Institutional
Accountability
Plan & Report
2021/22 REPORTING CYCLE

March 31, 2022
The Honourable Anne Kang
Minister of Advanced Education and Skills Training
Government of British Columbia
Dear Minister Kang,
On behalf of Camosun College, we are pleased to present our annual Institutional
Accountability Plan and Report for 2021/22, and accept responsibility for its contents.
During the reporting period, the college community demonstrated courage, kindness and
resilience. This included navigating the pandemic and welcoming all students, faculty and
staff safely back on campus in September 2021; marking the 50th anniversary of Camosun by
honouring the past and inspiring the future; and, ensuring the success of students through
relevant, innovative and applied education.
The college has started work on a new strategic plan, which provides an opportunity for
the community to come together and envision an exciting shared future, while putting
the educational needs of students first. The college has deep roots in the surrounding
communities, responding to employer and industry needs for a well-educated workforce,
and breaking down barriers so people from all backgrounds can access the transformative
power of education. We are truly a community college.
Over the year, there were thousands of reveals of unmarked graves on the grounds of
former Indian Residential Schools. Camosun stands alongside Indigenous peoples. As a
community college, we offer our support and a promise to continue to provide students
and employees with the opportunity to improve their understanding and respect for
Indigenous peoples. Additionally, the college is committed to learning more about the
why and how this happened, and how to respond adequately. More reveals will continue
to come to light in more communities. It is essential that the college maintains its work on
the Truth and Reconciliation Commission of Canada: Calls to Action, the United Nations
Declaration on the Rights of Indigenous Peoples and greater Indigenization.
Camosun continues to focus on supporting equity, diversity and inclusion as well as the
ongoing work on improving campus sustainability. We are also working to advance three
exciting projects: the West Shore initiative to improve access to post-secondary education
for the fastest growing municipality in B.C., a film studio with educational facilities on the
Interurban campus, and student housing on the Lansdowne campus.
We are proud of how the Camosun community responded during a time of great change and
uncertainty, and how faculty, staff, students and alumni contribute to the health, success and
prosperity of the college, Southern Vancouver Island, the province and beyond. A rising tide
lifts all boats.
Sincerely,

Dr. Lane Trotter				

Dr. Monty Bryant

President					Chair, Board of Governors

2021/22 Accountability Plan and Report

1

CONTENTS
3

Territorial Acknowledgement

4

Camosun College Overview

6

Strategic Plan Update

7

Celebrating 50 Years of Relevant, Innovative and

		

Applied Education

9

30th Anniversary of Eyēʔ Sqȃ’lewen

11

Key Accomplishments of 2021/22

15

Education – Key Highlights

18

Student Experience – Key Highlights

21

Partnerships and International Experience – Key Highlights

23

B.C.’s Labour Market Outlook: 2021

25

Aligning Education with the Labour Market Outlook

26

Profile of Students at Camosun College

27

Future Population Trends

29

Financial Information

29

Adult Upgrading Grant Summary

30

Appendix A: Mandate Priorities

40

Appendix B: TRC Calls to Action / UNDRIP Articles

47

Appendix C: Performance Measures

The canoe design at the bottom of the page is by alumni and Indigenous
artist Dylan Thomas. The design was applied to the canoe that was
launched by Camosun College on the Gorge Waterway on National
Indigenous Peoples Day in June 2021. The design is based on the traditional
ocean-going canoes used by Indigenous peoples on the Pacific coast.

2

SEEKING KNOWLEDGE
IN THESE TERRITORIES
Camosun College is one of the largest colleges in British
Columbia, serving communities on southern Vancouver
Island, the southern Gulf Islands and beyond. With deep
respect and gratitude, the college acknowledges that these
are the traditional territories of the lək̓ʷəŋən (Esquimalt and
Songhees), Malahat, Pacheedaht, Scia’new, T’Sou-ke and
WSÁNEĆ peoples. Learners, faculty, staff and leadership
are all enriched by the friendship and gracious welcome
extended by the hosts of the territories and by the beauty of
the lands on which we live, work and learn.

3

CAMOSUN:
WHERE DIFFERENT
WATERS MEET AND
ARE TRANSFORMED
Camosun is a lək̓ʷəŋən name meaning “where different
waters meet and are transformed.” It is as true today
as it was in 1971 when the college opened its doors
to 980 students through university transfer, vocational
and course upgrading programs. A plaque can be
found in the Young Building on the Lansdowne campus
commemorating the beginnings of Camosun College.
Today, the college’s Lansdowne and Interurban campuses,
along with five community partner learning sites, offer
over 160 innovative, life-changing academic and applied
learning programs to thousands of students each year.
Our education offerings include university transfer and
applied degree programs; career and trades training;
upgrading and preparatory programs; in addition to
professional studies and industry training.
Camosun has earned an outstanding reputation for
teaching excellence—we’re proud of the faculty, staff and
students, and the fact that we provide one of the best
learning experiences in Canada.
We’re large enough to provide great services and facilities
for a vibrant campus environment on beautiful Vancouver
Island, yet small enough to offer students the individual
support, care and attention not found in most postsecondary institutions.
Our impact as a college extends well beyond our
highly skilled, job-ready alumni. We provide industry
training opportunities for small and medium sized
local businesses; research, innovation and prototyping
services for industry; and various work-integrated
learning and career opportunities.
With approximately 1,400 employees and an annual
budget of $142.8 million, Camosun is one of our
community’s top employers and generates close to $1
billion in economic impact in our province every year.

4

DID YOU KNOW…
• OVER 68,000 ALUMNI ARE WORKING IN A RANGE
OF SECTORS FROM BUSINESS AND HEALTHCARE,
THROUGH TO TECH, TRADES AND TOURISM.
• SINCE 2017, APPROXIMATELY 170 STUDENTS WHO
WERE FORMER YOUTH IN CARE AT CAMOSUN
HAVE HAD THEIR TUITION AND MANDATORY FEES
WAIVED THROUGH THE PROVINCIAL TUITION
WAIVER PROGRAM.
• CAMOSUN IS HOME TO THE LARGEST TRADES
SCHOOL ON VANCOUVER ISLAND WITH ABOUT
2,500 STUDENTS ACROSS ALMOST 30 PRE APPRENTICE AND APPRENTICESHIP PROGRAMS.
• CAMOSUN OFFERS THE LARGEST BUSINESS
SCHOOL ON VANCOUVER ISLAND AND WAS
ONE OF THE FIRST COLLEGES IN B.C. TO HAVE A
DEGREE APPROVED UNDER THE APPLIED MODEL
WITHPROFESSIONAL ACCOUNTING IN 2005.
• IN 1980, CAMOSUN OPENED THE FIRST COLLEGE BASED NURSING PROGRAM ON VANCOUVER ISLAND.
• CAMOSUN HAS THE ONLY MASSAGE THERAPY
PROGRAM IN B.C. WITH TRANSFERABLE
ACADEMIC CREDITS.
• THE TECHNOLOGY ACCESS CENTRE AT CAMOSUN
IS THE FIRST OF ITS KIND IN B.C.

QUICK FACTS ABOUT THE COLLEGE

2

14,000

campuses in Victoria:
Lansdowne & Interurban

1971
68,000+
24.7
Founded in

2,000

Alumni

years old is the median age
of a Camosun applicant

Students

graduates in

160+
68.8%

2022

Programs

1,700
1,100

international students
Indigenous students

73+

Nationalities

of applicants are from the Capital Regional District with an
additional

6% from Vancouver Island and the Gulf Islands

5

STRATEGIC PLAN RENEWAL
Camosun College is at the start of developing its next Strategic
Plan (2023 - 2028) and is engaging with students, faculty and staff
to continue building a better future for our shared community.
Camosun’s strategic plan provides guidance for the college’s
decisions, both long-term and day-to-day. It reminds us who we
are, why we’re here, and how we want to grow going forward.
Strategic planning will need the input and participation of
the entire college community—both internal stakeholders
(faculty, administration, staff, students, alumni) and external
stakeholders (community members, employers, Indigenous
communities, government).
Stakeholders will be invited to share their thoughts and engage
with each other’s perspective for the college’s future through
online ideas sharing platforms, in-person World Cafes, and
focus groups.

6

“A lot of thought and effort went into
the creation and implementation of
Camosun’s 2016-2021 Strategic Plan. It
is important as the new President of
Camosun College to acknowledge the
work and leadership of Sherri Bell in
creating a vision, mission, values and
four corner posts that have guided the
college through many challenges. As
we develop a new strategic plan, the
Camosun College Board of Governors
has approved the continued use of
the 2016-2021 Strategic Plan. The new
strategic plan will be our guide for the
next five years, so it is critical that the
work is as robust as possible.”
Dr. Lane Trotter,

President, Camosun College
February 2022

CELEBRATING 50 YEARS OF RELEVANT,
INNOVATIVE AND APPLIED EDUCATION
CAMOSUN UNVEILS HOUSE POST TO MARK 50TH ANNIVERSARY
On Sept. 16, 2021, Camosun celebrated its golden anniversary with a special recognition ceremony and the
unveiling of The Cycle of Knowledge House Post. The outdoor ceremony, on the steps of the Centre for
Trades Education and Innovation at Camosun’s Interurban campus, marked exactly 50 years since the college
was officially opened on Sept. 16, 1971.
Speakers at the event included the Honourable Janet Austin, Lieutenant Governor of British Columbia, the
Honourable Anne Kang, Minister of Advanced Education and Skills Training, now retired President Sherri Bell,
and Tsawout artist and alum Douglas (Bear) Horne.

“Students, faculty, staff
and alumni have promoted
inclusion, democracy and
reconciliation within their
campus community and
beyond. On behalf of all
British Columbians, thank
you for your contributions
to the culture, vibrancy and
prosperity of our province.
I wish you every success for
the next 50 years.”
- Janet Austin,

Lieutenant Governor of British Columbia

FIRST EVER CAMOSUN
FOOD AFFAIR
The first Camosun Food Affair shone a spotlight on restaurants founded by or employing Camosun
students. During the week of Sept. 16 to 23, 2021, over 40 restaurants—mostly located in Greater Victoria,
but some in Sooke, Sidney, and Cowichan Bay—participated in the special 50th anniversary event. Each
restaurant offered a menu item specifically themed for the occasion.
The concept was to ‘dine in or take out’ delicious local fare from one of the participating establishments while
giving community businesses a boost during a period of continued pandemic uncertainty in the sector.

7

STUDENT CREATIVITY CELEBRATES CAMOSUN’S 50TH ANNIVERSARY
When Camosun College invited students to get creative and help commemorate its 50th anniversary
celebrations this year, the resulting entries showed off the depth and breadth of talent.
After whittling submissions down to a final list, the judging panel selected three winning entries. Criteria was
based on best adherence to the 50th anniversary theme, overall creativity and technical accomplishment.
Congratulations to: office administration student Erica Potvin in the category of 2D/3D Artwork, for her original
painting “Honouring the Past, Inspiring the Future”; business student Jimmy Chhor in the category of Written
Word, for his original poem “faces;” and, automotive student Chloe Jess, in the category of Audio Art for her
original song and performance “I don’t really know”.
“Life experiences of any, and
all kind, shape us into who
we are, at this very moment.
This contest has given me
the opportunity to share a
raw and honest version of
who I am today, because of
those experiences. I am very
grateful, and feel elated, to
have my original composition
chosen, and thought of in such
high regard.”
- Chloe Jess,

Camosun automotive student

BOARD OF
GOVERNORS
MARK 50 YEARS
OF EDUCATIONAL
EXCELLENCE
On Oct. 28, 2021, the college’s
board of governors, former
chairs and former presidents
came together for a special 50th
anniversary dinner prepared
by culinary arts students at the
Interurban campus.

