Higher education in Alberta


Higher education in Alberta

Higher education in Alberta refers to the post secondary education system for the province of Alberta. The Ministry of Advanced Education in Alberta oversees educational delivery through universities, publicly funded colleges, technical institutions, and private colleges. [Alberta Advanced Education and Technology. (2007). "Roles and Mandates Policy Framework for Alberta’s Publicly Funded Advanced Education System." Retrieved May 11, 2008 from http://www.advancededucation.gov.ab.ca/reading/policy/roleframework/Roles%20and%20Mandates%20Policy%20Framework%20FINAL.pdf] These institutions offer a variety of academic and vocational pursuits. Students have access to post secondary option through most regions of the Alberta, and a developed articulation system allows for increase student mobility.

History

Brief history of post-secondary education in Alberta

Establishment of universities in Alberta (1908)

In 1905, the province of Alberta was created out of the North West Territories and the following year, The Alberta legislature passed an act to establish a provincial university. [Harris, Robin, S. (1976) "A History of Higher Education in Canada 1663 – 1960." Toronto: University of Toronto Press.] Founded in 1908, the University of Alberta became the first degree granting institution in the province. The university followed the model of the land-grant state colleges in the Midwest of the United States and is a non-denominational, publicly supported institution that provides programs accessible to the provincial population. [Canadian Information Centre for International Credentials. "Post-secondary Education in Alberta". Retrieved May 29, 2008, from http://www.cicic.ca/483/alberta.canada]

A number of Calgary business owners and the municipal government attempted to establish the private "University of Calgary" in Calgary and by October 1912, began classes. In 1911, 1913 and 1915 it applied for degree-granting powers, but was turned down. It was renamed Calgary College, and closed in 1915 due to fights with government, against the collapsing real estate boom, and in Europe after 1914. [University of Calgary Archives (n.d.). "The University of Calgary, 1912-1915" Retrieved July 27, 2008 from http://www.archivesalberta.org/walls/uofc.htm]

In 1916 The Provincial Institute of Technology and Art (PITA) is established in Calgary to train returning veterans of World War One. [The Southern Alberta Institute of Technology. (n.d.). "SAIT Polytechnic - The History ." Retrieved July 27, 2008 from http://www.sait.ab.ca/pages/about/history/index.shtml]

Mount Royal College in Calgary becomes a junior college affiliated with the University of Alberta in 1931 and begins offering one-year university transfer programs. [Harris, Robin, S. (1976) "A History of Higher Education in Canada 1663 – 1960." Toronto: University of Toronto Press.]

Post-secondary expansion (1960s)

The 1960’s was also a period of important institutional development for the post-secondary sector, as various legislations were enacted in order to consolidate and solidify new institutions. Several institutions were created in smaller urban centres, establishing a network of colleges and technical institutes. Some of these were Red Deer College in 1964, Medicine Hat College in 1966, Grande Prairie Junior College in 1966, and Mount Royal College in 1966. [The Alberta Teachers Association. (2002) "A Brief History of Public Education in Alberta." Retrieved May 15, 2008 from http://www.teachers.ab.ca/Albertas+Education+System/History+of+Public+Education/] The University of Calgary [The University of Calgary. (n.d.). "The Road to Autonomy: 1905-1966." Retrieved May 15, 2008 from http://www.ucalgary.ca/archives/roadexhibit/index.htm/] and the University of Lethbridge [The University of Lethbridge. (n.d.). "History - The Sixties." Retrieved May 15, 2008 from http://www.uleth.ca/35years/1960.html] , which had been branch campuses of the University of Alberta, were developed into autonomous institutions in 1966 and 1967 respectively.

Federal government support for technical education continued after WWII via the Technical and Vocational Training Assistance Act (TVTAA) of 1960, which was designed to help construct new vocational high schools, institutes of technology and adult-training centres. [The University of Toronto (n.d.). "1960 Canada passes the Technical and Vocational Training Assistance Act" Retrieved July 27, 2008, from http://www.oise.utoronto.ca/research/edu20/moments/1960TVTAA.html] The province began expanding the capacity for apprenticeship and vocational training that, until then, had been handled solely by the Provincial Institute of Technology and Arts (PITA) in Calgary. The Northern Alberta Institute of Technology (NAIT) was created in Edmonton, and PITA was transformed into the Southern Alberta Institute of Technology, both in 1962. [North Alberta Insitute of Technology. (2008). "Highlights, Milestones and Famous Firsts in the History of NAIT." Retrieved May 23, 2008 from http://www.nait.ca/ir/factsfigs/highlights.html]

