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From YouTube: Standing Committee on Public Accounts
Description
Legislative Assembly of Alberta
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B
Good
morning,
everyone
I'd
like
to
call
this
meeting
of
the
Public
Accounts
committee
to
order
and
welcome
everyone
in
attendance.
My
name
is
Shannon
Phillips
I'm,
the
MLA
for
Lethbridge
West
and
the
chair
of
this
committee.
As
we
begin
this
morning,
I
would
invite
members
guests
and
Lao
staff
at
table
to
introduce
themselves
beginning
with
Deputy
chair.
C
B
And
I
am
not
sure
if
we
have
anyone
's
online.
No,
we
do
not
say
this
morning.
I
think
that's
probably
the
first
time
in
quite
some
time.
So
I'll
note
for
the
record.
The
following:
substitutions
Mr
Smith
for
Mr
panda
and
a
few
housekeeping
items
to
address
before
we
turn
to
the
business
at
hand.
Microphones
are
operated
by
Hansard
committee.
B
Proceedings
are
live,
streams
on
the
internet
and
on
Alberta
assembly,
TV,
audio
and
video
streams
and
transcripts
can
be
accessed
via
the
Legislative
Assembly
website,
and
please
set
your
cell
phones
or
other
devices
choose
silent
for
the
duration
of
the
meeting
and
just
one
additional
note
for
members
other
under
business.
We
will
have
a
motion
coming
on
the
topic
of
enabling
ASL
interpretation
for
the
community
and
Social
Services
meeting
that
is
upcoming,
so
that
will
be
under
other
business
friends.
B
O
B
Opposed
thank
you.
That
motion
is
Carriage.
We'll
now
move
to
our
minutes.
We
have
minutes
from
the
May
24th
meeting
of
the
committee.
Do
members
have
any
errors
or
missions
to
note,
seeing
none
I'll
ask
that
someone
moved
at
the
minutes
of
the
May
24
2022
meeting
of
the
standing
Committee
on
Public
Accounts
be
approved
as
distributed
moved
by
a
member
lovely
any
discussion
on
this
motion
all
in
favor.
Any
opposed.
B
Thank
you
that
motion
is
carried.
I
will
now
welcome
our
guests
from
the
ministry
of
advanced
education
who
are
here
to
address
the
ministry's
annual
report
of
2122.
The
ministry
will
provide
opening
remarks
of
not
exceeding
10
minutes
and
just
for
everyone's
reminder
of
friends.
We
are
in
an
ordinary
two-hour
meeting,
as
we
do
not
have
a
morning
sitting
so
with
that.
I
will
turn
things
over
to
officials
who
have
graciously
joined
us
on
this
cold
morning,
and
you
have
10
minutes.
Your
time
starts
when
you
speak
in
speaking.
M
Thank
you
chair
good
morning,
thank
you
for
the
opportunity
to
talk
about
Advanced
education
and
our
important
work
with
the
post-secondary
institutions.
I
also
want
to
thank
everyone
at
the
auditor
General's
office.
Your
work
helps
ensure
Alberta's,
Adult
Learning
System
is
efficient,
accountable
and
transparent.
M
This
is
essential
in
order
for
our
post-secondary
system
to
realize
its
potential
so
fiscal
year,
2021-22
now
that
we're.
Finally,
here
was
a
busy
year
for
our
ministry.
We
had
a
number
of
challenges
and
opportunities
that
arose
as
Alberta's
economy
began
to
bounce
back,
reflecting
back
on
the
Year
we're
proud
of
the
work
that
we've
accomplished
together,
we
made
some
major
changes
to
existing
legislation
and
we
continued
to
Modern
modernize
Alberta's
post-secondary
institutions,
I'd
like
to
provide
an
overview
of
our
departmental
accomplishments,
as
well
as
that
are
outlined
in
our
21-22
annual
report.
M
Advanced
education's,
Consolidated
Ministry
expense
was
5.97
billion
dollars.
This
is
an
increase
of
9
million
dollars
from
the
prior
year
and
107
million
more
than
the
budgeted
amount.
Post-Secondary
institutions
made
up
the
majority
of
these
expenses
about
92
percent,
which
is
an
increase
of
80
million
from
the
previous
year.
M
M
This
is
a
71
million
dollar
decrease
from
the
prior
year,
as
there
was
a
pause
on
the
student
grant
payments,
as
well
as
a
lower
loan
default
provision.
Due
to
due
to
changes
in
how
the
process
work
calculated.
However,
while
overall
student
aid
spending
was
down,
we
continued
to
provide
meaningful
support
to
Learners
across
the
system.
This
included
103
million
in
scholarships
and
awards
to
approx
approximately
52
000
recipients,
49.2
million
in
Grants
to
approximately
18
000,
low
and
middle-income
student
loan
borrowers
and
743
million
in
Alberta
student
loans
to
approximately
105
000
rewarders.
M
M
M
M
The
strategy
presents
a
transformative
vision
and
a
unified
direction
for
Alberta's
higher
education
system,
with
defined
goals,
objectives
and
initiatives
for
the
next
decade.
Specifically,
the
strategy
focuses
on
six
goals:
improving
access
and
student
experience,
developing
skills
for
jobs,
supporting
Innovation
and
commercialization,
strengthening
internationalization,
improving
sustainability
and
affordability,
strengthening
system
governance.
M
Each
goal
is
underpinned
by
a
set
of
objectives
and
Flagship
and
ship
initiatives.
This
past
year
saw
a
significant
progress
in
implementing
initiatives
under
Alberta
2030
and
we're
beginning
to
see
the
important
transformation
take
place.
A
major
step
in
implementing
Alberta
2030
was
introducing
Bill
74.
the
advanced
education
statute,
Amendment
Act,
this
bill
amended
the
post-secondary
learning
Act
and
the
skills
trades
and
apprenticeship
Education
Act,
which
I'll
refer
to
as
Daya
to
align
with
Alberta
2030
strategy,
reflect
feedback
from
stakeholders
and
simplify
processes
by
removing
red
tape.
M
M
The
overall
changes
brought
forward
by
these
Amendments
have
set
the
foundation
for
a
renewed
and
collaborative
model
of
system,
governance
for
the
post-secondary
education
system
in
Alberta,
and
while
this
is
a
major
step
forward
in
implementing
Alberta
2030,
it
wasn't
her
only
success.
Other
aspects
of
a
strategy
we're
implementing
in
the
last
fiscal
year
in
2122.
M
Would
you
expand
the
apprenticeship
education
model
to
new
programs
and
developing
new
work,
integrated
learning
opportunities
and
micro,
credential
programs
with
industry
associations
to
support
Alberta's
key
economic
sectors
and
give
albertans
more
options
for
gaining
skills
and
growing
their
careers?
We
also
established
the
research
and
commercialization
working
group
to
expand
economic
diversification
and
research
opportunities,
and
we
streamlined
program
approval
processes
to
cut
red
tape
and
give
post-secondary
institutions
more
flexibility
to
respond
to
the
students
and
labor
Mark
needs.
Labor
market
needs,
as
you
can
see,
2030
was
a
major
accomplishment.
M
Another
focus
of
the
department
during
this
time
was
strengthening
apprenticeship,
education
and
the
skills
trades.
This
work
is
significant
and
it's
part
of
2030
and
it
has
its
own
Origins
from
the
skills
for
for
jobs,
task
force.
The
task
force
included
members
from
industry,
labor,
Community
agencies
and
education
leaders.
M
M
To
now
move
to
the
recommendations
from
the
auditor
general
in
advanced
education,
we
strive
to
continuously
improve
outcomes
for
albertans
and
ensure
efficient
and
effective
use
of
taxpayer
dollars.
That's
why
we
appreciate
the
work
of
the
auditor
general
and
the
comprehensive
review
of
the
honor
report
I'm
pleased
to
say
the
21
report
only
made
one
new
recommendation
to
the
department.
It
recommends.
Advanced
education
improve
its
process
to
estimate
the
allowance
for
uncollectible
student
loans.
M
M
The
remaining
two
related
to
collaborative
initiatives
among
post-secondary
institutions
are
being
addressed
through
Alberta
2030
strategy
and
we're
confident
that
the
work
of
Alberta
2030
will
address
the
outstanding
auditor
general
recommendations
to
the
Department
I'll.
Now
move
on
to
the
other
General's
recommendations
regarding
specific
institutions
like
last
year,
even
though
the
challenges
of
the
pandemic
persisted
all
post-secondary
institutions
prepared
financial
statements
on
time
and
the
auditor
General's
assessment
noted
no
changes
in
the
timing
and
accuracy
of
each
institution's
preparation
of
financial
statements
from
2020..
M
M
of
these
outstanding
recommendations,
six
institutions
have
been
asked
to
improve
testing
and
monitoring
of
the
effectiveness
of
their
internal
controls.
These
institutions
include
the
Alberta
University
of
the
Arts
piano
College
Lakeland
College
Medicine,
Hat,
College,
Portage,
College
and
olds
College.