8

30TH ANNIVERSARY OF EYĒʔ SQA’LEWEN,
THE CENTRE FOR INDIGENOUS EDUCATION
AND COMMUNITY CONNECTIONS
As a community college, Camosun is proud to support Indigenous student success. We offer programs
designed especially for Indigenous learners plus a wide variety of courses with Indigenous content and a strong
engagement with community.
On Nov. 26, the college welcomed 10 Indigenous alumni, two from each of the past five decades, for a
discussion on lives well lived.
The Indigenous Alumni Forum marked two important milestones: the 50th anniversary of Camosun, and 30th
anniversary of Eyēʔ Sqȃ’lewen – the Centre for Indigenous Education and Community Connections.
Through Eyēʔ Sqȃ’lewen, we deliver award-winning, nationally-recognized Indigenous programs and support
services to Indigenous students. We’ve also forged deep relationships and strong links between the college,
students, local Indigenous organizations and Métis and First Nations communities.
Extraordinary and accomplished people have emerged from classrooms at Camosun over the years. Many
Camosun alumni, including the panelists and their families, have succeeded and made positive impacts despite
trauma including surviving the residential school system and other colonial indignities.

PIT COOK DEMONSTRATION
Eyēʔ Sqȃ’lewen, the Centre for
Indigenous Education and Community
Connections in partnership with the
Songhees and Tsartlip Nations hosted a
traditional Pit Cook demonstration on
campus for students and guests, Oct. 20
and 21.
The annual gathering demonstrates how
camas, a bright blue star-like flower,
which grows in Garry Oak meadows,
is used with other locally harvested
plants and other traditional Indigenous
foods. The event was part of the 30th
anniversary of Eyēʔ Sqȃ’lewen and
Camosun’s 50th anniversary.
This year’s Pit Cook demonstration
included teachings from Cheryl Bryce of
the Songhees Nation, as well as medicine
walks with Della Rice-Sylvester from
Cowichan. John Bradley Williams from
Tsawout First Nations hosted the event at
Interurban campus.

9

INDIGENOUS STUDENT CELEBRATION FEAST
On Nov. 25, a special welcome feast took place on the college’s Interurban campus to celebrate students,
families and friends and communities. Camosun has come a long way in Indigenous education but has a lot
more work to do.

CAMOSUN, UVIC CELEBRATE
PADDLING TOGETHER
A 50-year journey of friendship between
Camosun College and UVic was celebrated
on March 2 during a paddle gifting
ceremony at Na’tsa’maht that further
ties the two institutions together. The
gift marks two important milestones for
Camosun: the 50th anniversary of college,
and 30th anniversary of Eyēʔ Sqȃ’lewen –
the Centre for Indigenous Education and
Community Connections.

10

KEY ACCOMPLISHMENTS OF 2020/21
NEW CAMOSUN COLLEGE PRESIDENT
Dr. Lane Trotter, an experienced post-secondary leader,
started as the new President and Chief Executive Officer of
Camosun College in January 2022. Dr. Trotter’s appointment
was announced by the Camosun Board of Governors Chair
Dr. Monty Bryant. Dr. Trotter succeeds Sherri Bell, who
retired after serving more than six years as president.
“Camosun has a well-deserved reputation as a college
that transforms the lives of its students. I was inspired
by the tremendous dedication to students, the applied
research, and commitment to supporting the needs
of local communities. Now, more than ever, postsecondary education has a pivotal role to play in B.C.’s
post-pandemic restart, facilitating reconciliation
with Indigenous peoples, supporting marginalised
communities, and enhancing sustainability to create a
bright future for students.”
- Dr. Lane Trotter, eighth President of Camosun

RETURN TO FULL ON-CAMPUS SERVICES AND LEARNING
Throughout the pandemic, the college community followed public health direction to keep students, faculty,
staff and campus visitors safe and healthy. The college closely monitored the COVID-19 situation as it evolved
and followed guidelines, mandates and recommendations provided by the Provincial Health Officer as well as
the Ministry of Advanced Education and Skills Training, WorkSafeBC and the BC Centre for Disease Control.
Based on provincial government and Provincial Health Officer direction to colleges and universities, Camosun
successfully planned for a full return to on-campus activity in September 2021.

Actions throughout the year included:
•
Providing accurate and timely updates on the restrictions.
•
Supporting employees with interpretation of guidelines that applied to their unique work environment,
courses, events etc.
•
Providing personal protective equipment free of cost to students and employees upon request.
•
Implementing work from home options to all employees who could carry their duties remotely.
•
Implementing remote services for students, faculty and staff to support operations.
•
Conducting risk assessments and implementing control measures for safe on-campus operations.
•
Distributing rapid antigen test kits to students, faculty and staff.
•
Encouraging people to get vaccinated and hosting Island Health’s vaccination clinics on campus.
•
Creating Communicable Disease Prevention Plan and Communicable Disease Prevention Guidelines to
support safe campus operations and guide decision making.
While practices and procedures may change, our commitment to caring, cleanliness, and safety is here to stay.

11

PADDLING TOGETHER WITH A NEW INDIGENOUS CANOE
A traditional-style Indigenous canoe, featuring artwork by renowned Coast Salish artist Dylan Thomas, launched
on National Indigenous Peoples’ Day 2021 during a private smudging ceremony on the Gorge Waterway.
The canoe, made of fiberglass, is a ‘Pacific Dancer’ model and was manufactured by Clipper Canoes of
Vancouver. At 36-feet long it can hold 18 paddlers plus a helmsperson. Camosun plans to use it for experiential
education and to participate in the annual post-secondary canoe races held each year at Royal Roads University
The design is based on the traditional ocean-going canoes used for hundreds of years by many different
Indigenous peoples on the Pacific coast of North America. Camosun’s new canoe was a part of the college’s
Indigenization plan and response to the Truth and Reconciliation Council Canada, Calls to Action.

COLOUR-CODED TRAYS HELP
GET VACCINES TO CHILDREN
The college’s applied research department
employed its design and manufacturing
abilities to help with the efficient and effective
distribution of Pfizer COVID-19 vaccines by
producing bright orange trays and dividers that
distinguish doses for children.

“The colour-coded trays developed by Camosun support
health-care professionals to safely administer vaccines to
children. Innovations like these trays are the foundation of
B.C.’s post-secondary institutions. By manufacturing these
orange trays, Camosun has demonstrated they can deliver
practical solutions to everyday challenges and contribute to
B.C.’s vaccination efforts.”

- Anne Kang, Minister of Advanced Education and Skills Training.

12

Working in the Babcock Interaction Lab on
the college’s Interurban Campus, Camosun
Innovates used a commercial-grade laser cutter
to make 150 vaccines trays for children aged
five to 11, along with 25 retaining bases that
help to stabilize the trays during transportation.
The request for the distinctive children’s dose
trays came directly from the BC Centre for
Disease Control, and was prompted by previous
work designing and manufacturing clear
vaccine trays for regular doses, face shields and
a portable PPE sterilizer.

INDIGENOUS FAMILY SUPPORT STUDENT RECEIVES LT. GOVERNOR MEDAL
Katie Manomie, an Inuk woman born in Iqaluit, Nunavut, is an Indigenous Family Support student who
“inspires” her classmates after overcoming barriers. She received the 2021 B.C. Lieutenant Governor’s Medal for
Inclusion, Democracy and Reconciliation.
The annual B.C. Lieutenant Governor’s award recognizes an outstanding student enrolled in a post-secondary
program who has excelled in their studies, while contributing to the life of their institution or community by
promoting inclusion, democracy and reconciliation.
As part of the ‘Sixties Scoop’ she was raised in the traditional T’Sou-ke Territory with her non-Indigenous
mother and is currently living and learning on lək̓ʷəŋən Territory. The Sixties Scoop refers to the removal of
Indigenous children from their communities through the 1960s and their adoption into predominantly nonIndigenous families leaving many with a lost sense of cultural identity.

HANDS ON TOUR FOR
B.C.’S LIEUTENANT
GOVERNOR
The Honourable Janet Austin, OBC
Lieutenant Governor of British
Columbian, got a hands-on taste
of some of the trades programs
available at the Interurban campus
of Camosun College. During the
visit on Dec. 7, 2021, Her Honour
participated in a sheet metal / metal
fabrication class with students
Sydney Fox and Reid Carlson; tried
out one of the nautical simulators;
checked the charge on batteries
being used in the electric vehicle
maintenance pilot program; and,
met Sarah Cooper, a carpentry
student who helped Her Honour
make her own wooden herb planter.

CAMOSUN STUDENT JULIA GREENSHIELDS TACKLES TOKYO OLYMPICS
All eyes were on Tokyo when the Japanese capital hosted the Summer Olympic Games in July 2021. Camosun
College was represented on the world stage by Bachelor of Sport and Fitness Leadership student Julia
Greenshields, who participated as a key member of the Canadian women’s national rugby sevens team.
Taking off for her first Olympics was a milestone moment representing years of high performance athletic
training, focus, teamwork and hard work while completing her studies at Camosun.

13

MASSAGE THERAPY
STUDENTS SUPPORT
OUR PLACE
While massage therapy can
be useful for everything from
soothing chronic pain to
supporting a good night’s
sleep, access to its healing
benefits isn’t always available
to those who need it most.
This year, residents at New
Roads Therapeutic Recovery
Community were able to
benefit from treatment
provided by Camosun students
in the college’s two-year
Massage Therapy diploma
program. The students began
work with New Roads on Jan.
17, 2022 and will continue
treatments through the end of
the semester in April.

RAISING DONATIONS
FOR UKRAINE
Students and employees from
the School of Health and
Human Services collected
donations of much needed
health and medical supplies that
were headed to the Specialized
Children’s Medical Centre in
Lviv, Ukraine. Instructors Paula
LittleJohn and Bridget Stirling
kickstarted the collection that
included over 250 toothbrush
and paste kits, and will continue
with ongoing collections
depending on requests.

14

EDUCATION – KEY HIGHLIGHTS
MATH COUNTS – CELEBRATING
MATHEMATICS ON PI DAY

TECH EXPANSION SUPPORTS LOCAL
INDUSTRY

Faculty from the mathematics and statistics department
were out on campus celebrating Pi Day on March 14.
Often represented with the lower-case Greek letter π,
Pi is one of the most famous numbers in the world and
represents the ratio of a circle’s circumference to its
diameter. Although Pi has been approximated as the
decimal 3.14 or the fraction 22/7, it is an example of
an irrational number which has an infinite number of
decimal places without any repeating patterns. If you
think of a circle as never ending, there is a wonderful
connection to the mystery of Pi. We can recognize this
unique number on the 14th day of the 3rd month,
representing the first three digits of Pi.

Web technology programs at Camosun are focused on
supporting the vibrant, rapidly-growing and diverse
tech sector in Vancouver Island. Additional funding
from the Province has supported increased access
to technology-related certificate programs in web
technologies, programming and engineering graphics.
The Interactive Media Development diploma program
has exceeded initial enrolment targets and enrolment
in the Engineering Graphics Technician certificate is
expected to grow. Camosun will continue to support
the anticipated tech-relevant seat expansion by the
Province of British Columbia and has submitted
proposals for consideration.

SKILLED TRADES CERTIFICATION

CAMOSUN AMONG TOP 50
RESEARCH COLLEGES

As the largest trades training provider on Vancouver
Island with an average of 2,500 students per year in
almost 30 foundation and apprenticeship programs,
Camosun is committed to providing the best possible
training and support for people in the trades. The
introduction of a skilled trades certification by the B.C.
government supports the college’s efforts in providing
accessible, affordable and relevant trades training for
women, Indigenous peoples and those just starting in
their careers, including youth as part of the South Island
partnership with school districts. Camosun is working
closely with the Industry Training Authority to ensure
there is sufficient seat capacity so that apprentices can
complete their training in a timely manner. Camosun
has also been a key contributor to the multi-year, panCanadian trades harmonization project, which will help
to inform skilled trades certification from a curricular
point of view. Implementation of the skilled trades
certification will start in 10 initial trades from electrical,
mechanical and automotive disciplines. As skilled trades
certification is implemented, individuals in these trades
will be required to either be a certified journeyperson or
a registered apprentice to work.

