2. Cindy Dundon Hazell Senior Vice President, Seneca January 26, 2012
What Ontario Has Learned from 40 Years of Bilateral Transfer Agreements
Cindy Dundon Hazell
Senior Vice President, Seneca
January 26, 2012

3. Presentation Overview
Introduction: Setting the historical context
Ontario’s Credit Transfer Strategy
Best Practices in Developing Articulation Agreements
Signs of Progress
What Have We Learned?
Looking forward….

4. Setting Historical Context
1965: Legislation enacted to create the CAATs
1990: Vision 2000
1993: Task Force on Advanced Training (Pitman Report)
1996: College-University Consortium Council (CUCC)
1999: CAATs, Universities and Degrees: Towards Some Options for Enhancing the Connection between CAATs and Degrees (Skolnik)

5. Setting Historical Context
1999: Ontario College-University Degree Completion Accord
(The Port Hope Accord)
2002: Postsecondary Education Choice and Excellence Act
2005: Ontario, A Leader in Learning (The Rae Review)
2006: Higher Education Quality Council of Ontario (HEQCO)
2009: Steering Committee on Credit Transfer
2011: Honourable John Milloy announces plan to create a province wide credit transfer system

6. Ontario’s Strategy Policy Statement (Vision, Goals, Direction)
$$$ to support Innovation and Capacity
ONCAT
Accountability Framework

7. Signs of Progress Over 4,000 C- U transfers every year
Over 500 individual credit transfer arrangements
Shifting trend from bi-laterals to multilaterals
More current and complete information in OTG
New portal: more accessible, informative, functional
Increased response to CUCC calls for project/research funding
More agreements built from provincial program standards
Greater dialogue across sectors; greater understanding
It’s everybody’s business!

8. But….What have we learned?
There’s still work to be done!
Persistent perceptions of inconsistency, inequity, one-offs (“The Fine Print”)
Range in practice from formal agreements and transfer policies, to informal practices and individual assessments
Increased transfer credit ≠ decreased time to completion
Pathways are no longer linear
Not all transfer students are graduates; not all transfers are high affinity….and not all transfers are planned!

9. What have we learned? One size does NOT fit all
Credit transfer is about Access and Quality
Also about increasing options for students and reducing duplication (time and $)
The problem is often the “language” we speak – and the assumptions we make.
Inter-institutional collaboration requires mutual respect, trust and a shared focus on students

10. Looking forward…
Increased clarity and transparency (and certainty) for students as they plan their PSE journey
Increased support and advisement available to students as they transition
One size does NOT fit all
The strategy must be multi-dimensional and dynamic

11. Looking forward….
Bi-laterals are the perfect solution in some circumstances; in others, we need “more”…
Multilateral pathways and agreements, built from provincial program standards, in high affinity areas
Program learning outcomes as basis of transfer credit for college graduates
System-wide pathways for graduates of high enrolment programs, built to multiple receiving institutions
Innovative, specially-designed degree completion programs
An inventory of core general education/electives offered by multiple colleges - and applicable at multiple universities
And more ……TBC (to be created)!