M
A
M
M
P
B
R
You
very
much
my
first
set
of
questions
has
to
deal
with
education,
affordability,
so
page
51
of
the
annual
report
states
that
tuition
Revenue
increased
by
142
million
dollars
over
the
previous
year.
According
to
the
report,
the
increase
is
due
to
both
increases
in
tuition
and
increases
in
enrollment.
Can
the
department
break
that
down
how
much
of
the
revenue
increase
was
due
to
and
the
increased
in
tuition
and
how
much
the
revenue
increase
was
due
to
increases
in
enrollment.
M
Question
sure
the
the
breakdown
of
the
revenue
and
the
breakdown
of
the
tuition
would
be
first
I
just
wanted
to
note
that
our
our
revenue
is
generated
by
what,
through
a
three-year
outline
of
tuition,
increases
that
we
provide
to
the
post-secondary
institutions,
and
my
SFO
is
just
providing
me
the
breakdown,
so
we
have
70
percent
of
that
revenue
is
from
enrollment
chair
as
well.
We
have
a
30
of
that
is
from
tuition,
and
thank
you
for
the
question
chair.
M
Of
course,
so
as
as
you,
as
you
know,
that
the
the
tuition
was
marked
to
align
with
CPI
and
I
think
that
the
the
breakdown
of
that
tuition
I'm,
just
gonna
ask
my
SFO
to
go
through
the
numbers.
Oh
three,
over
the
last
three
years.
Okay,
thank
you.
So,
after
three
years
of
the
increases,
it
was
expected.
M
A
R
D
M
Was
just
over
6690,
so
we
would
be
able
to
693
I.
Didn't
quite
remember
that
three.
So
if
we
were
to
calculate
that
over
the
last
three
years,
I
think
we
could
we
could
estimate
it
if
someone
wants
to
do
the
math
so
that,
but
we
I
think
I've
answered
the
question.
The
breakdown
between
the
fees
is
70
and
30
percent
for
the.
R
C
R
No
sorry,
okay,
well
we'll
move
on
here
on
this
point,
page
36
states
that
the
minister
approved
14
exceptional
tuition
increases
during
the
year
in
question.
Can
the
department
table
for
the
committee
at
a
later
date
which
programs
those
were
for
and
how
much
those
tuition
increases
were
for
each
program.
R
M
R
R
Thank
you
very
much
for
that
question.
So,
with
respect
to
exceptional
tuition,
increases
the
Alberta
tuition
framework
states
that
the
minister
can
approve
those
tuition
increases
if
he
satisfied
that
the
increase
will
improve
the
quality
of
the
program.
I'm
wondering
how
the
minister
makes
that
determination.
What
kind
of
rubric
Matrix
does
the
minister
use
to
approve
those
ex
to.
R
M
Important
question
as
an
exceptional
to
an
intuition
increases
and
just
about
and
increasing
the
dollars,
so
a
couple
things,
and
this
is
also
why
it
was
really
important
for
minister
to
go
back
and
ask
for
consultation,
because
he
did
ask
how
the
institutions
were
ensuring
that
the
students
were
getting
better
quality
and
part
of
the
investment.
Looked
at
hiring
additional
faculty.
R
M
That's
it.
Thank
you
for
the
question
chair,
that's
an
important
question,
so
we
did.
We
did
a
couple
things
in
providing
advice
and
Analysis
both
to
the
minister
and
to
cabinet
and
considering
the
exceptional
tuition
increases
first
of
all,
looking
at
the
comparator
programs
and
other
jurisdictions,
both
from
a
cost
and
an
outcomes
perspective.
We
also
looked
at
whether
or
not
those
particular
Learners
would
be
going
into
programs
that
had
labor
market
connections
as
well.
In
looking
at
the
comparator
jurisdictions.
M
Just
as
an
example,
the
minister
had
to
consider
whether
or
not
it
was
a
fair
increase
compared
to
other
jurisdictions.
So
I'll
just
choose
one
an
engineering
degree.
The
tuition
is
just
over
9
000.
Now,
with
the
exceptional
tuition
increase,
whereas
at
the
University
of
Toronto
it
is
just
over
14
000..
M
So
he
had
to
look
at
comparator
jurisdictions
and
institutions
to
ensure
that
there
would
be
equality
that
would
be
on
par
with
other
institutions,
and
then
we
broke
that
down
by
each
program
request
looking
at
both
what
the
quality
would
be
from
the
rubric
that
you're
mentioning
on
the
experiential,
the
staff,
the
quality
of
the
staff
instruction.
How
is
that
comparing
to
other
jurisdictions
and
then
as
well
as
I,
mentioned
the
outcomes
that
we
would
be
expecting
for
those
Learners
to
receive
in
the
labor
force?
Thank.
R
M
Really
good
question.
Thank
you
for
the
question
chair.
One
of
the
important
measures
that
Minister
nicolaidis
has
put
in
place
is
through
the
investment
management
agreements
which
are
required
through
the
post-secondary
learning
act.
So
what
he
did
was
he
actually
put
a
work,
integrated
learning
measure
in
place
for
these
institutions.
R
Right
we're
going
off
track
here.
I've
read
the
investment
management
agreements;
they
don't
actually
deal
specifically
with
the
exceptional
tuition
increases
I'm
talking
about
only
the
exceptional
tuition
increases.
What
accountability
measures
does
the
advanced
education
department
have
to
make
sure
that
those
specific
programs
that
have
been
approved
for
exceptional
tuition
increases
actually
achieve
the
quality
improvements
that
they
say
they're
going
to
do.
M
N
Thank
you,
deputy
and
thank
you
chair
for
the
question.
We
do
have
an
annual
cycle
of
reporting
on
the
tuition,
so
any
program,
for
example,
that
is
approved
for
an
exceptional
tuition,
increase,
there's
a
team
of
data
folks
who
actually
review
those
submissions
and
if
we
were
to,
for
example,
identify
one
of
the
institutions
who
was
outside
of
the
margin
of
what
was
approved.
That
would
be
a
follow-up
for
us
when.
R
Be
identical:
okay,
so
you're
only
tracking
the
the
actual
increase
in
the
in
the
tuition.
Now
the
deputy
Minister
just
said
that
they
promised
to
hire
additional
faculty,
create
work,
integrated
learning
technology
increases
additional
support.
Does
the
advanced
education
Ministry
actually
hold
those
tuition
institutions
accountable
for
providing
the
services
and
quality
improvements?
If
they
say
they
will,
with
the
exceptional
tuition,
increases
as.
M
F
The
deputy
Minister
trying
to
answer
the
questions
a
few
times
and
being
interrupted
by
The
Honorable
member
who's,
been
at
this
for
almost
eight
years.
He
knows
the
rules
and
I'm
not
sure
exactly
why
he
continues
to
do
this.
He's
asking
the
questions,
but
he's
not
listening
to
the
answers
now.
I
think
that
you
know
the
the
the
point.
F
The
point
of
order
is,
is
23j,
so
the
the
member
opposite
is
treating
the
ministry
official,
particularly
with
the
enforcement
repetition
of
questions.
First
of
all,
she's
trying
to
answer
the
questions
that
he
continues
to
ask
the
question
again
and
it's
it's
going
to
obviously
cause
disorder
in
the
committee.
So
I'm
just
wondering
whether
or
not
the
chair
will
recognize
that
she's
trying
to
answer
the
question
that
she
needs
to
give
her.
Give
him
the
answer
to
do
that.
S
Madam,
chair
I
think
it's
pretty
clear
that
the
member
is
asking
questions
and
and
follow-up
questions
related
to
the
responses
being
given
by
the
deputy
Minister.
This
is
not
a
point
of
order.
This
is
simply
the
member
using
their
time
effectively
to
try
to
get
an
answer
to
the
question.
That's
being
asked
and
I
just
don't
see
a
point
of
order
on
this
situation.
B
R
Well.
Thank
you.
Thank
you,
madam
chair,
so
my
my
sense
is
that,
because
the
department
is,
let's
say,
working
overtime
to
avoid
directly
answering
my
question,
that
the
answer
is
no,
that
there
is
no
follow-up
accountability
process
to
make
sure
that
the
exceptional
tuition
increases
actually
achieve
the
the
particular
quality
improvements
that
they
say
they
will
do.
Is
that
is
that
fair.
M
Thank
you
for
that
question.
Chair
I'll,
I'll,
reiterate
that
we
do
have
two
measures
in
place
where
we
looked
at
the
work,
integrated
learning
outcomes
for
those
programs
and
those
are
performance-based
work.
Integrated
learning
metrics
as
well
as
my
colleague,
has
also
talked
about
the
way
that
the
reporting
measures
are
done
for
tuition
and
then
in
order
as
well.
We
do
have
program
approval
processes
that,
as
you
would,
as
you
would
know,
chair
that
those
are
important
parts
of
the
process
where
we
ensure
that
the
outcomes
from
those
programs
are
being
met.