Boosted by advanced manufacturing capabilities, topnotch faculty and interdisciplinary collaboration with
local industry, Camosun College’s applied research
accomplishments received national recognition with
a top 50 ranking among research colleges in Canada
in all five ranked categories, according to the latest
annual report by Research Infosource, Inc.
Recent applied research projects at Camosun include
the design and manufacturing of medical grade face
shields, portable COVID-19 vaccine holders and trays,
and a decontamination device to support front-line
health care professionals during the pandemic. Other
work supports local breweries and distilleries in their
analysis of taste factors, small and medium-sized
enterprises looking to automate production of wax
food wraps and composting bags, and innovative
design and manufacturing for marine buoys.

15

A TASTE OF SUCCESS
The entrepreneurial women in Camosun College’s Mosaic Tastes were recognized with the CWB (Canadian
Western Bank) Women Makers and Creator’s award 2021 for Best Business Implementation.
Mosaic Tastes is a group of immigrant women in Victoria, eligible for settlement services, who study and work
with a team of instructors and mentors in the college’s Markets as Incubators program, funded by Immigration,
Refugees and Citizenship Canada. They have created three spice blends – Baharat and Za’atar from the Middle
East and Sazón from Latin America – to sell at local markets and have developed a free online cookbook

HELPING NORTHERN YOUTH ACCESS COLLEGE
Over the spring and summer 2021, 20 Indigenous students in Canada’s North took part in a unique four-month
transition program designed to prepare them for further education at Camosun College in Victoria. Camosun’s
program started in March and ran for 16 weeks until the end of July 2021.
The partnership is led by Northern Compass and is a collaboration between Camosun College, Northern
Youth Aboard and Northern Loco—a local organization in Fort Providence, Northwest Territories. The aim
is to prepare Indigenous students from the North who have graduated high school to pursue educational
opportunities in other parts of Canada. The program was designed with a focus on supporting learners to
pursue exercise and wellness studies, with courses delivered virtually including lectures, science labs, and fitness
classes across a range of subjects such as math, biology, exercise science and English.

FOAM TRAYS SAFELY DELIVER PRE-DRAWN
VACCINE DOSES
The applied research department at Camosun College designed
and manufactured foam trays that are being used to safely
transport up to seven syringes containing a pre-drawn, single
dose of a COVID-19 vaccine.
Once a COVID-19 vaccine vial is punctured it cannot be transported
except in a syringe. The specially designed foam trays stop the
doses from rolling around or the accidental depression of the
plunger. The foam trays are manufactured using a commercialgrade laser cutter located in the Babcock Interaction Lab on the
college’s Interurban Campus Camosun Innovates manufactured 200
foam trays for the BC Centre for Disease Control who will distribute
them to various health authorities.

AUTOMOTIVE INSTRUCTOR WINS TOP EDUCATOR AWARD
Camosun College Automotive Service Technician program lead Patrick Jones was the recipient of the inaugural
Canadian Council of Directors of Apprenticeship (CCDA) Award for Excellence in Apprenticeship Education. The
new national award honours apprenticeship educators and training instructors who deliver innovative and top
quality instructional programming to apprentices in Red Seal Trades.

16

Jones is being recognized as an innovative instructor, a role model for
aspiring skilled tradespersons and for his significant contributions to
apprenticeship education in the Red Seal trades as an educator, leader in
Skills Canada competitions and as a Red Seal Automotive Service Technician
Journeyperson Certification with global expertise.

THE CAMOSUN ADVANTAGE:
A DYNAMIC CAREER IN HOSPITALITY
Camosun alumnus Preston Rissley was recently promoted to the top
operations job as Director of Operations at Victoria’s prestigious Delta
Hotels Victoria Ocean Pointe Resort. Rissley credits his success and
advancement in the tourism and hospitality industry to his education
at Camosun College, where he earned his diploma in hospitality
management in 2010.
“I loved the Camosun program, it was high
intensity but it was about everything I loved
doing. I got to work with other soon to be hotel and
food and beverage professionals, a very closeknit group, and all of us studied together, worked
together and went out into the industry together.”
- Preston Rissley, Camosun Alumni

FIN-TASTIC RESEARCH: RECREATING
WHALE BONES
When museums and university collections attempt to
articulate life-sized skeletons of large animals such as
dinosaurs or whales for display and study, often missing
parts of the skeletons present obstacles for an accurate
model recreation. Using ingenuity and creativity to solve
this problem, Camosun Innovates and local partner
Cetacea Contracting Ltd. are assisting institutions around
the world to recreate the zoological past through
technology like 3D scanning and printing to manufacture
exact replicas of missing bone fragments.
Camosun Innovates’ projects with Cetacea have
included work to plan an anatomically correct
articulation and armature design of a historic blue
whale skeleton for the Western Australia Museum in
Perth and the design of a humpback whale skeleton
exhibit for the Quandamooka Yoolooburrabee
Aboriginal Corporation in Queensland, Australia.

17

STUDENTS EQUIPPED FOR SUCCESS
WITH NEW TECH AND TRADES TOOLS

DUAL CREDIT OPPORTUNITIES FOR
HIGH-SCHOOL STUDENTS

Students throughout B.C. will gain the hands-on
skills they need thanks to new technology and trades
equipment upgrades at 20 post-secondary institutions.
Colleges, including Camosun, were able to replace
obsolete equipment with up-to-date technology.

The South Island Partnership (SIP) includes Camosun
College and the five south Vancouver Island school
districts: SD61 Victoria, SD62 Sooke, SD63 Saanich,
SD64 Gulf Islands and SD79 Cowichan Valley.

Access to the same type of equipment and technology
used in industry will ensure students at Camosun
continue to receive the education needed to succeed
and thrive in programs ranging from electronic and
computer engineering through to heavy mechanical
trades. Similar tools and equipment make a real
difference when students transition between the
classroom and workplace.

Working together with local industry leaders, SIP
provides Dual Credit programs and courses to give
high school students a head-start on their postsecondary and career paths. Courses vary from year
to year and are designed to let participants earn high
school and college credits at the same time while also
providing financial support for tuition.

STUDENT EXPERIENCE – KEY HIGHLIGHTS
CREATING AND MAINTAINING A
SAFE AND HEALTHY LEARNING
ENVIRONMENT FOR ALL STUDENTS
Feb. 14-18, 2022, saw Camosun’s third annual
Sexualized Violence Awareness Week, led by the
Office of Student Support. A component of yearround sexual and gender-based violence prevention
education efforts, the week offered a hybrid blend
of virtual and in-person learning and engagement
opportunities for students, staff and faculty.
Opportunities included dynamic workshops, on topics
including consent, healthy relationships, boundaries,

effectively responding to disclosures, and bystander
intervention. These events were coupled with a
comprehensive social media campaign tackling topics
such as technology-facilitated violence, intersectional
approaches to sexual violence support, understanding
support options on and off campus, and self-care for
survivors of sexual and gender-based violence.
Alongside prevention and education outreach for all
members of the Camosun community, the Office of
Student Support continues to provide safe, traumainformed, and confidential support to all students who
have been impacted by sexualized and gender-based
violence.

BREAKING DOWN BARRIERS FOR FORMER YOUTH IN CARE
Camosun students who were former youth in care are benefiting from the Provincial Tuition Waiver Program.
The program is focused on making post-secondary education more accessible for former youth in care by
covering tuition and mandatory fees for eligible students. In 2020/21, 91 students (former youth in care)
benefitted from the program, with $191,989 distributed, representing a student increase of 21% compared
to the previous year. Over 170 students have accessed the program since its launch in 2017, with a total of
$915,000 distributed to date.

18

SUPPORTS FOR VULNERABLE,
UNDER-REPRESENTED STUDENTS

AWARD RECOGNIZES LIFE-CHANGING
CO-OP EXPERIENCE

Student Support Managers within the Office of
Student Support regularly work one-to-one with a
variety of vulnerable and under-represented student
populations including BIPOC students, those with
diverse abilities and/ or neurodiversity, students of
diverse gender identities and sexual orientations, first
generation students, sexualized and gender-based
violence survivors among others.

Camosun College student Matthew Hicks was the
overall winner of the 2021 Yvonne Thompson Page
Co-op Student of the Year Award. Hicks, a secondyear Arts and Psychology student is studying social
sciences to begin his career in the field of social work.

Using a trauma-informed approach and an
intersectional lens, Student Support Managers
connect with students to explore and supporting
student’s mental, physical, social, cultural, and
spiritual health and wellbeing as relevant to student’s
identity and expressed wants and needs. Students
are actively supported with appropriate on-campus
and off-campus supports.
The Office of Student Support also provides regular
virtual and in-person learning opportunities to
increase the knowledge, connection, and well-being
of diverse student populations.
Work includes providing regular learning opportunities
for Camosun staff to increase the capacity, knowledge
and skills such as responding to disclosure of sexualized
violence, working with youth in and from government
care and suicide prevention training.

As a 43-year-old father and husband, Hicks suffered a
life-changing event when he sustained a workplace injury
that led him to leave his long-term career as an electrician.
After being confronted with an uncertain future, he
decided to take a leap of faith and attend college.
An interview supported by the co-op department led
to Hicks obtaining a position at the Ministry of Social
Development and Poverty Reduction. During this time,
he found the opportunity to share his lived experiences
and education with the Ministry and his fellow students.
“I now have confidence in myself that I am going
to achieve my goal of becoming a social worker no
matter what challenges I might have to face. This
is the true reward for me, and I am enjoying every
second of it.”
- Matthew Hicks, Camosun Student

WRAPAROUND SUPPORTS FOR FORMER YOUTH IN CARE
Camosun has a system of support in place to ensure student success for former youth in care. There is support
for students seeking funding supports as well as active outreach to build relationships and resolve issues facing
former youth in care. Representatives from Camosun participate in community of practice gatherings to share in
knowledge and resources. Camosun is committed to continued dialogue on best practices for supporting former
youth in care to access post-secondary education, and to achieve positive learning outcomes

WINNINGEST COACH IN CAMOSUN HISTORY CALLS TIMEOUT
Camosun Chargers head coach Charles Parkinson, who led the men’s volleyball team to seven Pacific Western
Athletic Association Championships and two Canadian Collegiate Athletic Association National title over 14
years retired this year.

19

CHARGERS MEN’S VOLLEYBALL WIN
AT NATIONALS

CHARGERS TEAMS BRING HOME
HARDWARE

The Camosun Chargers men’s volleyball team are the
Canadian Collegiate Athletic Association champions
following a perfect tournament record and a 3-0
win against the host, Titans de Limoilu, on March
27. With 20 points in the match and a solid fifty-six
percentage on the offense, Vitor Pereira was named
Chargers Player of the Match. Pereira and Eduardo Bida
accounted for a combined 32 points, including 25 kills.

The Camosun Chargers volleyball teams played their
hearts out at the Pacific Western Athletic Association
championships. The women won bronze and the men
brought home gold. The women’s team defeated the
Capilano Blues in an exciting four-set match.

NEW STORYTELLING TOOL HELPS STUDENTS IN JOB INTERVIEWS
Camosun launched an interactive storytelling tool that shows students how to better articulate their skills to
help nail that all-important job interview.
CamSTAR, developed by Camosun’s Applied Learning, Co-op Education and Career Services department, is an
interactive, online learning tool that teaches students how to use structured storytelling to weave together their
skills, behaviours, and competencies in a way that resonates with potential employers.
CamSTAR will also become one of the integrating elements of a Camosun’s Career Development course,
providing students an advantage heading into interviews for work terms, employment or further education.

