Education. Retrieved from http://www.ilc.org/aat/index.php Jean-Louis, M. (2011). Advice from 13 Canadian and World Experts. Retrieved from http://www.tonybates.ca/wp-content/uploads/Advice-From-13-Canadian-WorldExperts2.pdf Jean-Louis, M. (2011). Final report, engagement process for an Ontario online institute Retrieved from http://www.tcu.gov.on.ca/pepg/publications/ooi_may2011.pdf Ontario iCtindustry. (2004). Programmed for success. Retrieved from http://www.ontariocanada.com/ontcan/1medt/downloads/sector_brochure_IT_en.pdf Ontario Learn. (2012.). About us. Retrieved from http://www.ontariolearn.com/index.php?page=aboutus_29535 Ontario Media Development Corporation. (2010). E-Learning Industry Snapshot 2010. Retrieved from http://www.omdc.on.ca/AssetFactory.aspx?did=7150 Ontario Ministry of Training, Colleges and Universities. (2010). Bulletin. Special Advisor to help Ontario create more online opportunities. Retrieved from http://www.tcu.gov.on.ca/eng/document/nr/11.02/bl0224.html

ASSIGNMENT 3 Ontario Ministry of Training, Colleges and Universities. (2010). Office of Premier. The Open Ontario Plan. Retrieved from http://www.tcu.gov.on.ca/eng/about/annualreport/1011/201011RbP_En.pdf

17

Ontario Ministry of Training, Colleges and Universities (2012). Online learning. Retrieved from http://www.tcu.gov.on.ca/eng/postsecondary/schoolsprograms/online/ Ontario Ministry of Training, Colleges and Universities. (2010). Postsecondary Education. Putting Students First: Ontarios Plan for Postsecondary Education. Retrieved from http://www.tcu.gov.on.ca/eng/postsecondary/backgrounder_may.html Ontario Ministry of Training, Colleges and Universities. (2011). Report of the Special Advisor on online learning. Retrieved from http://www.tcu.gov.on.ca/pepg/publications/ooi_may2011.pdf Ontario Ministry of Training, Colleges and Universities. (2010). Speech from the throne Open Ontario Plan. Retrieved from http://www.premier.gov.on.ca/news/event.php?ItemID=11282&Lang=EN Ontario Ministry of Training, Colleges and Universities. (2012). Spotlight. Retrieved from http://www.tcu.gov.on.ca/eng/spotlight/march12-12.html Ontario Undergraduate Student Alliance. (2010). The Ontario Online Institute: Students Vision for Opening Ontarios Classrooms. Retrieved from http://www.ousa.ca/wordpress/wpcontent/uploads/2010/08/OOI-Submission.pdf The Institute of Higher Education Policy. (2000). Benchmarks for success in internet-based distance education. Retrieved from http://www.ihep.org/assets/files/publications/mr/QualityOnTheLine.pdf The sky is the limit (2012). Digital education Kindergarten to Grade 12. E-Learning Ontario. Retrieved from http://www.edu.gov.on.ca/elearning/pdf/BrochureELO.pdf

ASSIGNMENT 3 Ungerleider, C. (2007). Canadian council on learning. Evaluation of the Ontario Ministry of Educations Student Success/Learning to 18 Strategy. Retrieved from http://www.cclcca.ca/pdfs/OtherReports/StudentSuccessStage1ReportJuly-27-2007.pdf

18