R
Thank
you,
Deputy
Minister,
I
think
you've
answered
my
question
so
so
there
is
no
mechanism
for
clarifying
whether
or
not
these
exceptional
tuition
increases.
So
there
there's
not
the
ministry
can't
go
back
and
say
you
haven't
done
what
you
said
you
would
do.
We
are
going
to
force
you
to
roll
back.
Your
tuition
is
that
is
there
a
process
like
that
in
place
for
these
dealing
with
these
exceptional
tuition
increases.
R
Which
is
important
that
answers
that
answers
my
question:
Deputy
Minister
I,
want
to
move
on
now
to
page
55
references,
the
so-called
turn
off
of
the
Alberta
student
grant
to
avoid
going
over
budget.
Yet
on
page
74,
the
department
left
almost
6
million
dollars
in
student
aid
grants
and
student
aid
grants
and
spent
in
this
fiscal
year.
Why
was
the
department
afraid
of
going
over
budget
when
you
actually
underspend
your
budget.
M
M
I
think
that
one
of
the
things
that
we
looked
at
when
we
implemented
the
new
Alberta
student
grant
program
was
ensuring
that
we
had
the
right
measures
in
place
to
have
accountability
for
how
those
dollars
were
spent
a
chair,
and
the
member
would
recall
that
the
first
year
the
program
was
implemented.
We
were
over
budget
and
because
we
were
also
implementing
a
new
program
in
the
middle
of
a
second
round
of
pandemic.
M
R
M
Thank
you
for
the
question.
I!
Don't
have
that
specific
information
in
front
of
me
right
now
chair.
What
I
can
say
is
that
we
did
have
a
specific
number
of
applicants
that
were
approved
and,
as
I
was
mentioning
my
previous
answer.
Due
to
the
pandemic,
we
did
have
some
several
students
withdrawal
from
study.
So,
as
we
went
into
the
January
term,
we
were
also
noticing
students
that
were
withdrawing.
M
G
B
C
Yes,
excellent,
thank
you
very
much
Madam
chair
and
thank
you
very
much
Miss
Phil
Powell
and
the
rest
of
the
team
for
coming
out
here
today.
Obviously,
post-secondary
education
is
great
importance
to
albertans,
and
especially
to
my
writing.
So
I
have
a
couple
questions.
I
guess
just
first
of
all,
I
just
want
to
just
kind
of
ask
my
first
question
based
upon
some
of
your
comments
about
the
Alberta
2030
skills
for
job
strategy.
C
It's
mentioned
on
page
26
of
the
annual
report
under
outcome.
Two,
as
you
mentioned,
it
includes
six
ambitious
goals
which
are
concerning
improving
access
student
experience,
developing
skills
for
jobs,
supporting
Innovation
and
commercialization,
strengthening
internationalization,
improving
sustainability
and
affordable
affordability
and
strengthening
system
governance.
So,
specifically,
I
was
wondering
if
you
can
comment
on
the
progress
and
the
actions
taken
in
the
2021-2022
in
support
of
the
Alberta
2030
strategy
and
how
it
will
improve
the
world-class
post-secondary
institutions
that
support
many
of
my
constituents.
C
As
specifically
as
many
people
in
the
room
know,
Nate
has
a
campus
in
my
riding.
It's
obviously
of
huge
importance
and
I
know.
The
Augusta
campus
in
Camrose
is
obviously
a
huge
importance
to
the
amazing
member
from
that
writing
as
well.
So
if
you
can
just
kind
of
help
answer
that
question
that'd
be
greatly
appreciated.
M
Great
thank
you
for
the
question
chair.
Just
as
I
mentioned
in
my
opening
comments.
Alberta
2030
was
a
a
very
important
accomplishment
for
the
year,
so
they'll
just
go
over
a
few
accomplishments
since
spring
2021.
We
did
release
the
strategy
as
as
I
mentioned,
and
it
aims
to
ensure
that
the
post-secondary
graduates
and
adult
Learners
are
equipped
with
some
of
those
great
skills
that
we
talk
about.
So
this
strategy.
We
looked
at
some
implementation
items.
M
We
invited
the
post-secondary
institutions
to
give
us
some
feedback
and,
and
one
of
the
things
that
we
looked
at,
was
expanding
the
apprenticeship
model.
So
we
had
14
grants
that
were
issued
to
nine
institutions,
valued
at
approximately
6.4
million
dollars.
We
also
invested
3.6
million
dollars
to
create
the
new
work,
integrated
learning
opportunities
by
partnering,
with
several
industry
associations
in
key
economic
sectors
to
provide
meaningful
paid
work
placements
for
hundreds
of
students.
M
We
also
invested
5.6
million
dollars
for
post-secondary
institutions
in
Industry
to
develop
micro,
credentialed
programs
aligned
with
Alberta's
recovery
plan,
which
will
help
albertans
build
careers
and
especially
when
you're
talking
about
areas
like
Nate
and
colleges
and
and
looking
at
opportunities
to
go
into
the
workforce
and
pivot
into
a
career.
We
streamlined
the
program
approval
process,
which
is
an
important
red
tape
reduction
measure.
We
also,
as
I
mentioned,
introduced
the
legislative
changes
to
the
post-secondary
learning
Act.
M
C
Excellent
well,
thank
you
very
much
for
that
answer
and
I
guess.
My
second
question
I
know
this
is
this
has
been
a
burning
one
I
know
the
member
from
Edmonton
gold
bar
is
very
excited
about
this
one,
but
it
has
to
deal
with
what's
on
page
27
under
key
objective
2.1
and
that
has
to
do
with
red
tape
production.
Obviously
this
is
a
huge
issue
about
making
sure
that
our
public
services
are
are
done
efficiently
and
effectively.
M
M
By
removing
this
mandatory
sin
requirement,
it
also
supports
the
student
aid
paperless
initiative
and
reduce
their
time
and
effort
and
also
being
able
to
serve
students
faster.
We
looked
at
the
student
aid
regulatory
account
and
effective
on
August
1st
2021.
We
repealed
four
applications
for
a
requirement
reduction
of
97.
M
and
really
just
everything
that
we
do
is
with
priority
and
making
post-secondary
education
easier
to
access.
We
also,
as
I
mentioned
before,
we
have
improved
the
approval
process
to
eliminate
unnecessary
application
requirements,
enabling
universities
to
undertake
independent
reviews
and
improve
turnaround
time
for
program
approvals
and,
as
I
might
have
mentioned
as
well.
In
my
in
my
opening
comments,
we
transferred
the
authority
to
the
Board
of
Governors
for
to
set
apprenticeship
tuition,
and
this
came
out
of
the
consultation
from
Alberta
2030..
M
We
also
replaced
the
annual
mental
health
funding
for
students
at
post-secondary
institutions
with
multi-year
agreements.
This
really
helps
the
institutions
plan
over
those
those
on
the
three-year
period,
we're
also
with
the
new
skills,
trades
and
apprenticeship
Education
Act.
We
reduced
red
tape
for
educators
and
Industry,
given
workplaces
new
tools
to
meet
new
challenges,
and
then
we
also
are
modernizing
the
governance
of
skills
trades
by
providing
more
flexibility
and
autonomy.
M
We've
done
several
other
things
in
that
area
and
we're
looking
at
streamlining
as
well
the
apprenticeship
record
book
to
eliminate
any
of
the
duplication
and
unnecessary
requirements
used
in
administering
that
program
and
also
consolidating
reporting
under
my
Trade
Secrets.
A
secure
online
service,
which
means
apprenticeship
and
Industry
training
clients
can
view
and
update
their
program
information
anytime.
Thank
you
for
the
question
sure.
G
I
would
like
to
thank
the
office
of
auditor
general
for
being
with
us
today
and
also
representative
and
officials
of
the
advanced
education
Ministry.
My
questions
are
about
skills.
Development
in
apprenticeship
and
I
do
understand.
Trades
and
skills
is
important
in
all
writings
in
alabata,
including
cameras
as
well
here
and
on
page
12
of
the
annual
report
deletes
outcome.
1,
providing
quality
education
and
skills
development
to
albertans,
highly
educated
and
skilled
graduates
are
essential
to
our
economic
growth
and
prosperity.
G
Key
objective
1.2
on
page
20,
speaks
to
expanding
the
apprenticeship
model,
to
increasing
learning
opportunities
to
meet
labor
demands
and
what
has
advanced
education
done
to
ensure
post-secondary
programs
in
Alberta,
Foster,
the
skill,
development
and
apprenticeship
that
reflects
the
labor
market
demands.
Thank
you.
M
Thank
you
for
the
question
chair
to
ensure
the
post-secondary
programs,
Foster
skill,
development
and
apprenticeship
that
reflects
the
labor
market
demands.
Alberta
Advanced
education
has
continued
collaboration
with
industry
to
ensure
apprenticeship
programming
provides
training
for
skills
that
are
required
in
the
labor
market.