PUPPY LOVES RETURNS TO CAMPUS
There was a whole lot of puppy love on Camosun
College’s campuses with the return of the therapy
dog program. The visits were paws-ed when the
pandemic began.
The therapy dog visit is a very popular event that the
college holds each fall and winter semester. Students,
and employees, love being able to spend time with the
dogs, petting them, and talking to them, their handlers
and each other. It’s a great way for the students to
relieve some stress and take a break from studying for
exams and preparing term papers.

20

PARTNERSHIPS AND
INTERNATIONAL EDUCATION
LIGHTS, CAMERA, EDUCATION: COLLEGE-WOOD NORTH
Plans continue for a Centre for Film Production and Digital Media at the Interurban Campus of Camosun
College. A film studio is an amazing opportunity for the college to create world-class education and training
programs, and facilities to support a rapidly growing industry on Vancouver Island and beyond.
In spring 2021, the B.C. Government invested $150,000 to explore the educational opportunities for students
and the development of an on-campus film studio. Plans include a strong education component alongside two
or three sound stages.
Ultimately, students would be trained to work in all ancillary areas of film production from special effects to
digital post-production. Educational opportunities could include carpentry and electrical programs for trades
students; new diploma and certificate programs such as digital animation; and, skills training programs for
people in the industry.
The college is wrapping up work on a business case with a team that is familiar with the film industry.

MICRO-CREDENTIALS AT CAMOSUN SUPPORT LIFELONG LEARNING
Camosun continues to grow a range of micro-credentials to fill industry needs. Programs range from a
partnership with Passive House Canada to provide three micro-credentials in Advanced Skills for Clean
Energy and Efficient Buildings to an Electric Vehicle Technology and Service Program for automotive service
technicians through to a production assistant micro-credential that addresses a need the South Island film
industry identified. The shorter, competency-based education opportunities are a bridge for workers to
enhance their skills and take advantage of job openings in high-demand fields.

OPENING DOORS TO INTERNATIONAL
LEARNING EXPERIENCES
Students at Camosun College now have access to lifechanging international study and work opportunities
after the college was awarded a $500,000 grant.
Camosun will use the funding provided by Colleges and
Institutes Canada through the Global Skills Opportunity
to reach groups, including Indigenous and low-income
students, who may otherwise face barriers to an
overseas learning experience. The program launched
on April 1, 2022 and will complete on March 31, 2025.
During this time, participating students will be able to
travel during the academic calendar as long as their
application has been approved.

21

OPENING DOORS TO REFUGEES
IN HOSPITALITY SECTOR
In fall 2021, World University Services Canada
and Camosun College welcomed nine
refugee youth from Kenya through HIRES, a
unique new employment-linked sponsorship
pathway. Students completed a twomonth hospitality management education
program at Camosun before joining their
new workplaces and sponsorship groups in
Tofino. Camosun’s participation builds on
decades of experience delivering real-world
applied learning and student employment
opportunities in partnership with local and
regional employers.

PANAMANIAN STUDENTS ENJOY TRANSFORMATIVE LEARNING EXPERIENCE
Universities and colleges in Panama are sending students to study English language development at Camosun
College. The initiative aims to improve economic development in Panama and to establish a lasting partnership
between Camosun and the Panamanian government, while improving participants’ English language skills. The
inaugural group of 14 students arrived in October 2021 and completed 32 weeks of study in June 2022.

22

CHANGE FASTER AT CAMOSUN
B.C.’S LABOUR MARKET OUTLOOK: 2021
Camosun College is an important component of the labour market supply – providing educated and skilled
graduates ready to enter their career.
The British Columbia Labour Market Outlook 2021 edition1 was launched on Feb. 7, 2022 to help guide resources
to support the future workforce. The Labour Market Outlook projects 1,004,000 job openings between 2021 to
2031 with 77 per cent of these future job openings requiring some level of post-secondary education or training.
Of those openings, 63 per cent (635,000) are expected to come from replacement demand (retirements, etc). The
remaining 37 per cent (369,000) are expected to come from economic growth and COVID-19 pandemic recovery.
Of the required supply, it is projected that 48 per cent (477,000) will come from ‘young people starting work’,
which is defined as those aged 29 years or younger entering the labour market for the first time.
In terms of education and skills needs, of the jobs to be filled:
• 36 per cent (359,900) are expected to require a Bachelor’s, Graduate or First Professional Degree.
• 29 per cent (294,000) are expected to require a Diploma/Certificate excluding Apprenticeships.
• 12 per cent (119,200) are expected to require an Apprenticeship Certificate.
Camosun is well-positioned to support the workforce needs of the regional economy and ensure students can
seize emerging opportunities. At the official launch, Camosun alumni Conall Argue spoke to how his career has
opened up new possibilities in the burgeoning field of electric vehicle maintenance.
1

https://www.workbc.ca/getmedia/c43af36f-f408-4990-9ae1-c5b5f5f7be7a/BC_Labour_Market_Outlook_2021_9MB.pdf.aspx

23

JUMPSTARTING A CAREER IN
ELECTRIC VEHICLES
While some automotive technicians credit their childhood
fascination as the reason they got into the trade, Conall
Argue didn’t start working with cars until he decided to
take a chance on an intro course in high school.
Graduating high school in 2015, Argue was already on
his way as an Apprentice Automotive Service Technician
thanks to the South Island Partnership between
Camosun College, Southern Vancouver Island School
Districts and local industries.
As a student in one of the Electric Vehicle Technology
and Service program pilots in fall 2021, Argue
completed the one-week intensive that gave him and
other technicians the opportunity to learn how to safely
work with the high-voltage vehicles’ batteries, run
diagnostics, test motors and more.
Currently, Argue works at Rand Automotive in Victoria
where he hopes that he’ll soon be working on exclusively
electric vehicles. After that, he wants to focus on educating
a new generation of technicians with the skills he’s learned.

24

24

ALIGNING EDUCATION WITH THE LABOUR
MARKET OUTLOOK
SELECT OCCUPATIONS THAT REQUIRE POST-SECONDARY EDUCATION OR
TRAINING, B.C. LABOUR MARKET OUTLOOK
PRIORITY/HIGH OPPORTUNITY
HEALTH OCCUPATIONS

CAMOSUN SUPPORTING PROGRAMS OF B.C.
HEALTH CARE PRIORITIES

Registered nurses and registered psychiatric nurses

Nursing BSN and LPN diploma

Physiotherapists and occupational therapists

Bachelor of Athletic and Exercise Therapy, University
Transfer towards a degree

Nurse aides, orderlies, and patient service associates

Health Care Assistant Certificate

Medical administrative assistant

Medical Office Assistant Certificate

Medical laboratory technicians and pathologists’ assistants

Medical Laboratory Assistant Certificate

Medical radiation technologists

Medical Radiography Diploma

HIGH OPPORTUNITY OCCUPATIONS

CAMOSUN ALIGNED PROGRAM
(DIRECT OR TRANSFERABLE)

Automotive service technicians, truck and bus mechanics
and mechanical repairers

Automotive Service Technician Foundation Certificate

Retail and wholesale trade managers

Business Administration Degree and Certificate

Social and community service workers

Associate of Arts Degree in Pre-Social Work

Accounting technicians and bookkeepers

Bachelor of Business Administration, Accounting Major
and Business Administration, Post Degree Diploma –
Account Option

Graphic designers and illustrators

Visual Arts Diploma

Massage Therapists

Massage Therapy Diploma

Computer network technicians

Cybersecurity and Network Support Technician Certificate

Of the above listed programs there has been much growth within the corresponding programs to help aid the
future labour supply requirements. Some of the select programs include:
• Education Assistant and Community Support grew from 24.4 FTEs in 2019/20 fiscal year to 57.2 FTEs in 2020/21 fiscal
– an increase of 32.8 FTEs (+134.4 per cent).
• Massage Therapy moved from 17.7 FTEs in 2019/20 fiscal year to 35.4 FTEs in 2020/21 fiscal
– an increase of 17.7 FTEs (+100.0 per cent).

• Medical Office Assistant moved from 29.1 FTEs in 2019/20 fiscal year to 43.4 FTEs in 2020/21 fiscal
– an increase of 14.3 FTEs (+49.1 per cent).

• Trades Skills Foundation (CORE) increased from 102.4 FTEs in 2019/20 fiscal year to 119.2 FTEs in 2020/21 fiscal
– an increase of 16.8 FTEs (+16.4 per cent).

The previously listed programs are examples of how Camosun is helping supply the labour market with required occupations, and is
poised to continue to aid in the development of a qualified labour supply to meet future demands.

25

PROFILE OF STUDENTS AT
CAMOSUN COLLEGE
ITA FUNDED FTES IMPROVE, WHILE MINISTRY FUNDED
FTES DECLINED
When compared to the 2020/21 fiscal year, the overall number of student FTEs at Camosun College fell by 293
(-3.3%) in the 2021/22 fiscal. In the same period, Ministry FTEs, ITA FTEs, and International FTEs all fell when
compared to their value in the previous year: falling by 131 FTEs, 77 FTEs, and 83 FTEs, respectively. This impact
is likely due to COVID-19, with different industries at different points of recovery.
FULL-TIME EQUIVALENT STUDENT DATA BY FISCAL YEAR

2020/21

2021/22

CHANGE

FTEs – Ministry of Advanced Education and Skills Training (AEST)

5,452

5,321

-131

FTEs – ITA

2,300

2,223

-77

FTEs – International students

1,236

1,153

-83

Total student FTEs

8,989

8,696

-293

SELECT STUDENT DEMOGRAPHICS
The overall impact of COVID-19 was significant and enduring across multiple industries, and the education
industry was no different. The effects can be demonstrated in the table below, with many subpopulations of the
student body at Camosun being reduced compared to the prior time period. From the 2019/20 academic year
to 2020/21:
• The overall student population fell from 15,978 to 13,670
– a contraction of 2,308 (-14.4 percent).
• Conversely, the Indigenous student body rose 43 students to 1,109 in 2020/21
– an increase of 4.0 percent.
• The international student headcount fell to 1,692 from 1,978 from the previous year
– a decline of 286 students (-14.5 percent).
STUDENT ENROLMENT HEADCOUNT DATA BY
ACADEMIC YEAR

2020/21

2021/22

CHANGE

All students (AEST, ITA, Continuing Education, International)

15,978

13,670

-2,308

Indigenous students

1,066

1,109

+43

International students

1,978

1,692

-286

Total student headcount data for the academic year 2021/22 goes from September 2021 to August 2022, and includes all domestic,
international, ITA, Indigenous and Professional Studies and Industry Training students.

26

FUTURE POPULATION TRENDS
Camosun continues to monitor with the provincial population projection (PEOPLE)2 with a specific focus on
the Capital Regional District (CRD). Although, there is an increasing number of international students, a large
proportion of students at Camosun come from within the province demonstrating Camosun’s commitment to
the local community and beyond. Population projections are created by BC Stats and used for the long-term
strategic planning of post-secondary institutions. The larger the projected growth rate of select segments of
the CRD population, the greater the demand for locally supplied education or graduates. The following graph
provides a 10-year projection (2023-2033) for the CRD population by select age groups. The expected growth
of the 65 years and older segment of society – projected to grow by 31.6 per cent in the next 10 years, signals
a greater demand for health care professionals and supportive positions in the future. Camosun is prepared to
help educate what is going to be the labour supply of future health care workers keeping in alignment with the
provincial high opportunity health occupations. With an overall projected growth rate of 14.8 per cent for the
CRD population, it is expected that the need will grow for skilled tradespeople to build and maintain the public
projects and infrastructure. These projects are going to be required to support an ever-growing community
and are going to continue to be an important part of planning for the future. Camosun has a variety of trades
and health care programs to help supply the current and future labour requirements.
Select Population Segments Growth Rates (2023-2033)

0 - 14 Years

-1.6%

15 - 24 Years

27.5%

25 - 54 Years
55 - 64 Years

13.4%
-6.8%

65 - 90+ Years

31.6%

Total

14.8%

-10.0%

2

-5.0%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

https://www2.gov.bc.ca/gov/content/data/statistics/people-population-community/population/population-projections

27

Projected population growth rate by age, Capital Regional District, 2023-2033
• The largest ten-year growth is projected to in the 65+ years and older segment of society at 31.6 per cent
over the horizon.
• The 15 -24 ‘youth’ population is expected to grow by 27.5 per cent over the next 10 years (2022/32)
• The core-working aged population (25-54 years old) is projected to grow by 13.4% per cent.