We've
increased
seat
numbers
for
apprenticeship,
classroom
instruction
at
post-secondary
institutions
for
high
demand,
apprenticeship,
education
programs,
we've
also
developed
a
clear
apprenticeship
model
of
learning
that
can
be
applied
to
more
careers.
M
M
G
You
for
the
answer
and
I'm
very
much
interested
in
one
of
the
strategies
outlined
on
page
21
of
the
annual
report
to
support
High
School
apprenticeship
for
aspiring
Tradesmen
and
women.
This
includes
the
high
school
apprenticeship
scholarship
program
introduced
by
this
government,
and
how
is
this
program
supported?
High
school
students
aspiring
to
become
skill,
trade
workers
in
Alberta.
M
Thank
you
for
the
question
sure
the
high
school
apprenticeship
scholarship
program
recognizes
the
accomplishments
of
Alberta
high
school
students,
completing
the
registered
apprenticeship
program
known
as
rap
or
the
career
and
Technology
studies
pathway.
This
program
has
been
in
place
since
2013,
but
was
renamed
as
noted
in
2019..
There
are
two
awards
that
fall
under
this
program.
The
standard
award
recipients
are
given
one
thousand
dollars.
M
G
M
Thank
you
for
the
question
sure
to
qualify
for
the
high
school
apprenticeship.
Scholarships.
Applicants
must
be
a
Canadian
citizen,
a
permanent
resident
or
protected
person.
Visa
students
are
not
eligible.
They
may
be
an
Alberta
resident
as
defined
by
the
address
on
file.
In
my
trade
secrets,
they
must
complete
the
requirements
for
a
high
school
diploma
in
June
of
their
graduating
year.
M
They
must
be
registered
or
as
an
apprentice
in
the
registered
registered
apprenticeship
program,
or
have
successfully
completed
a
career
and
Technology
studies,
apprenticeship
pathway
through
Alberta,
High
School
and
finally,
they
they
cannot.
They
must
not
be
a
previous
recipient
of
rap
or
the
career
career
and
Technology
studies.
Scholarship.
G
D
Thank
you,
madam
chair.
How
much
more
time
do
we
have
two
minutes?
Thank
you
very
much.
Thank
you
for
allowing
me
to
ask
a
few
questions
of
you
today.
As
a
former
high
school
student,
social
studies,
teacher
Advanced
education
has
always
been
something
of
a
natural
bent
for
me.
Looking
forward
and
moving
forward
as
I
saw
my
kids
moving
through
the
the
post-secondary
situation.
D
M
Thank
you
for
the
question
chair
as
noted.
These
new
Grant
Agreements
are
three
are
in
length
rather
than
in
just
one,
and
it
was
one
of
our
red
tape
reduction
initiatives,
as
well
as
an
effort
to
be
able
to
provide
some
consistent
funding
year
over
year.
These
they
are
issued
and
and
reports
are
due
annually
in
order
for
the
Department
to
be
able
to
monitor
spending
and
progress
of
the
initiatives.
M
The
16-page
Grant
application
template
that
the
post-secondary
institutions
have
to
fill
out.
It's
only
filled
out
once
every
three
years
now,
so
it
allows
them
to
be
able
to
be
more
efficient
in
their
in
their
distribution.
The
funding
has
remained
a
consistent
priority
and
also
being
able
to
provide
this
level
of
funding
has
been
able
to
provide
certain
supports
within
the
post-secondary
institutions.
It's
increased
access
to
counselors,
it's
developed
campus
mental
health
strategies.
B
R
Thank
you
very
much.
Madam
chair
I
want
to
go
back
to
page
55
and
the
Alberta
student
grant.
So
when
the
deputy
Minister
left
off,
she
said
that
17
000
students
have
accessed
the
grant
before
the
program
was
paused.
How
many
applications
were
denied
or
were
in
the
works?
I
guess
when,
when
the
program
was
paused.
M
R
The
information
so
so
other
other
programs
that
advanced,
educate
or
other
scholarships
awards
that
Grant
Advanced
education
administers
don't
have
a
fixed
budget
and
I
I'm.
Thinking
of
the
Rutherford
scholarship,
for
example,
you
meet
the
criteria,
you
apply,
you
submit
your
application,
you
get
your
money
and
it
doesn't
matter
how
much
is
budgeted.
R
The
the
department
pays
each
recipient
who
meets
the
eligibility
criteria,
that's
the
same
for
the
Jason
Lang
scholarship
and
other
scholarships
that
that
the
advanced
education
program
administers
in
theory
from
looking
from
the
outside
looking
in
the
Alberta
student
grant,
is
set
up
the
same
way.
If
you
meet
the
criteria
for
eligibility,
you
should
get
your
Grant.
R
M
Give
her
the
question
chair
I
can't
speak
to
exactly
what
recipients
were
were
told,
but
I
can
talk
about.
The
number
of
students
who
received
the
Grant
I
also
want
to
talk,
though
I
think
the
member
chair
would
be
aware
that
there
are
Suite
of
programs
that
we
provide
students
and
that
we
do
have
a
budget
that
we
have
to
work
towards
and
that
this
particular
program
was
developed
by
combining
previous
Grant
programs
to
Target
low-income
learners.
M
We
know
that
we
did
serve
as
I
mentioned
in
my
opening
comments,
17
965
students
and
those
who
were
unable
to
access
the
Alberta
student
grant
funding
for
the
balance
of
the
year.
We
we
did
encourage
them
to
apply
for
the
next
year,
but
as
as
the
member
knows
chair,
we
also
have
Federal
and
provincial
student
loans.
We
have
other
grants
and
numerous
scholarships
and
awards
that
were
that
are
offered
to
students,
as
as
a
measure
of
them
being
able
to
provide
for
their
their
education
options.
Thank
you
for
the
question.
Thank.
R
You
very
much
so
I
you
set
up
a
program
that
clearly
highlights
eligibility
requirements.
Then
you
arbitrarily
cut
it
off
at
some
point
when
you
think
you're
going
over
budget,
even
though
you
end
up
not
going
over
budget
over
the
year.
What
did
the
ministry
of
advanced
education
learn
from
this
I
would
characterize
it
as
a
blunder
to
make
sure
that
people
who
are
eligible
for
the
Alberta
student
grant
in
upcoming
years
will
not
be
denied
a
program
that
they
can
fairly
expect
to
receive
when
they
meet
the
eligibility
requirements.
M
Thank
you
for
the
question
chair
I,
appreciate
that
when
officials
give
ministers
advice
that
we
may
as
the
quote
as
blunder
from
time
to
time,
we
do
use
the
data
that
we
have
at
the
time
to
provide
advice
and,
as
noted
earlier,
that
was
the
second
year
of
implementing
that
program,
and
we
had
to
manage
varying
registration
numbers
coming
in
from
post-secondary
institutions
during
covid
and
and
provide
our
best
advice.
So
because
it
is
a
finite
budget,
we
did
look
at
the
recipients
and
those
who
were
coming
into
the
program.
R
R
C
Thank
you
very
much
under
23b
speaking
to
matters
other
than
the
question
that
had
really
the
purpose
of
Pac
is
to
talk
about
the
you
know.
The
previous
business
statements,
auditor
General
statements-
I
mean
what
the
honorable
members
talking
about
is
really
forward-facing
policy
statements.
I
would
probably
assume
that
most
of
those
questions
would
be
better
suited
for
question
period
coming
up
here
in
a
couple
hours
versus
the
actual
business
that
we're
supposed
to
be
addressing
here.
Thank
you.
B
R
All
right,
no
that's
fine!
We
will
we'll
move
on
on
page
74
of
the
annual
report.
Again,
though,
the
the
ministry
shows
that
three
million
dollars
in
scholarships
and
awards
was
unspent
in
this
fiscal
year.
This
follows
up
on
fiscal
2020
2021,
in
which
over
a
million
dollars
from
the
same
light
item
was
unspent.
Why
can't
the
ministry
spend
the
money
it
allocates
to
scholarships
and
awards.
R
M
R
R
I
again,
I
don't
have
the
same
information
that
the
deputy
Minister
does
I'm,
referring
to
line
4.2
in
the
in
the
labs
as
an
encumbrance
on
page
74
of
the
budget.
You,
the
deputy
Minister,
just
said
that
you're
not
getting
enough
applications
to
spend
all
of
the
money
that
you're
allocating.
What
are
you
doing?
There
are
presumably
more
students
out
there
who
could
use
this
money
and
might
meet
the
eligibility
requirements.
What
is
the
department
doing
to
promote
that?
M
M
So
chair
I
think
that
what
we
would
say
with
respect
to
the
question
on
scholarships
and
awards,
there
is
a
period
of
time
where
we
have
intake
and
then
we
we
assess
those
applications
and
then,
as
you
would
managing
your
budget
through
quarterly
reporting,
we
would
also
provide
advice
to
the
minister
on
dollars
that
were
unspent
in
certain
programs.
When
you
have
an
in-flight
unspent
amount
of
money,
then
you
have
to
assess
that.
M
Thank
you.
Then.
You
have
to
assess
that
within
your
quarterly
reporting
options,
and
and
also
what
we
do
ask
as
my
colleague
here
is
also
noted-
that
we
also
require
that
the
post-secondary
institutions
promote
on
their
websites
and
ensure
that
students
are
aware
of
all
the
student
finance
options
for
them.
There's
a
full
Suite
of
options
here
that
are
available
to
students.
Thank
you
for
the
question.
A
R
Thank
you
very
much
for
the
answer.
This
is
a.
This
is
a
problem
that
has
existed
for
at
least
two
years
like
I
said
in
2020
2021.
You
under
spent
the
budget
by
1.6
million
dollars
this
year
or
this
past
year.
You
understand
it
by
three
million
dollars,
so
the
amount
of
money
that
you're
not
spending,
has
actually
increased
significantly,
but
it
doesn't
sound,
like
the
department
has
changed
any
of
its
processes,
promotional
material
work
to
make
sure
that
that
money
goes
out
the
door.
Is
that
fair
to
say.
D
Thank
you,
madam
chair,
and
through
you
to
to
Miss
pilipal
I,
was
happy
to
read
on
page
32
that
advanced
education,
coordinating
with
associate
minister
of
status
of
women,
announced
a
2.5
million
dollar
investment
in
the
post-secondary
system
to
combat
gender-based
violence.
How
is
this
funding
addressed?
Gender-Based
violence
on
Alberta's
campuses.
M
M
You
could
use
it
for
updating
post-secondary
institution,
gender-based
violence
policies
to
align
with
national
best
practices,
and
that
is
something
Minister
Nikolaidis
has
asked
the
institutions
to
look
at
enhancing
capacity
through
the
delivery
of
gender-based
awareness
and
prevention,
training
to
students,
staff
and
faculty
development
and
promotion
of
campaigns
that
are
focused
on
education,
awareness
and
prevention
and
then,
lastly,
implementing
a
province-wide
survey
to
assess
the
prevalence
of
gender-based
violence
on
campus,
along
with
perceptions
of
the
campus
climate
and
supports
that
are
available.
Thank
you
for
the
questions
here.
Thank.
F
Thank
you
through
you
to
Madam
chair
to
The
Honorable
members
here,
I
see
you
on
page
43
that
the
percentage
of
provincial
grants
the
Alberta
Government
provides.
The
post-secondary
institution
represents
48
percent
of
the
total
revenue
among
Alberta's,
publicly
funded
universities
and
degree
granting
colleges
which
is
significantly
higher
than
British
Columbia's.
35
percent
in
Ontario
is
26
percent,
and
I
can
see
also
that
that
these
numbers
have
remained
relatively
stable
since
2015.
F
M
M
In
addition,
Minister
nicolaidis
also
had
introduced
the
investment
management
agreements
which
I
referred
to
earlier,
which
are
important
accountability
measures
and
which
are
essentially
contracts
between
the
public,
publicly
funded
post-secondary
institution
and
the
minister
of
Education,
as
required
by
the
post-secondary
Learning
Act.
These
imas,
as
we
refer
to
them,
are
the
primary
accountability
instrument
of
a
performance-based
funding
model
and
they
incentivize
institutions
to
work
collateral
collaboratively
to
also
implement
the
goals
outlined
in
Alberta
2030..
M
Thank
you
for
the
question
sure
I'll
talk
about
two
programs
in
response
to
the
question.
The
work,
integrated
learning
industry,
voucher
program
and
micro
credentials
will,
as
we
call
it.
This
was
a
voucher
pilot
program
that
began
in
March
of
2021
Advanced
education
invested
3.6
million
dollars
over
a
three-year
period.
We
worked
with
three
industry
associations
to
support
over
650
will
opportunities
under
the
program.
M
These
Partners
were
the
Alberta
construction,
Association
technology,
Alberta
and
bio
Alberta,
who
were
chosen
for
their
alignment
to
key
economic
sectors
as
part
of
Alberta's
recovery
plan.
These
three
pilot
associations
submitted
their
annual
progress
report
on
May
31st
of
2022,
which
is
outside
the
reporting
period,
so
I
won't
refer
to
the
actual
results.
We
also
see
that
the
ACA
has
also
launched
their
program
and
in
the
first
year
we
took,
we
saw
80
students
that
surpassed
the
goals
of
the
program.
M
Bio
Alberta
began
recruiting
as
well
with
the
will
of
vulture
program
in
August
of
2021,
and
we
also
see
that
the
key,
the
the
kpis
for
this
program
saw
that
the
number
of
students
and
the
number
of
employers
involved
was
lower
than
the
previous
year,
one
as
the
program
was
newly
promoted,
so
we're
looking
at
some
growth
there.
We
do,
however,
see
that
the
association
is
beginning
to
go
on
track
and
as
we're
looking
into
future
years.
M
We
also
note
that
technology
Alberta,
who
was
part
of
the
will
Voucher
Program
through
two
separate
cohorts,
we're
meeting
their
placement
targets
as
well.
A
very
important
initiative
under
2030
is
the
micro
credential
program,
so
in
partnership
with
the
industry,
employers
and
PSIs,
we
had
over
5.6
million
dollars
that
was
invested
in
a
pilot
program
to
develop
and
Implement
these
new
micro
credentials.
So
this
program
is
creating
dozens
of
new
micro,
credential
opportunities
and
priority
sectors
in
high
demand,
emerging
Industries.
M
And
I'll
just
talk
a
little
bit
about
some
of
those,
so
the
ministry
approved
56
programs
under
the
micro
credential
from
19
institutions
for
the
pilot
and
the
participating
post-secondary
institutions
submitted
their
annual
report.
Progress
in
in
the
last
fiscal
year
and
of
the
funded
program
61
percent
were
in
the
delivery
phase
and
38
were
still
developing.
M
We
also
note
that
higher
rates
of
registration
in
these
micro
credentialed
programs
were
observed
in
programs.
That
offered
will
components.
So
the
combination
of
the
two
was
really
important,
and
but
we
also
noted
that
the
ability
of
rural
colleges
to
find
and
involved
industry
is
something
that
hadn't
been
completely
upticken
and
we'll
be
looking
at
that
in
coming
years
and
how
we
can
support
those
colleges
in
rural
Alberta.
Thank
you
for
the
question
sure.
E
My
first
question
with
regard
to
outcome:
2.3
key
objective:
2.3,
the
outcome:
two
of
the
annual
report
was
making
Alberta's
Adult
Learning
System,
efficient,
financially
sustainable
and
globally.
Comparative
key
objective
2.3
mentions
that
the
previous
government
spent
more
money
per
student
than
similar
provinces,
but
did
not
necessarily
get
better
post-secondary
results.
E
M
M
M
The
question
sure
goal
three
of
this
year's
process.
The
goal
of
this
three-year
process
was
to
ensure
that
the
Alberta
post-secondary
system,
as
I
mentioned,
was
funded
in
a
more
sustainable
manner.
So
the
way
that
this
funding
is
distributed
also
helps
post-secondary
institutions
plan
over
those
three
years.
Edition.
B
R
You
very
much
I
want
to
return
to
page
74
of
the
annual
report.
There
was
more
unspent
money,
but
this
time
in
the
line,
five
foundational
learning
supports
more
than
14
million
dollars
on
spent
and
foundational
learning
assistance.
The
annual
reports
suggest
that
this
is
due
to
lower
than
expected
enrollment.
What
was
the
expected
number
of
students
enrolled
in
programs
eligible
for
this
assistance
and
what
was
the
actual
enrollment.
M
Thank
you
for
the
question
chair
I'm,
just
asking
my
SFO
to
pull
the
expected
numbers.
I
I
will
note
that
when
we,
when
we
did
our
analysis
of
the
variance
explanations
on
this
program,
that
part
of
our
oh
thank
you
part
of
our
numbers,
we
had
we're
really
looking
at
how
we
could
manage
the
influx
of
that
program
through
covet.
So
we
expected
ten
thousand
five
hundred
learners.
R
R
So
these
are
people
who
are
at
risk
of
being
trapped
in
in
low-income
positions
if
they
aren't
able
to
finish
their
foundational
learning
programs
and
go
on
to
higher
education.
In
my
view,
I
think
it's
critically
important
that
the
ministry
is
doing
everything
it
can
to
make
sure
that
albertans
who
are
eligible
for
the
program
know
that
it
exists
and
can
take
advantage
of
the
opportunity.
M
M
I
think
I
would
say
that
we
have
we
work
very
closely
with
our
partners.
Who
deliver
these
foundational
learning,
support
programs,
I
don't
have
the
exact
number,
but
I.
Think
the
member
and
chair
would
would
probably
remember
that
during
this
reporting
period
we
had
almost
a
10
unemployment
rate
in
Alberta,
so
we
also
have
qualified
applicants
that
were
looking
for
this
program
that
there
was
just
a
lower
uptake.
So
we
work
with
our
partners
and
we
advertise
the
availability
of
these
programs
and
I'm
wondering
Mike.