• The largest contraction for a subpopulation is expected to be -6.8 per cent for those aged 55-64 years old.
• The youngest segment of the population, those aged 0-14 years-old, is projected to slightly contract
(1.6 per cent) over the horizon.

Population growth between the 2016 and 2021 census estimates
• According to the most recent Census data from Statistics Canada, the overall population of Canada grew by
5.2 per cent between 2016 and 2021.3

• During the same time period the overall population in British Columbia grew by 7.6 per cent - outpacing the
national growth rate by 2.4 percentage points.
• The Indigenous population in both British Columbia and Canada had a higher rate of growth between 2011
and 2016. For British Columbia, the Indigenous population grew 16.5 per cent compared to 19.5 per cent
growth for Canada, over the same period.
3

28

https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=9810000101

FINANCIAL INFORMATION
2020/21 FISCAL YEAR

For additional information, please the Audited Financial Statements available on the Camosun website: camosun.ca
REVENUE

$ MILLIONS

PERCENT

Provincial Grants

72.9

51.0%

Provincial Capital Grants

8.6

6.0%

Tuition and Fees

42.5

29.8%

Federal and Other Grants

2.7

1.9%

Goods and Services

13.4

9.4%

Other

2.7

1.9%

TOTAL

142.8

100%

$ MILLIONS

PERCENT

Salaries and Benefits

117.2

79.5%

Supplies and Services

14.6

9.9%

Costs of goods sold

2.6

1.7%

Amortization

9.4

6.4%

Minor Repairs and Maintenance

3.7

2.5%

TOTAL

147.4

100%

EXPENSE

ADULT UPGRADING GRANT SUMMARY (AUG)
ADULT UPGRADING GRANT SUMMARY: APRIL 1, 2021 – MARCH 31, 2022

FUNDING
TOTAL
FOR TUITION
APPLICATIONS
& FEES

TERM

APPROVED

DENIED

CANCELLED

% DENIED

Summer 2021

234

35

N/A

15%

269

$42,828.28

Fall 2021

370

40

N/A

11%

410

$126,455,70

Winter 2022

328

27

N/A

8%

355

$130,011.35

Totals

932

102

N/A

1034

$299,295.33

11%
(average)

Total AUG spending represents actual funding spent on student learners and may not
represent the exact allocation received from the provincial government.

29

APPENDIX A:
IAPR PERFORMANCE METRIC RESULTS AND
MANDATE PRIORITIES
The following table, together with the performance measures listed in this report, demonstrate the
commitment of Camosun College towards achieve the 2021/22 mandate letter priorities.
PERFORMANCE MEASURE 1: TOTAL FTE STUDENT SPACES
(EXCLUDING THE INDUSTRY TRAINING AUTHORITY)
2019/20 Actual:

5,814

2020/21 Actual:

5,452

2021/22 Actual:

5,321

2021/22 Target:

>=7,173

2021/22 Assessment:

Not Achieved

Compared to the previous fiscal year (2020/21), the total
student FTE spaces (excluding ITA) fell by 131 FTEs to
5,321 in 2021/22. This resulted in Camosun not achieving
its target for the year. This may largely be due to the
impact COVID-19 has had on the education industry.

PERFORMANCE MEASURE 1A: STUDENT SPACES IN NURSING AND ALLIED HEALTH PROGRAMS
(FTE) (EXCLUDING THE INDUSTRY TRAINING AUTHORITY)
2019/20 Actual:

755

2020/21 Actual:

756

2021/22 Actual:

870

2021/22 Target:

>=840

2021/22 Assessment:

Achieved

Student FTEs in nursing and allied health programs rose
from the previous fiscal to 870 in the 2021/22 year. This
was an increase of 114 FTEs and resulted in Camosun
achieving its target of 840 FTEs for the period.

PERFORMANCE MEASURE 1B: STUDENT SPACES IN DEVELOPMENT PROGRAMS (FTE)
2019/20 Actual:

994

2020/21 Actual:

808

2021/22 Actual:

748

2021/22 Target:

>=1,030

2021/22 Assessment:

30

Not Achieved

Compared to the previous fiscal year (2020/21), the
student FTE spaces in developmental programs fell by
60 FTEs to 748 in 2021/22. This resulted in Camosun not
achieving its target for the year. This may largely be due
to the impact COVID has had on the education industry.

PERFORMANCE MEASURE 2: CREDENTIALS AWARDED
2019/20 Actual:

2,561

2020/21 Actual:

2,410

2021/22 Actual:

2,100

2021/22 Target:

>=2,277

2021/22 Assessment:

Down from 2,410 credentials awarded in 2020/21,
Camosun awarded 2,100 credentials in the 2021/22
year. This resulted in Camosun substantially achieving
the target for the period.

Substantially Achieved

PERFORMANCE MEASURE 3: TOTAL SPACE FOR INDIGENOUS STUDENTS
(CALCULATED STUDENTS FTE)
2019/20 Actual:

873

2020/21 Actual:

800

2021/22 Actual:

762

2021/22 Target:

Increase from previous year

2021/22 Assessment:

Falling from 800 in the previous year to 762 in the
2021/22 year. Resulting in Camosun not achieving its
target. The impact of COVID-19 on educational activity
had a part in the target not being achieved.

Not Achieved

PERFORMANCE MEASURE 3A: TOTAL INDIGENOUS FTE STUDENT SPACES (AEST)
2019/20 Actual:

592

2020/21 Actual:

531

2021/22 Actual:

529

2021/22 Target:

Increase from previous year

2021/22 Assessment:

Not Achieved

The number of AEST Indigenous Student Spaces fell,
slightly, from the previous year (531) to 529 in the
2021/22 fiscal year – a drop of only two FTES. This
resulted in Camosun not achieving its target for
the period.

PERFORMANCE MEASURE 3B: TOTAL INDIGENOUS FTE INDUSTRY TRAINING AUTHORITY SPACES
2019/20 Actual:

280

2020/21 Actual:

269

2021/22 Actual:

234

2021/22 Target:

Increase from previous year

2021/22 Assessment:

Not Achieved

When compared to the previous year (2020/21) the
number of ITA Indigenous Student Spaces fell by
35 FTEs in the 2021/22 Fiscal Year – resulting in 234
Indigenous ITA spaces. Camosun was unable to meet
its target for the 2021/22 fiscal year.

31

PERFORMANCE MEASURE 4: STUDENT SATISFACTION WITH EDUCATION
Survey Name
2019/20 Actual:
2020/21 Actual:
2021/22 Actual:
2021/22 Target:
2021/22 Assessment:

DACSO

TFTVG

APPSO

BGS

90.9%
(+/-1.1%)

87.5%
(+/-3.8%)

92.0%
(+/-2.8%)

96.4%
(+/-2.4%)

90.9%
(+/-1.1%)

85.7%
(+/-3.7%)

87.2%
(+/-3.4%)

95.8%
(+/-2.9%)

90.9%
(+/-1.2%)

≥90.0%

Achieved

95.9%
(+/-2.1%)

≥90.0%

Substantially
Achieved

94.6%
(+/-2.2%)

≥90.0%

Achieved

93.9%
(+/-3.2%)

≥90.0%

Achieved

Comments
The results of the 2021/22
student satisfaction from
Outcomes indicate all but
TFTVG populations achieved
their targets. The TFTVG
substantially achieved the
target rate of 90.0%.

PERFORMANCE MEASURE 5: STUDENT ASSESSMENT OF QUALITY OF INSTRUCTION
Survey Name
2019/20 Actual:
2020/21 Actual:
2021/22 Actual:
2021/22 Target:
2021/22 Assessment:

DACSO

TFTVG

APPSO

BGS

Comments

99.0%
(+/-1.3%)

The results of the 2021/22
student satisfaction from
Outcomes indicate all the
survey populations achieved
their targets.

95.6%
(+/-0.8%)

86.8%
(+/-3.9%)

95.4%
(+/-2.2%)

92.9%
(+/-3.4%)

94.8%
(+/-0.8%)

88.8%
(+/-3.3%)

92.3%
(+/-2.7%)

95.8%
(+/-2.9%)

94.3%
(+/-0.9%)

≥90.0%

Achieved

94.1%
(+/-2.5%)

≥90.0%

Achieved

95.6%
(+/-2.0%)

≥90.0%

Achieved

≥90.0%

Achieved

PERFORMANCE MEASURE 6: STUDENT ASSESSMENT OF SKILL DEVELOPMENT
Survey Name
2019/20 Actual:
2020/21 Actual:
2021/22 Actual:
2021/22 Target:
2021/22 Assessment:

32

DACSO

TFTVG

APPSO

BGS

84.6%
(+/-1.0%)

82.6%
(+/-4.3%)

83.2%
(+/-3.9%)

91.5%
(+/-3.7%)

86.6%
(+/-1.3%)

82.2%
(+/-4.0%)

80.7%
(+/-4.0%)

89.4%
(+/-3.3%)

85.8%
(+/-1.3%)

≥85.0%

Achieved

87.9%
(+/-2.3%)

≥85.0%

Achieved

84.1%
(+/-3.4%)

≥85.0%

Substantially
Achieved

87.9%
(+/-4.1%)

≥85.0%

Achieved

Comments
The results of the 2021/22
student satisfaction from
Outcomes indicate all but
APPSO populations achieved
their targets. The APPSO
substantially achieved the
target rate of 90.0%.

PERFORMANCE MEASURE 7: STUDENT ASSESSMENT OF USEFULNESS OF KNOWLEDGE AND
SKILLS IN PERFORMING JOB
Survey Name
2019/20 Actual:
2020/21 Actual:
2021/22 Actual:
2021/22 Target:
2021/22 Assessment:

DACSO

TFTVG

APPSO

BGS

Comments

92.6%
(+/-3.7%)

The results of the 2021/22
student satisfaction from
Outcomes indicate all but
DACSO populations achieved
their targets. The DACSO
substantially achieved the
target rate of 90.0%.

80.0%
(+/-2.5%)

89.7%
(+/-4.2%)

93.3%
(+/-2.8%)

93.5%
(+/-3.6%)

82.0%
(+/-2.4%)

87.4%
(+/-4.5%)

88.9%
(+/-3.7%)

96.8%
(+/-2.6%)

85.9%
(+/-2.2%)

≥90.0%

86.8%
(+/-4.4%)

≥90.0%

Substantially
Achieved

Achieved

93.7%
(+/-2.5%)

≥90.0%

Achieved

≥90.0%

Achieved

PERFORMANCE MEASURE 8: UNEMPLOYMENT RATE
Survey Name
2019/20 Actual:
2020/21 Actual:
2021/22 Actual:
2021/22 Target:
2021/22 Assessment:

DACSO

6.0%
(+/-1.4%)

7.7%
(+/-1.6%)

TFTVG

8.5%
(+/-3.5%)

10.5%
(+/-3.6%)

APPSO

2.9%
(+/-1.8%)

3.5%
(+/-1.8%)

BGS

Comments

3.0%
(+/-2.3%)

Camosun Achieved all of
the unemployment rate
targets in the 2021/22 year
from the respective Student
Outcomes Surveys.

6.1%
(+/-3.2%)

8.8%
(+/-1.6%)

13.3%
(+/-4.0%)

10.9%
(+/-3.3%)

0.0%
(+/-0.0%)

Achieved

Achieved

Achieved

Achieved

≤10.4%

≤10.4%

≤10.4%

≤10.4%

ADDITIONAL PERFORMANCE MEASURES
TOTAL FTE STUDENTS FOR OTHER STUDENT CATEGORIES
2021/22 Results, Industry Training Authority
funded students

2021/22 Results, International students

Camosun had 2,223 student FTEs in
2,300 FTEs in the 2020/21 fiscal
ITA-funded programs in the 2021/22
year compared to 2,223 FTEs in the
fiscal year. This is 67 FTEs down
2021/22 fiscal year.
(-3.4%) from the previous fiscal
year’s value of 2,300.
1,236 FTEs in the 2020/21 fiscal
year compared to 1,153 FTEs in the
2021/22 fiscal year.

1.

DACSO Diploma, Associate Degree, and Certificate Student Outcomes Survey

3.

APPSO Apprenticeship Student Outcomes Survey

2.

4.

International student FTEs fell from
1,236 to 1,153 in the 2021/22 fiscal
year. This is a drop of 6.7%.

TFTVG Trades Foundation and Trades-Related Vocational Student Outcomes Survey

BGS Baccalaureate Graduates Student Outcomes Survey

33

The following table, together with the performance measures listed in this report, demonstrate the
commitment of Camosun College towards achieving the 2021/22 mandate letter priorities.

MANDATE
LETTER
PRIORITIES
2021/22

INDICATORS
Foundational Principles

Putting people
first

Lasting and
meaningful
reconciliation

34

We are committed to working with you to put
people first. You and your board are uniquely
positioned to advance and protect the public
interest and I expect that you will consider how
your board’s decisions maintain, protect and
enhance the public services people rely on and
make life more affordable for everyone.

Reconciliation is an ongoing process and a
shared responsibility for us all. Government’s
unanimous passage of the Declaration on
the Rights of Indigenous Peoples Act was a
significant step forward in this journey – one
that all public post-secondary institutions
are expected to support as we work in
cooperation with Indigenous peoples to
establish a clear and sustainable path to
lasting reconciliation. True reconciliation will
take time and ongoing commitment to work
with Indigenous peoples as they move towards
self-determination. Guiding these efforts,
public post-secondary institutions must also
remain focused on creating opportunities
that implement the Truth and Reconciliation
Commission through your mandate.

Camosun Examples
Student Support Managers within the Office of
Student Support regularly work one-on-one with a
variety of vulnerable and under-represented student
populations including BIPOC students, those with
diverse abilities and/ or neurodiversity, students of
diverse gender identities and sexual orientations,
first generation students, sexualized and genderbased violence survivors among others.
Approximately 170 former youth in care students
benefiting from the provincial tuition waiver program
and wraparound supports.
The college managed a full and safe return to campus
for students, faculty and staff in September 2021.

Launched an Indigenous canoe on National
Indigenous Peoples Day in June 2021.
The college celebrated the 30th anniversary of Eyēʔ
Sqȃ’lewen, the Centre for Indigenous Education &
Community Connections, with a panel discussion of
10 alumni.
Camosun continues to work to increase Indigenous
participation in decision-making processes, along
with increased consultation, and representation.

Foundational Principles

Equity and
Anti-racism

Our province’s history, identity and strength
are rooted in its diverse population. Yet
racialized and marginalized people face historic
and present-day barriers that limit their full
participation in their communities, workplaces,
government and their lives. The public sector
has a moral and ethical responsibility to tackle
systemic discrimination in all its forms – and
every public sector organization has a role in this
work. All public post-secondary institutions are
encouraged to adopt the Gender-Based Analysis
Plus (GBA+) lens to ensure equity is reflected
in your operations and programs. Similarly,
appointments resulting in strong public sector
boards that reflect the diversity of British
Columbia will help achieve effective and citizencentred governance.

Announced in December 2018, the CleanBC
climate action plan puts our province on the path
to a cleaner, better future by building a lowcarbon economy with new clean energy jobs and
opportunities, protecting our clean air, land and
water and supporting communities to prepare
for carbon impacts. As part of the accountability
A better
framework established in CleanBC, and consistent
future through with the Climate Change Accountability Act, please
fighting climate ensure your institution aligns operations with
change
targets and strategies for minimizing greenhouse
gas emissions and managing climate change
risk, including the CleanBC target of a 50 percent
reduction in public sector building emissions
and a 40 percent reduction in public sector fleet
emissions by 2030. I ask that your institution work
with government to report out on these plans and
activities as required by legislation.

Camosun Examples

Camosun is also one of five colleges in Canada
participating in the Dimensions Project. This
national project is developing practices to improve
equity, diversity and inclusion in the post-secondary
system, including how to address the digital divide,
systemic racism, gender bias and hiring practices.
The Equity, Diversity and Inclusion Policy is an
overarching policy structure to take on current and
future priorities.
Development of a new strategic plan that will serve
the college community for the next five years.

The Wilna Thomas building renewal project on
Lansdowne campus is an extensive renovation that
integrated Energy Modeling and a Social Sustainability
Framework into the planning process. The building
upgrades are projected to result in a 23 per cent
emissions reduction for the building.
Camosun completed the planning and procurement
stages of enhancing Smart Metering for all
buildings in 2021. Smart Metering all buildings will
help create energy consumption baselines and will
aid in measuring successes. It will also help with
behavioral change campaigns, as the plan is to have
this information available on a public dashboard.
It will also help improve reporting granularity so
Camosun is more able to see and celebrate the
positive impact of ongoing upgrades.
Camosun’s Climate Coalition Group (C4) partnered
with Camosun Sustainability Office, the Camosun
Sustainability, the Camosun College Students
Society, Canadian Union of Public Employees Local
2081, and the Camosun College Faculty Association
to host a public talk by Seth Klein, author of A Good
War: Mobilizing Canada for the Climate Emergency.
Students, Faculty and Staff came together virtually to
discuss steps forward we can take personally and as
an institution in the face of a Climate Emergency. (C4
is an informal group of Camosun people who share
an interest in promoting positive climate action)

35

Foundational Principles

A strong,
sustainable
economy that
works
for everyone

I expect that you will identify new and flexible ways
to achieve your mandate and serve the citizens of
British Columbia within the guidelines established
by the Provincial Health Officer and considering
best practices for conducting business during
the pandemic. Collectively, our public sector will
continue to support British Columbians through
the pandemic and economic recovery by investing
in health care, getting people back to work, helping
businesses and communities, and building the
clean, innovative economy of the future. As a
public sector organization, I expect that you will
consider how your decisions and operations reflect
environmental, social and governance factors and
contribute to this future.

Outline initiatives/report on how your institution
is involved in cross-system and community
consultation, engagement and collaboration to
Resume full
resume on-campus learning and services and
on-campus
work towards pre-COVID 19 levels. This could
learning and
include demonstration of how institutions have
services for
worked with Indigenous communities and
students,
learners impacted to develop plans to support
faculty and staff
continued access to some academic programming
and services in cases where communities have
continued to take increased safety measures.

36

Camosun Examples
Camosun continues to grow a range of microcredentials to fill industry needs through its
Professional Studies & Industry Training department.
The shorter, competency-based education
opportunities are a bridge for workers to enhance their
skills and take advantage of job openings in highdemand fields.
Students are actively supported to ensure that
appropriate on-campus supports are accessible and
available. Examples include: Camosun Counselling,
Centre for Accessible Learning, Academic Advising,
Help Centres, Eyēʔ Sqȃ’lewen – Centre for Indigenous
Education & Community Connections, Camosun
College Student Society Clubs, and on-campus
recreation facilities.
Students are also actively supported to make
connections to appropriate off-campus supports.
Examples include: The Foundry, Disability Resource
Centre, Victoria Sexual Assault Centre, Island Sexual
Health, Native Friendship Centre, Men’s Therapy
Centre and PEERS.

Encouraging students and employees to get
vaccinated and hosted mobile vaccination clinics from
Island Health on campus during Welcome Week.
Created and regularly updated Communicable
Disease Prevention Plan and Communicable
Disease Prevention Guidelines to support safe
campus operations and guide decision making.
Conducted risk assessments and implemented
control measures for a full and safe return to oncampus operations.

Foundational Principles

Implement
post-secondary
education and
skills training for
those impacted
by COVID-19 and
vulnerable and
underrepresented
groups, to
participate fully
in economic
recovery and
growing career
opportunities

The tuition-free, entirely-online Education &
Career Planning certificate program offers adult
learners the time and support to explore new
life directions in a rapidly changing world.
Micro-credentials
• Report on plans and progress to introduce and
recognize micro-credentials that aim to meet local
or regional needs and/or reskill individuals to gain
employment in high opportunity occupations

Student Support Managers regularly work oneto-one with a variety of vulnerable and underrepresented student populations including
BIPOC students, those with diverse abilities
and/ or neurodiversity, students of diverse
gender identities and sexual orientations, first
generation students, sexualized and genderbased violence survivors among others.

Co-op, Work Integrated Learning and Career
Planning
• Continue to report on increases or expansion of
co-ops and work integrated learning opportunities. Camosun continues to grow a range of microcredentials to fill industry needs. The shorter,
competency-based education opportunities
are a bridge for workers to enhance their skills
and take advantage of job openings in highdemand fields.

Cross-government and stakeholder collaboration
• Report on initiatives that show your support
of broader government commitments including
climate action, anti-racism and Indigenization.
• Provide updates on your progress in
implementing the education related TRC Calls to
Action relevant to your institution. The progress
report is to be included with the annual IAPRs (as
per Appendix B).
Fully engage with
government in
implementing
mandate
commitments
to support a
future-ready
workforce and
post-secondary
system

Camosun Examples

Funding Review
• Support the Ministry with key post-secondary
institution staff participating collaboratively in
the upcoming review process and any steering
committee/working groups.
Tuition Policy
• Continue to submit annual tuition and
mandatory fees data to the Ministry.
Digital Services
• As applicable, adopt the EducationPlannerBC
application and transcript exchange service.
• Work with the Ministry to enhance and
streamline digital tools for all formats of learning,
including online, in-person and hybrid.
• Enhance cybersecurity measures at your
institution to align with the provincial Office
of the Chief Information Officer directives and
participate in the External Security Services.

Camosun is one of five colleges in Canada
participating in the Dimensions Project. This
national project is developing practices to
improve equity, diversity and inclusion in the
post-secondary system, including how to
address the digital divide, systemic racism,
gender bias and hiring practices.
Camosun’s response plan to the Truth and
Reconciliation Commission Calls to Action
contains a strong vision, guiding principles, and
39 action statements that have enabled the
college to respond to the TRC and the Indian
Residential School survivors.
Education and training at Camosun is
structured to respond to industry demand,
ensuring graduates enter the labour market
with pragmatic skills and the confidence to be
productive immediately.

37

2022/23 Minister’s Letter of Direction
Demonstrate your commitment to
collaborating within your sector on new
and priority initiatives, including:

Camosun is well-positioned to support the workforce needs of the regional
economy and ensure students can seize emerging opportunities, particularly
in the areas of health, tech, trades.

• Working to align education and skills
training to goals of the BC Economic
Plan; and

Skilled trades certification supports efforts to provide accessible, affordable
and relevant trades training for women, Indigenous peoples and those
just starting in their careers, including youth as part of the South Island
Partnership with school districts. Camosun is working with the ITA to ensure
there is sufficient seat capacity so that apprentices can complete their training
in a timely manner.