K
K
Program,
yeah
I
do
love
this
program
Laura.
So
so
thank
you
for
the
opportunity
and
for
the
question.
So
the
foundational
learning
program
is
a
partnership
between
the
Alberta,
Government
and
45
Partners.
Those
Partners
include
not-for-profit
entities.
A
handful
of
my
post-secondary
institutions
are
PSIs
several
of
my
first
Nations
colleges
that
I
work
with
we
work
with
them
on
an
annual
basis
to
make
sure
they
are
allocating
the
right
dollars.
K
The
right
programs
in
community
we
undertake
some
pretty
aggressive
marketing
is
the
wrong
word,
but
sort
of
advocacy
to
make
sure
that
potential
participants
are
aware
across
the
province
all
demographics.
The
biggest
reason
that
there
was
some
a
significant
underspend
in
2122
and
fls
was
covet.
So
we
look
at
the
demographic
of
Learners
of
of
the
foundational
Learning
Community.
They
are.
K
They
are
your
least
likely
to
attend
post-secondary
education,
because
they've
got
different
barriers
that
most
of
us
don't
face
in
terms
of
access
to
technology,
access
to
Internet
the
confidence
to
come
into
a
facility
kobit,
just
compounded.
All
of
that
and
I
mean
this
was
a
trend
that
was
seen
across
the
entire
post-secondary
education
system
where
enrollment
was
down,
but
in
fls
it
was
compounded.
So.
R
I
appreciate
the
explanation.
This
was
the
second
year
of
covid
I
note
that
in
2020
2021,
this
program
was
also
significantly
understand.
What
did
the
department
learn
from
20
the
first
year
of
covid
to
make
to
to
try
to
avoid
this
happening
again,
because
it
looks
like
you
weren't
successful
in
in
addressing
the
challenge.
The
the
over
helping
people
overcome
the
extra
barrier
that
covet
put
on
on
people.
K
So
covid
for
the
purpose
of
committee
today
did
spend
two
fiscal
years:
two
academic
years
in
year,
one
we
did
see
a
reduced
enrollment
and
and
to
respond
to
that,
we
worked
with
our
45
Partners
to
try
and
analyze.
Why
and
what
happened
and
predominantly
in
year
two.
We
encourage
them
to
make
greater
access
of
computer
hardware
and
internet
connectivity
available
to
potential
participants.
R
Thank
you
very
much
for
that
answer.
My
next
block
of
questions
deals
with
institutional
funding,
so,
according
to
the
briefing
provided
by
the
Legislative
Assembly
Office
operating
grants
to
post-secondary
institutions
have
decreased
by
over
400
million
dollars
since
the
2018-19
fiscal
year.
Now
how
much
of
that
shortfall?
Some
of
that
was
covered
by
skyrocketing
tuition
that
this
government
has
approved,
but
how
much
of
that
shortfall
in
base
operating
grants
resulted
in
budget
reductions
of
post-secondary
institutions.
M
R
M
M
R
M
Program
approval
process
that
we
go
through
approves
the
programs
that
are
offered
by
the
institutions,
and
then
we
look
at
the
cost
per
fle
I'm
just
going
to
ask
Carmen
your
area.
Does
the
program
approvals?
Do
you
also
get
reporting
on
our
annual
reporting
basis
on
programs
that
are
removed,
and
thank
you
for
the
question
sure
my
apologies
thank.
N
You
Deputy
thank
you,
chair.
The
institutions
do
not
report
to
us
in
a
Consolidated
role
at
peace,
so
we
would
not
receive
a
report
from
Nate
that
says
we
suspended
or
terminated
this
many.
However,
as
a
result
of
each
individual
proposal
that
they
put
in
to
suspend,
add
terminate
whatever
it
is
they
want
to
do.
We
would
be
able
to
compile
that
report
internally,
so
in
other
words,
they
do
not
provide
it
to
us
as
a
whole,
but
we
would
be
able
to
do
that.
M
R
M
R
Thank
you
very
much,
yeah
I,
guess.
A
lead-in
question
to
the
next
block
government
ended
the
practice
of
changing
the
base
operating
grants
evenly
across
the
board
and
now
makes
them
on
a
school
by
school
basis.
The
university,
for
example,
of
Alberta,
for
example,
gets
much
bigger
Cuts
than
other
institutions.
What
criteria
does
the
ministry
have
for
determining
how
much
the
amount
of
the
base
operating
Grant
will
change
for
each
institution
from
year
to
year?.
M
B
E
M
I
need
to
count
I'm,
sorry,
chair,
just
one
second.
Thank
you.
The
second
part
of
your
question
and
the
answer.
Thank
you
for
the
question
chair
we've
also
when
we
look
at
goal
three
of
this.
The
goal
of
this
through
your
process
was
to
ensure
that
the
post-secondary
institutions
were
able
to
align
with
other
jurisdictions.
M
E
E
Now
your
key
objective,
2.4
on
page
36,
was
to
strengthen
post-secondary
research,
commercialization
and
investment
protection
and
attract
and
attract
qualified
International
students
who
remain
in
Alberta
and
contribute
to
the
economy
with
labor
shortage
affecting
many
sectors
of
our
economy
is
skilled
and
adaptable.
Workforce
is
becoming
more
important
than
ever
before.
To
ensure
our
economy
is
continual
growth
and
stability.
M
M
I
also
want
to
note
that
the
minister
established
the
research
and
commercialization
working
group,
which
is
an
important
working
group
to
get
advice
from
both
industry
and
the
post-secondary
system
to
be
able
to
enhance
some
of
our
research
and
attraction
opportunities
with
International
students.
Thank
you
for
the
question
sure
well.
E
J
You
thank
you
Minister
and
just
want
to
start
by
saying.
Thank
you
for
all
the
work
you
do.
Advanced
education
I
think
it's
very
important
for
all
buttons,
especially
the
postgraduates
who
get
their
education,
and
so
I
just
want
to
put
my
question
related
to
Performance
indicator
number
one
on
page
45,
which
measures
the
percentage
of
employers
who
report
that
the
recent
post-certainty
graduate
they
supervise
are
prepared
for
employment
and
I.
J
Do
understand
that's
important,
because
the
student
who
are
going
to
get
some
work
experience
during
their
education,
I
think
more
chances
there
to
get
job
before
the
other
students.
So
the
question
is:
what
did
Advanced
education
do
to
help
students
stay
in
what
to
experience
during
their
studies?.
M
You
for
the
question
chair
a
little
research
on
the
the
Alberta
system
has
indicated
that
post-secondary
students
were
given
an
opportunity
for
work
experience,
while
they
learned
tend
to
get
a
job
sooner
so
Minister
Nikolaidis
has
worked
to
introduce
the
work
integrated
learning
program
which
I
spoke
about
earlier.
This
program
builds
key
skills
that
employers
are
looking
for,
including
professionalism,
team
communication
and
emotional
intelligence.
M
We've
also
taken
direct
action
to
expand
student
opportunities
for
work,
integrated
learning,
as
I
noted
earlier,
the
will
industry,
voucher
pilot
program
was
an
important
program
and
an
investment,
and,
and
also
just
just
noting
again,
that
we
worked
with
three
really
important
sectors
in
Alberta
to
support
that
program:
the
Alberta
construction,
Association,
bio,
Alberta
and
Technology
Alberta,
and
and
just
to
note,
we
have
some
really
good
feedback
from
students
through
our
student
surveys
about
those
experiences
as
well.
Thank
you
for
the
question.
Thank.
J
M
Thank
you
for
the
question
sure
the
number
of
students
with
disability
seeking
accommodation
and
services
from
the
26
publicly
funded
post-secondary
institutions
grew
by
over
100
percent,
from
9565
to
19
219
students
between
2011
and
2012
over
that
10-year
period,
2011
12
to
21
22..
So
often
these
students
require
multiple
services.
This
funding
ensures
that
students
with
disabilities
accessing
these
accessing
these
supports
and
services
May
seamlessly
and
successfully
participate
fully
in
their
programs
of
study,
and
this
is
an
important
part
of
being
I'm
in
the
post-secondary
system
from
an
inclusive
lens.
M
The
goal
of
accommodating
students
with
disabilities
is
to
ensure
full
participation
in
all
aspects
of
their
education
experience,
so
the
program
looks
at
supporting
students
with
accessible
facilities
on
flexible
course,
delivery
formats,
Individual
Services,
assistive,
Technologies,
flexible
formats
for
exams
and
other
methods
for
student
evaluation,
which
are
really
important
for
the
learning
environment.
This
funding
also
supports
student
appointments
for
intake
documentation,
review,
determination
of
disability,
related
services
and
supports
that
are
needed,
and
it
allows
PSIs
to
accommodate
students
with
disabilities
by
giving
them
their
own
accommodation
policies
within
the
institution.
Thank
you
for
the
question.
H
Sure,
thank
you
very
much.
I
appreciate
the
work
you
do.
I
have
a
question
about
performance
indicator
1A
in
your
annual
report,
which
is
a
really
important
performance
indicator.
It
measures
the
percentage
of
post-secondary
graduates
who
reported
being
employed
two
years
after
graduation,
and
we
note
that
in
2020
graduates
from
the
majority
of
fields
of
study
had
employment
rates
higher
than
90
percent
and
the
most
annual
updated
information
will
be
available
in
the
next
annual
report
as
I
understand.
But
for
2020.
How
does
this
rate
compare
to
post-secondary
graduates
in
other
provinces.
M
Thank
you
for
the
question
sure
this
is
an
important
part
of
the
investment
of
taxpayer
dollars
in
the
post-secondary
system.
As
we
do
conduct
The
Graduate
outcomes
survey.
Alberta's
postgraduate
employment
rates
are
comparable
with
other
Canadian
jurisdictions,
including
British,
Columbia
and
Ontario.
When
we
look
at
British,
Columbia
and
Ontario's
latest
employment
rates
in
2021,
they
were
at
93
percent
compared
to
Alberta's,
which
were
at
95
percent
and
93
comparably
between
20
20,
21
and
2020..
Thank
you
for
the
question.
B
R
M
Chair
as
I
noted,
the
all
institutions
were
given
the
three-year
the
three-year
agreement.
If
you
will
for
their
base
operating
Grant
reductions
and
the
criteria
that
was
used
to
assess
the
the
base
operating
Grant,
actually
I'm,
just
going
to
double
check
with
Olin,
because
I
don't
have
that
criteria
in
front
of
me.
M
Yeah,
you
don't
okay.
So
what
we
did
have
was
an
assessment
of
Base
population
demand,
I,
know
that
that
was
used
in
Prior
years
as
well,
and
then
looking
at
the
distribution
of
funding
between
FL
cost
per
FLD
and
and
comparing
that
between
different
institutions.
So
that
is,
that
is
the
information
that
I
have
at
this
time.
Chair.
R
I
mean
I
mean
the
annual
report
talks
about
signing
Investment
Management
agreements,
I'm,
referring
to
a
specific
amount,
Investment
Management
agreement
that
was
signed
with
McEwen
University
during
the
fiscal
year
states
that
the
base
operating
Grant
asks
at
risk
funding
rapidly
increases
to
40
percent.
Why
is
that
the
case?
Why
is.
M
The
Target
and
the
tolerance
band
are
both
approved
by
the
Board
of
Governors
and
the
minister
and
The
Minister's
ultimate
goal
is
that
all
the
programs
would
contain
the
will
component
I'm
also
very
happy
to
report
that
all
the
institutions
did
meet
those
Targets
in
the
reporting
year
for
2122,
and
if
one
of
those
institutions
did
not
meet
that
Target,
then
the
minister
would
look
to
see
if
there
was
a
any
any
room
within
the
tolerance
Bound.
For
that
Target
that
could
be
met
and
then
SFO
is
there
anything
that
you
want
to
add.
L
R
M
R
It's
just
it's
the
questions.
It's
just
sticks,
no,
carrots.
So
what
happens
to
the
money
that
that
is
reduced,
then
to
the
base
operating
Grant
of
one
institution
when
they
fail
to
meet
a
Target
where
you,
it
sounds
like
you're
budgeting
for
that
money
to
be
spent,
because
you
anticipate
every
institution
to
meet
a
Target
if
they
don't.
Where
does
that
money
go.
M
Thank
you
for
the
question
as
noted
that
we
do
have
we
work
on
the
targets
with
the
institution
and
I.
Just
have
the
one
target
that
was
reported
on
in
this
reporting
year
for
the
work,
integrated
learning
and
I'm
just
going
to
ask
all
in
lovely
or
SFO.
Do
you
have
anything
else
that
you'd
want
to
add
if
we're
with
respect
to
where
the
funding
would
go?
If
there
was?
This
is
a
hypothetical
situation
chair,
as
the
member
knows,
I've
indicated
that
all
institutions
did
meet
their
targets
for
the
work,
integrated
learning.
L
Thank
you
Deputy.
So
if
the,
if
the
target
wasn't
achieved,
the
reduction
would
occur
to
the
institution
and
then
there's
sufficient
time
within
our
budget
to
be
able
to
reallocate
that
internally
as
part
of
the
the
next
year's
budget.
So
as
we're
going
through
this
process
right
now,
we
know
that
no
work
integrated
learning
targets
were,
but
if
they
were,
then
we
would
be
going
back
to
churchury
board
and
indicating
that
we
didn't
need
as
much
funding
for
that
fiscal
year.
So
you're.
R
Essentially,
clawing
back
the
funding
and
turning
it
back
to
treasury
board
if
they
don't
meet
a
Target
is,
is
what
I
heard
now
I
want
to
go
back
to
the
McEwen
Investment
Management
agreement.
I
recognize
the
deputy
minister
is
a
little
bit
reluctant
to
to
talk
to
talk
about
this,
but
the
metric
that
was
set
up
in
the
2223
IMA
that
was
signed
includes
post-secondary
includes
a
metric,
that's
ultimately
outside
of
the
post-secondary
institutions,
control
and
that's
employment
outcomes.
R
R
B
C
Yes,
thank
you
very
much.
Madam
chair
under
23b,
well
I
appreciate
the
enthusiasm
for
The
Honorable
member
to
ask
that
question.
He
is
specifically
referencing
2022
to
2023,
which
is
outside
of
the
scope
of
Pac
or
time
period
that
we're
supposed
to
be
looking
at
is
2021
to
2022.
So
just
ask
the
honorable
member
to
stick
to
the
time
period
that
we're
talking
about
here
today.
R
R
Then
yes,
so
thank
you
very
much.
I
I'm,
not
going
to
re
res
restate
my
question
to
to
the
chair
again,
but
systemic
reviews
of
performance-based
funding
schemes
have
conclusively
demonstrated
that
when,
given
employment
outcomes,
post-secondary
institutions
start
to
admit
students
who
are
more
likely
to
get
a
job
right
after
graduating,
meaning
that
racialized
students
who
face
more
barriers
to
admission
than
before,
find
it
even
harder
to
get
into
those
institutions.
Now
this
is
this
is
well
documented.
I
can
speak
that
this
information
was
provided
to
me
when
I
was
minister
of
this
department.
R
M
Thank
you
for
the
question
I'm,
just
just
to
be
clear:
you're,
referring
to
the
section
and
the
annual
report
around
the
investment
management
agreements.
Member
sure.
Yes,
so
when
we
look
at
the
parameters
that
are
put
in
place
for
any
post-secondary
institution
in
the
investment
management
agreement,
as
I
mentioned,
we
set
the
performance-based
indicator
with
the
institution.
M
They
also
have
an
option
of
determining
the
percentage
that's
allocated
for
within
that
imas
to
certain
one
of
those
measures.
There's
a
couple
things
that
we
don't
have
control
of
as
the
ministry
which,
which
is
why
we
work
in
collaboration
with
the
post-secondary
institution
and
why
the
Board
of
Governors
has
to
sign
it
off.
We
don't
have
access
to
the
post-secondary
institution
admission
standards,
those
are
their
standards
that
they
look
at,
but
what
we
do
do
as
we
do
fund
as
I
mentioned,
work
integrated
learning
opportunities.
M
We
have
approved
programs
that
focus
on
employment
within
those
work,
integrated
learning
programs
and
I
think
that
I
I
have
no
control
over
the
admissions
of
a
registrar
for
a
university,
but
what
we
are
doing
is
supporting
the
institutions
to
be
able
to
have
intakes
for
programs
that
meet
the
outcomes
of
accessibility
through
the
identified
goals
in
the
Alberta
2030
strategy.
Thank
you
for
the
question
so.
R
We
know
that
this
clause
in
an
investment
management
agreement
does
create
disadvantages
for
racialized
students
has
did
the
department
consider
monitor
collecting
any
data
based
on
admissions
just
to
see
so
that
they
can
track
over
time?
How
well
racialized
students
are
how
successful
they
are
being
admitted
into
post-secondary
by
institution
to
to
understand.
If
this
is
a
problem
that
needs
to
be
addressed
since
we
know
that
it's
a
problem
in
other
jurisdictions
that
pursue
this
kind
of
funding
agreement.
M
Thank
you
for
the
question
chair
I'm,
not
familiar
with
the
data
that
you're
referring
to
members.
So
if
there's
anything
that
we
have
at
the
table,
that
I'm
not
aware
of
that's
really
helpful,
I.
Think
one
of
the
things
that
I
also
want
to
note.
Since
the
members
asking
questions
about
Investment
Management
agreements
is
that
Minister
Nikolaidis
is
also
really
placed
a
lot
of
emphasis
on
the
importance
of
implementing
all
aspects
of
Alberta
2030
and
the
investment
management
agreements,
which
includes
the
International
Education
strategy
and,
as
I
mentioned,
work
integrated
learning.