• Supporting the implementation of
Skilled Trades Certification

Contribute to Ministry engagement on
upcoming initiatives, including:
• The future Ready: Skills for the Jobs of
Tomorrow plan
• The Ministry’s sexualized violence
policy review
• Further tech-relevant seat expansions
• The funding formula review of
provincial operating grants

38

Camosun participated in the paper from BC Colleges as part of the input into
the development of the Future Ready Skills Plan.
Camosun has submitted several proposals to the 2,000 tech-related seat
expansion.
Camosun has supported ministry-directed sexualized violence and
misconduct initiatives including training, policy community of practice, and
data and reporting.
Active participation is underway as part of the funding formula review of
provincial operating grants.

39

APPENDIX B:
TRC CALLS TO
ACTION / UNDRIP
ARTICLES
Progress on Implementation of Truth and
Reconciliation Commission’s (TRC) Calls to
Action and articles of the United Nations
Declaration (UN Declaration) on the
Rights of Indigenous Peoples at Public
Post-Secondary Institutions in B.C.
The provincial government is committed
to implementing the UN Declaration on
the Rights of Indigenous Peoples and the
TRC Calls to Action. Institutions will have
addressed relevant TRC Calls to Action
and articles of the UN Declaration on the
Rights of Indigenous Peoples to varying
degrees. Please complete the following
table to provide an at-a-glance summary
of your institution’s progress.
The provincial government is committed
to implementing the UN Declaration on
the Rights of Indigenous Peoples and
the TRC Calls to Action. Institutions
will have addressed relevant TRC
Calls to Action and articles of the
UN Declaration on the Rights of
Indigenous Peoples to varying
degrees. The following table
provides an at-a-glance summary
of Camosun’s progress in these
important areas.

40

TRC Call to Action and UN
Declaration on the Rights of
Indigenous Peoples Article

PROGRESS
Identify whether the initiative is:
• New

• Planned vs In Progress vs
Implemented or Ongoing
• If there is no relevant
program show as N/A.

1. Social Work

We call upon the federal, provincial,
territorial, and Aboriginal
governments to commit to reducing
the number of Aboriginal children in
care by … Ensuring that social workers
and others who conduct child-welfare
investigations are properly educated
and trained about the history and
impacts of residential schools. ...
Ensuring that social workers and
others who conduct child-welfare
investigations are properly educated
and trained about the potential for
Aboriginal communities and families
to provide more appropriate solutions
to family healing.

Ongoing: IST 205: Indigenous
Introduction to Social Work

Ongoing: IST 206: Indigenous Social
Welfare
Ongoing: IST 243: Comparative
Indigenous Rights

Ongoing: All instructors and student
support personnel who work with
pre-social work students are able
to take TELŦIN TŦE WILNEW, a
blended delivery course that supports
Camosun personnel to Indigenize
their professional practice, as well as a
new course, ĆENENITEL, that expands
the knowledge they accessed in
TELŦIN TŦE WILNEW.
Planned: Camosun is in process
of developing a new 10-month
certificate program in Indigenous
Community Wellness. Graduates will
work in Indigenous communities
and urban community agencies to
support the wellness of Indigenous
community members. The program is
expected to begin delivery in 2023.
Planned: Camosun will deliver
eight human services courses to
the Saanich Adult Education Centre
in 2022/23 while the Indigenous
Community Wellness program
is developed and goes through
curriculum approval processes.

INITIATIVE & PARTNERSHIP
DETAILS
Provide key details initiatives
relating to each Call to Action and
UN Declaration on the Rights of
Indigenous Peoples article and
how your institution’s relations
and collaborative partnerships
with local First Nations and Métis
communities are contributing
to implementation. Include links
where relevant. Add rows to report
on additional initiatives
as required.
More Indigenous and Indigenousinformed social workers will reduce the
number of Indigenous children in care.

IST 205 and 206 are continuing. Both
serve as prerequisites to BSW programs
and are delivered in both traditional
formats and intense weekend-based
sessions during the summer semester.
The number of IST 205 and 206 sections
has doubled in the last two years.
IST 243, Comparative Indigenous Issues,
is continuing. It compares Indigenous
social welfare practices across the
pacific rim, enabling students who may
later work in Indigenous child welfare
to learn from practices in Canada, USA,
Australia and New Zealand.
The Indigenous Community Wellness
program is being designed in
partnership with the IAHLA institution
the Saanich Adult Education Centre and
with Indigenous social work and human
services practitioners.
In 2022/23 Camosun will deliver
the eight human services courses in
partnership with the Saanich Adult
Education Centre.

41

12. Early Childhood Education

Ongoing: Camosun has a Human Rights
Tribunal (HRT) special program to provide
priority access to Indigenous students
entering Health Sciences and Human
Services programs, including Early
Learning and Care (ELC)

We call upon the federal,
provincial, territorial, and
Aboriginal governments to
develop culturally appropriate
early childhood education
programs for Aboriginal families. Ongoing: All instructors and student
support personnel who work with ELC
students are able to take TELŦIN TŦE
WILNEW, a blended delivery course
that supports Camosun personnel to
Indigenize their professional practice, as
well as a new course, ĆENENITEL, that
expands the knowledge they accessed in
TELŦIN TŦE WILNEW

16. Indigenous Language
Degree and Diploma
Programs

We call upon post-secondary
institutions to create
university and college degree
and diploma programs in
Aboriginal Languages.

23. Health-Care Professionals

We call upon all levels of
government to increase
the number of Aboriginal
professionals working in the
health-care field, ensure the
retention of Aboriginal healthcare providers in Aboriginal
communities, and provide
cultural competency training for
all healthcare professionals.

42

Partnership: In 2020, Camosun completed
a customized version of its Early Learning
and Care program in partnership with
the Saanich Adult Education (located on
Tsartlip Nation). 8 students completed with
full certification to work in early childcare.

Ongoing: IST 120: Understanding
Indigenous Peoples

Partnership: In early 2021 Camosun,
in partnership with the Victoria Native
Friendship Centre, began delivering a
program that will support Indigenous
students with Early Childcare (ELC)
certificates to earn Early Childcare
diplomas. Other Indigenous communities
are expressing interest in similar
programs and we are seeking funding to
be able to address that interest over the
next three years.

Ongoing: Local First Nations, urban
Indigenous organizations in Victoria and
Metis Nation Greater Victoria all manage
their own Indigenous language programs.
Camosun refers students to these
programs as appropriate and may provide
facilities as necessary.

Ongoing: Local First Nations, urban
Indigenous organizations in Victoria
and Metis Nation Greater Victoria all
manage their own Indigenous language
programs. Camosun refers students to
these programs as appropriate and may
provide facilities as necessary.

Ongoing: Formal Indigenous language
programs in this region are delivered by
Indigenous Education in the Faculty of
Education at the University of Victoria.
Camosun honours this agreement with
local First Nations. It contributes to this
programming by serving on the Faculty of
Education’s Indigenous Advisory Board.

Continuing: All ELC program delivery
requires students to complete IST 120,
Understanding Indigenous Peoples.

Ongoing: Health 111: Indigenous Peoples’ Continuing: All students in Medical
Health
Lab Assistant and Diagnostic Medical
Sonography are required to complete IST
Ongoing: All instructors and student
120: Understanding Indigenous Peoples. All
support personnel who work with Health
students in the Mental Health & Addictions
Care students are able to take TELŦIN
program are required to completed HLT
TŦE WILNEW, a blended delivery course
111: Indigenous Peoples’ Health.
that supports Camosun personnel to
Indigenize their professional practice, as
well as a new course, ĆENENITEL, that
expands the knowledge they accessed in
TELŦIN TŦE WILNEW.

Ongoing: The School of Health & Human
Services has a faculty position exclusively
committed to Indigenous student success
and Indigenization training for HHS faculty.

Partnership: Camosun completed an
Indigenous Health Care Attendant
program in partnership with the
Saanich Adult Education (located on
Tsartlip Nation).

24. Medical and Nursing
Schools

Ongoing: Health 111: Indigenous Peoples’
Health.

We call upon medical and nursing
schools in Canada to require
all students to take a course
dealing with Aboriginal health
issues, including the history and
legacy of residential schools, the
United Nations Declaration (UN
Declaration) on the Rights of
Indigenous Peoples, Treaties and
Aboriginal rights, and Indigenous
teachings and practices. This will
require skills-based training in
intercultural competency, conflict
resolution, human rights, and
anti-racism.

Ongoing: All instructors and student
support personnel who work with Health
Care students are able to take TELŦIN
TŦE WILNEW, a blended delivery course
that supports Camosun personnel to
Indigenize their professional practice, as
well as a new course, ĆENENITEL, that
expands the knowledge they accessed in
TELŦIN TŦE WILNEW

28. Law Schools

IST 136, Indigenous Justice & Law is part
of the core curriculum of the Indigenous
Studies program and the Criminal Justice
program, the two programs pre-law
students are most likely to enrol in.

We call upon law schools
in Canada to require all law
students to take a course in
Aboriginal people and the law,
which includes the history and
legacy of residential schools, the
UN Declaration on the Rights of
Indigenous Peoples, Treaties and
Aboriginal rights, Indigenous
law, and Aboriginal–Crown
relations. This will require skillsbased training in intercultural
competency, conflict resolution,
human rights, and anti-racism.
57. Public Servants
We call upon federal, provincial,
territorial, and municipal
governments to provide
education to public servants
on the history of Aboriginal
peoples, including the history
and legacy of residential
schools, the UN Declaration
on the Rights of Indigenous
Peoples, Treaties and Aboriginal
rights, Indigenous law, and
Aboriginal–Crown relations. This
will require skills-based training
in intercultural competency,
conflict resolution, human rights,
and anti-racism.

All students in the Nursing program
are required to completed HLT 111,
Indigenous Peoples’ Health and will
soon be required to complete IST 120,
Knowing Indigenous Peoples.

Ongoing: The School of Health & Human
Services has a faculty position exclusively
committed to Indigenous student success
and Indigenization training for HHS
faculty.
N/A

Ongoing: All instructors and student
support personnel who work with Justice
students are able to take TELŦIN TŦE
WILNEW, a blended delivery course
that supports Camosun personnel to
Indigenize their professional practice, as
well as a new course, ĆENENITEL, that
expands the knowledge they accessed in
TELŦIN TŦE WILNEW.
Ongoing: A number of Indigenous Studies
courses are available as electives in a
variety of Camosun programs, including
within Public Administration.

The Indigenous Ways of Leadership
and Learning program is delivered in
partnership with Māori Studies at the Ara
Institute in Christchurch, New Zealand.

New: The Indigenous Ways of Leadership
and Learning program will debut in
September 2023. This post-diploma
program provides learning for students
who plan to, or are, leaders in Indigenous
communities and those who work,
or will work, in organizations that
provide public services to Indigenous
people, communities and Nations, and
are responsible to bring Indigenous
consciousness to those organizations.

Ongoing: A number of Indigenous
Studies courses are available as electives
in a variety of Camosun programs,
including within Public Administration.

43

Ongoing: All instructors and student
support personnel who work with
public administration students are
able to take TELŦIN TŦE WILNEW, a
blended delivery course that supports
Camosun personnel to Indigenize
their professional practice, as well as a
new course, ĆENENITEL, that expands
the knowledge they accessed in
TELŦIN TŦE WILNEW.
62. Teacher Education

N/A: Camosun does not offer Teacher
Education courses, but Indigenous
We call upon the federal, provincial,
content is integrated into the
and territorial governments, in
Education Assistant and Community
consultation and collaboration with
Support (EACS) program. Students
Survivors, Aboriginal peoples, and
educators, to: … Provide the necessary in EACS must complete IST 120:
funding to post-secondary institutions Understanding Indigenous Peoples.
to educate teachers on how to
integrate Indigenous knowledge and
teaching methods into classrooms.

Ongoing: A number of Indigenous
Studies courses are available as
electives in a variety of Camosun
programs, including within Public
Administration.

86. Journalism and Media School

N/A

We call upon Canadian journalism
programs and media schools to require
education for all students on the
history of Aboriginal peoples, including
the history and legacy of residential
schools, the UN Declaration on the
Rights of Indigenous Peoples, Treaties
and Aboriginal rights, Indigenous law,
and Aboriginal–Crown relations.

N/A

92. Business Schools

Ongoing: A number of Indigenous
We call upon the corporate sector in Studies courses are available as
electives in a variety of Camosun
Canada to … Provide education for
management and staff on the history business programs.
of Aboriginal peoples, including
New: The new Ways of Indigenous
the history and legacy of residential Leadership and Learning advanced
schools, the UN Declaration on
certificate program will support
the Rights of Indigenous Peoples,
learners who want to work in
Treaties and Aboriginal rights,
Indigenous leadership or support
Indigenous law, and Aboriginal–
Indigenous initiatives/decolonization
Crown relations. This will require
work in non-Indigenous organizations.
skills-based training in intercultural
Ongoing: All instructors and student
competency, conflict resolution,
support personnel who work with
human rights, and anti-racism.
business students are able to take

TELŦIN TŦE WILNEW, a blended
delivery course that supports
Camosun personnel to Indigenize
their professional practice, as well as a
new course, ĆENENITEL, that expands
the knowledge they accessed in
TELŦIN TŦE WILNEW.

44

New/Partnership: The Ways of
Indigenous Leadership and Learning
advanced certificate program will be
delivered in partnership with the Maori
and Indigenous Studies program at Ara
Institute in Christchurch, New Zealand.
The program, which will. be a hybrid
online learning/on-the-land learning
with students from each location visiting
the others in their homelands, will
focus on trauma-informed leadership
of Indigenous organizations and
implementing Indigenization processes
in non-Indigenous organizations.

United Nations Declaration on the Rights of Indigenous Peoples Implementation

How is your institution working with Indigenous peoples and communities to implement the United Nations Declaration
on the Rights of Indigenous Peoples, and in particular the articles related to education, which include the following:
Article 14

1. Indigenous peoples have the right to establish and control their educational systems and institutions providing
education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.
2. Indigenous individuals, particularly children, have the right to all levels and forms of education.
Article 15

1. Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations
which shall be appropriately reflected in education and public information.
Article 21

Indigenous peoples have the right, without discrimination, to the improvement of their economic and social
conditions, including, inter alia, in the areas of education, employment, vocational training and retraining, housing,
sanitation, health and social security.
Progress
The first phase of Camosun’s Indigenization and Reconciliation Initiative is
complete and includes the following successes:
• Programs in a variety of ways.

• Developed Indigenous-focused required learning for all applicable programs.
• Explored programming to meet relational and cultural leadership needs in
Indigenous communities and organizations.
• Supported faculty to indigenize teaching and learning experiences in
programs and courses.
• Identified and created pathways and connections between Indigenous and
non-Indigenous programs.
• Developed and provided learning opportunities for newcomers to Canada
and International students to learn more about Indigenous peoples,
history, and current issues.
• Acquired a Camosun Canoe to provide students, employees and
community members’ access to a canoe for cultural camps and outdoor
expeditions/field trips etc.
• Developed and implemented contract training opportunities for public
servants and local business owners to become more knowledgeable about
issues of reconciliation and developing better working relationships with
Indigenous peoples.

New and/or continuing initiatives
and partnerships

Partnership: Eyēʔ Sqậ’lewen: the Centre
for Indigenous Education & Community
Connections is part of the Victoria Urban
Leadership Table, which is supporting
inclusion of urban Indigenous peoples’
needs and interests as the Declaration
on the Rights of Indigenous Peoples
becomes implemented. Eyēʔ Sqậ’lewen
is also part of the Victoria City Family, a
collaboration between the Lekwungen
Nations, the Victoria City mayor and
select Council and two other Indigenous
representatives who are educators. This
group has focused strongly on educating
the general public about Indigenous
truths and issues, including UNDRIP.
Phase 2 of the Indigenization
and Reconciliation Initiative is in
development. It currently includes 18
new projects. Planning will wrap up by
June and projects will start in September.

• Explored domestic and international field schools, for example with
Maori students and institutions, to support students learning more about
international approaches to Indigenization.
• Facilitated two Indigenous learning sessions for the Board of Governors.

• Provided a one-day TRC awareness day in February 2017 for all employees.
• Expanded offerings of TELŦIN TŦE WILNEW (TTW) for employees.

• Developed and began delivery of the TELŦIN TŦE WILNEW follow up, ĆENENITEL.

45

Progress
• Incorporated intercultural awareness and understanding as key collegewide competencies, informed by principles of Indigenization, in the
college’s Capability Framework.
• Introduced integral elements of Indigenization into the onboarding
process, the welcome orientation, and the employee handbook.

• Piloted the development of cultural camps for students and employees,
including college leadership.

• Brought more Indigenous presence to our Senior Leadership Council (SLC).
• Ensured the Strategic Plan is informed by Indigenization and Reconciliation.
• Designated September 30 as an annual, college-wide, college-supported
Orange Shirt Day.
• Piloted an Indigenous job event for potential employees.
• Provided Elders’ parking.

• Facilitated the purchase and storage of blankets for use within Na’tsa’maht,
and installed steps from Na’tsa’maht down to the Pit Cook area.
• Organized and implemented an information campaign to educate the
Camosun community about the United Nations Declaration on the Rights
of Indigenous Peoples.
• Included elements of the TRC calls to action in the Respect in the
Workplace program.
• Established Indigenous cultural space on the Interurban campus.

• Policy and procedure development to ensure that planning teams establish
a process for consultation with Elders, leaders, and knowledge keepers
from Indigenous communities, Nations and organizations, as appropriate.

• Identified classrooms on the Lansdowne campus that could be used for the
delivery of Indigenous pedagogy; moreover, a special Indigenized
classroom, large enough for 40 people to sit in circle with fans and
insultation for drumming and smudging, will be opened in March 2022.
• Indigenized hiring practices to value Indigenous competencies and
employment of Indigenous people, and was successful in a proposal to the
Human Rights Tribunal to initiative priority and limited hiring for
Indigenous people for some programs and positions in the college.
• Established Indigenous gathering/learning/service space at Interurban.

• Established an Indigenous Research and Indigenous Knowledge protection
process under the direction of a multi-discipline council called NECITEL.

• Organized a Vancouver Island Post-Secondary Alliance session to support
the five island PPSIs to collaborate in ongoing Truth & Reconciliation
initiatives and response to the revealing of Indigenous children’s graves
near former Indian Residential Schools.

• Developed and provided more web-based education and training to staff,
faculty and admin wishing to become more informed about reconciliation.
• Devoted part of the College website to reconciliation information and support
• Calendarized Indigenous events.

46

New and/or continuing initiatives
and partnerships

APPENDIX C: PERFORMANCE MEASURES
STUDENT ASSESSMENT OF SKILL DEVELOPMENT
ACTUAL
PERFORMANCE MEASURE

2019/20

2020/21

2021/22

TARGET
2021/22

ASSESSMENT
2021/22

Former diploma, associate degree and certificate students’ assessment of skill development
Skill Development
Written Communication
Oral Communication
Group Collaboration
Critical Analysis
Problem Resolution
Learn on Your Own
Reading and Comprehension

84.6%
+/- 1.0%

82.5%
+/- 1.7%

78.1%
+/- 1.8%

86.0%
+/- 1.4%

88.1%
+/- 1.3%

82.1%
+/- 1.6%

86.2%
+/- 1.4%

89.0%
+/- 1.3%

85.8%
+/- 1.3%

83.4%
+/- 1.7%
79.8%
+/- 1.8%

87.6%
+/- 1.4%

91.3%
+/- 1.2%

83.4%
+/- 1.6%

85.7%
+/- 1.5%

89.4%
+/- 1.3%

86.6%
+/- 1.3%

83.7%
+/- 1.5%

80.8%
+/- 1.6%

87.1%
+/- 1.3%

91.7%
+/- 1.1%

85.8%
+/- 1.4%

86.2%
+/- 1.3%

90.5%
+/- 1.1%

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

Trades foundation and trades-related vocational graduates’ assessment of skill development
Skill Development
Written Communication
Oral Communication
Group Collaboration
Critical Analysis
Problem Resolution
Learn on Your Own
Reading and Comprehension

82.6%
+/- 4.3%

63.6%
+/- 9.2%

70.5%
+/- 7.9%

87.4%
+/- 4.0%

84.7%
+/- 4.3%

83.3%
+/- 4.4%

85.9%
+/- 4.0%

87.9%
+/- 3.8%

87.9%
+/- 2.3%

69.0%
+/- 8.4%
75.7%
+/- 6.9%

92.0%
+/- 3.0%

93.9%
+/- 2.6%

91.3%
+/- 3.2%

87.7%
+/- 3.7%

92.7%
+/- 2.9%

82.2%
+/- 4.0%

64.0%
+/- 7.9%

70.9%
+/- 6.6%

84.5%
+/- 4.0%

86.1%
+/- 3.7%

84.6%
+/- 4.0%

85.9%
+/- 3.8%

89.0%
+/- 3.4%

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

47

Former apprenticeship students
Skill Development
Written Communication
Oral Communication
Group Collaboration
Critical Analysis
Problem Resolution
Learn on Your Own
Reading and Comprehension

83.2%
+/- 3.9%

67.4%
+/- 8.2%

69.2%
+/- 7.4%

80.9%
+/- 4.4%

86.4%
+/- 3.7%

81.3%
+/- 4.2%

87.5%
+/- 3.5%

91.6%
+/- 3.0%

84.1%
+/- 3.4%

67.0%
+/- 7.5%

68.0%
+/- 6.7%

82.8%
+/- 4.1%

90.3%
+/- 2.9%

88.3%
+/- 3.2%

87.2%
+/- 3.3%

91.9%
+/- 2.7%

80.7%
+/- 4.0%

63.1%
+/- 7.1%

64.8%
+/- 6.9%
80.0%
+/- 4.4%

87.2%
+/- 3.5%

82.4%
+/- 4.0%

85.0%
+/- 3.7%

88.3%
+/- 3.3%

≥85%
≥85%
≥85%
≥85%
≥85%
≥85%
≥85%

Substantially
Achieved
Substantially
Achieved

Substantially
Achieved

Substantially
Achieved
Substantially
Achieved

Substantially
Achieved
Substantially
Achieved

≥85%

Substantially
Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

Bachelor degree graduates
Skill Development
Written Communication
Oral Communication
Group Collaboration
Critical Analysis
Problem Resolution
Learn on Your Own
Reading and Comprehension

48

91.5%
+/- 3.7%

90.2%
+/- 4.0%

85.4%
+/- 4.8%

92.6%
+/- 3.6%

96.3%
+/- 2.5%

94.0%
+/- 3.2%

93.8%
+/- 3.4%

90.1%
+/- 4.1%

87.9%
+/- 4.1%

87.2%
+/- 4.7%

87.6%
+/- 4.5%

82.0%
+/- 5.1%

93.0%
+/- 3.4%

83.5%
+/- 5.0%

90.9%
+/- 3.8%

90.7%
+/- 3.9%

89.4%
+/- 3.3%

81.1%
+/- 6.0%

91.7%
+/- 4.0%

94.8%
+/- 3.2%

93.7%
+/- 3.5%

91.6%
+/- 4.0%

87.5%
+/- 4.8%

85.3%
+/- 5.2%

Inspiring
life-changing
education

“Leveraging education, training and employment
opportunities through employment-linked
sponsorship to provide economic opportunities
and durable solutions to refugees in a safe third
country has great potential globally, and is an
exciting way to mobilize new funds and engage
new actors, including local businesses to create
more opportunities to support the more than 15
million refugee youth around the world.”
Chris Eaton,

Executive Director, World University Service of Canada

This report is printed on recycled paper.