M
M
So
a
couple
things
we
do
use
the
graduate
employment
outcomes
survey,
which
I
mentioned
to
the
previous
question
and
that's
measured
by
by
annually
through,
and
we
look
at
the
apprenticeship
education
survey
as
well.
So
we
do
pay
attention
to
graduate
outcomes
for
both
trades
and
post-secondary
degree
programs.
The
employment
rates
of
graduates
in
publicly
funded
post-secondary
institutions,
so
it
doesn't
include
apprenticeship,
apprenticeship,
has
been
very
stable
over
time.
We
look
at
about
95
percent
of
the
graduates
from
the
class
of
1920
were
employed
for
approximately
two
years
after
graduation.
H
M
M
So
the
data
that
I
had
mentioned
from
here
would
be
that
we'd
see
95
of
employee
of
students
from
that
1920
range
were
indicating
that
they're
employed
as
I
noted
earlier,
though
obviously
2021
2022,
we
saw
a
much
higher
unemployment
rate
across
Alberta,
so
I
don't
have
specific
information
on
whether
or
not
we
worked
with
the
students.
Past
The
Graduate
outcome
survey,
though
okay,
okay,
we
also
had
difficulty
getting
some
data
outside
of
our
graduate
outcome
survey,
because
some
of
the
businesses
that
we
worked
with
under
will
were
not
operating
during
covid.
M
N
You
Deputy
I
would
need
to
probably
go
back
to
the
data
team
on
that,
but
one
thing
and
I'm
expanding
a
wee
bit
on
your
question
here,
but
you're
you're
speaking
to
employment
post
graduation.
Certainly
one
thing
we
observed
is
that
through
the
efforts
to
expand
the
work
integrated
learning
pieces,
so
whether
those
were
you
know
whether
that's
a
six-week
somebody
who's
in
a
diploma
or
certificate
program
who
just
needs
a
two
three
four
five
six
week
experience
versus
somebody
who's
doing.
N
You
know
a
whole,
a
whole
term,
Co-op
type
of
experience,
because
many
of
the
businesses
and
employers
were
struggling.
There
were
there
was
certainly
it
was
harder
to
find
those
experiential
opportunities
for
students
when
they
were
in
their
program,
and
we
know
that
those
experiential
opportunities
often
lead
to
employment
post.
H
M
I
And
Madam
chair
through
you
to
the
deputy
and
the
team
I
just
wanted
to
say
my
colleagues
have
made
reference
to
cameras
and
it's
because
I
speak
very
dearly
of
the
activity.
That
happens
there,
including
Augustana
campus,
and
they
have
a
number
of
international
students
that
are
registered
there
and
were
registered
during
covid.
So
I'm
interested
in
the
International
Education
strategy
outlined
on
page
36
and
the
strategies
used
to
ensure
that
Alberta's
post-secondary
system
retained
the
current
number
of
international
students
and
was
able
to
keep
attracting
and
enrolling
new
ones.
M
Thank
you
for
the
question
chair.
This
is
definitely
an
issue.
That's
affected
many
post-secondary
institutions,
including
cameras.
Thank
you.
We
we
do
see
that
the
international
students
did
continue
to
travel
to
Alberta
during
the
pandemic
and
to
study
it
at
institutions
that
I
had
completed
a
pandemic
response
plan.
Those
plans
were
fairly
comprehensive.
I
won't
go
into
too
much
detail,
but
they
did
require
a
14-day
quarantine
period.
D
I
M
This
is
referring
to
an
important
program
that
member
asked
about
earlier:
the
community
adult
learning
program.
This
program
provides
16
million
dollars
in
annual
funding
to
support
foundational
learning
opportunities
and
approximately
2
million
in
annual
funding
to
professional
development,
to
increase
their
capacity
to
deliver
quality,
foundational
learning
programs.
So
this
would
include
anything
from
part-time,
non-formal
literacy
and
foundational
literacy
opportunities,
as
we
call
it
kelp.
M
So
to
ensure
access,
we
funded
over
80
unique
organizations
to
serve
all
those
Urban,
Rural
and
remote
communities,
and
this
includes
indigenous
communities
as
well,
and
specifically,
we
looked
at
literacy
and
foundational
learning
that
are
funded
under
kelp,
so
that
would
focus
on
adult
literacy,
numeracy
skills
for
learning,
basic
digital
English,
language
learning
as
well
Community
capacity
building.
So
a
really
important
part
of
the
Outreach
portion
looking
at
General
equivalency
and
diploma
support
mental
health,
substance,
abuse,
Family,
Violence
awareness,
indigenous
French
and
local
language,
cultures,
diversity
and
inclusion
and
parenting
skills
as
well.
M
These
programs
provide
family
literacy
programs
and,
and
importantly
as
well
looking
at
those
learner
support
services
so
that
they
can
have
job
search
and
resume
support,
as
well
as
any
sort
of
exam
supports
for
them
during
the
process.
Thank
you
very
much
for
the
question.
That's
at
the
end
of
my
answer.
Thank.
B
Well,
we're
now
on
to
the
fifth
rotation.
We
have
three
minutes
for
the
official
opposition
of
three
minutes
for
the
government
to
read
any
questions
into
the
record
that
we
then
ask
the
department
to
follow
up
within
30
days
in
writing
to
the
committee
clerk
with
that.
I
will
turn
things
over
to
the
official
opposition.
B
So
Deputy
that
was
just
for
for
written
follow-up.
There's
no
need
to
follow
up
at
this
time
in
writing
is
fine.
So
I
would
like
to
thank
officials
from
the
ministry
of
advanced
education
and
the
oag
for
attending
and
responding
to
committee's
members
questions.
We
ask
that
responses
to
any
other
outstanding
questions
be
provided
in
writing.
Just
making
sure
sorry,
folks
that
there
were
no
other
written
questions.
Oh
there
was
I'm
sorry,
member
Stefan.
That
was
my
fault.
B
B
S
Q
Q
We
we
have
in
anticipation
of
this
motion
coming
forward.
We
have
reached
out
to
The
Interpreter
company
that
we
use
to
provide
interpretation
for
the
daily
routine
every
day
and
we're
hopeful
that
that
they've
they've
got
someone
available
or
a
pair
a
pair
of
people
available
for
the
meeting
on
the
20th
and
we're
just
awaiting
awaiting
response.
C
Yes,
no
thank
you
very
much.
Ma'am,
chair
and
I
just
want
to
say
how
again
how
much
in
support
of
this
particular
motion.
I
am
I.
Think,
especially
given
just
the
nature
of
the
information
that
will
be
presented,
and
the
discussion
I
think
would
just
be
wonderful
to
be
as
inclusive
as
possible
so
that
the
maximum
number
of
residents
can
pay
attention
to
the
proceedings
of
that
packed
meeting
on
the
20th.
Thank
you.
O
I
think
I
just
want
to
Echo
sort
of
what
Emily
pancholi
just
said
about
you
know
looking
into
you
know,
perhaps
time
doesn't
we
don't
have
enough
time
to
bring
in
American
Sign
Language
for
next
week,
but
that
we
going
forward
that
we
have
ASL
at
all
meetings.
I
think
that's
just
an
outstanding
suggestion.
Thank
you.
B
So
I
think
what
I'm
hearing
is
that
if,
if
just
to
propose
a
Way
Forward,
we
were
to
move
ahead
with
this
particular
motion
for
the
December
20th
meeting,
then
the
committee
and
I
don't
know
if
we
need
to
pass
a
specific
motion
to
this
effect
to
direct
the
chair
and
the
deputy
chair
to
examine
the
options
for
future
meetings
during
the
Spring
sitting.
Is
that
do
we
consider
ourselves
so
directed?
Yes?
Okay,.
B
I
think
that
is,
is
reasonable,
and
so
we
will
Undertake
and
we'll
we'll
ask
our
folks
to
discuss
that
with
the
with
the
company,
the
Lao
hires
for
these
things.
So
this
motion
is
moved
then
by
Mr,
turton,
I'm,
not
sure
if
I
got
a
second
or
though
so
that
was
on
me,
I've
got
one
over
here,
remember
Renault
and
good.
So
do
we
have
any
further
discussion
on
the
motion.
B
B
Seeing
90
all
in
favor
any
favor
any
opposed.
Thank
you.
That
motion
is
carried
I'll
also
just
note
for
the
record,
honorable
members
that
written
responses
were
received
over
the
summer
since
our
last
meeting
on
May
24th.
These
were
the
ministry
names
prior
to
the
cabinet
renaming
and
Shuffle
in
October,
so
we
had
infrastructure,
many
Affairs,
executive,
Council,
indigenous
relations,
culture
and
status
of
women,
jobs,
economy
and
Innovation.
B
All
of
the
written
responses
are
are
posted
for
the
committee
members
as
they
were
received
and
those
documents
will
be
made
publicly
available
shortly.
So
now
we
will
move
on
to
the
date
of
our
next
meeting,
which
is
next
Tuesday
December
13th
2022
at
8
A.M
with
the
ministry
of
children's
services.
I'll
Now
call
for
a
motion
to
adjourn.