New agencies were also formed such as the Board of Post-Secondary Education and the Alberta Department of Advanced Education in 1967, which were to oversee post-secondary institutions other than universities. [The Alberta Teachers Association. (2002) "A Brief History of Public Education in Alberta." Retrieved May 15, 2008 from http://www.teachers.ab.ca/Albertas+Education+System/History+of+Public+Education/] Another milestone occurred in 1966, when the Province of Alberta began systematically providing operating grants to post-secondary institutions. [Hauserman C, & Stick S. (2005) The History of Post-Secondary Finance in Alberta - An Analysis. "Canadian Journal of Educational Administration and Policy, 42." Retrieved May 12, 2008 fromhttp://www.umanitoba.ca/publications/cjeap/articles/stickhauserman.html] In 1969, the Colleges Act was passed ["Colleges Act", R.S.A. 2000, c. C-19, c. M-7. Retrieved on July 27, 2008 from http://www.canlii.org/ab/laws/sta/c-19/20040223/whole.html] , making colleges partners in higher education in the province. The act aims at solidifying the newly created colleges of the province. [The Alberta Teachers Association. (2002) "A Brief History of Public Education in Alberta." Retrieved May 15, 2008 from http://www.teachers.ab.ca/Albertas+Education+System/History+of+Public+Education/]

Distance education in Alberta (1970s)

The 1970s witnessed new institutional developments, the most important being the creation of Athabasca University in 1970 by an order in council of the Government of Alberta. It was to be the fourth campus-based university in Alberta, but given decreasing enrollments, the institution followed the model of the British open university specializing in the delivery of distance education courses and programs. [Athabasca University. (2008). "History of Athabasca University" Retrieved May 21, 2008 from http://www.athabascau.ca/aboutAU/history.php] In 1970, the Alberta government also established the Banff Centre for Continuing Education under the trustee of the University of Calgary. [The Banff Centre for Continuing Education. (n.d.). "History of The Banff Centre." Retrieved May 10, 2008 from http://www.banffcentre.ca/about/history/]

The Ministry of Advanced Education is established in 1972. [The Alberta Teachers Association. (2002) "A Brief History of Public Education in Alberta." Retrieved May 15, 2008 from http://www.teachers.ab.ca/Albertas+Education+System/History+of+Public+Education/] The Alberta Council on Admissions and Transfer (ACAT)is established in 1974 to guide the transfer of academic credit among provincial post-secondary institutions. [The Alberta Teachers Association. (2002) "A Brief History of Public Education in Alberta." Retrieved May 15, 2008 from http://www.teachers.ab.ca/Albertas+Education+System/History+of+Public+Education/]

A series of new funding policies were introduced in 1973 and 1976. These new funding mechanisms took into account factors such as the projection of operational costs over a three-year period and the rate of inflation to determine the allocation of resources for a growing number of institutions. [Hauserman C, & Stick S. (2005) The History of Post-Secondary Finance in Alberta - An Analysis. "Canadian Journal of Educational Administration and Policy, 42." Retrieved May 12, 2008 fromhttp://www.umanitoba.ca/publications/cjeap/articles/stickhauserman.html]

Increasing institutional competition and financial restructuring (1980s - 1990s)

In the 1980s, community colleges began to receive funds in order to establish their own apprenticeship training programs. Prior to this, these programs were centralized in technical institutes. [Hauserman C, & Stick S. (2005) The History of Post-Secondary Finance in Alberta - An Analysis."Canadian Journal of Educational Administration and Policy, 42." Retrieved May 12, 2008 from http://www.umanitoba.ca/publications/cjeap/articles/stickhauserman.html] As technical institutes lost their exclusive control over apprenticeship programs, they gained increased autonomy when Bill 98, the Technical Institutes Act, was approved in 1982, transferring their governance from the provincial government to their own board of governors. [North Alberta Insitute of Technology. (2008). "Highlights, Milestones and Famous Firsts in the History of NAIT. " Retrieved May 23, 2008 from http://www.nait.ca/ir/factsfigs/highlights.html] In the financial front, the 1980’s are marked by the introduction of a Supplementary Enrollment Fund for Post-Secondary funding in 1982, which factored in enrollment increases to allocate provincial financial resources. [Hauserman C, & Stick S. (2005) The History of Post-Secondary Finance in Alberta - An Analysis."Canadian Journal of Educational Administration and Policy, 42." Retrieved May 12, 2008 from http://www.umanitoba.ca/publications/cjeap/articles/stickhauserman.html]

The 1990s saw Alberta's post-secondary system change in terms of significant financial restructuring imposed by the provincial government, and the introduction of a new and targeted funding model that emphasizes accountability and demonstration of results. [Burger, J., Bolender, M.Keates, V. & Townsend, D. (2000) Implementation of the Alberta Accountability Framework. "Canadian Journal of Educational Administration and Policy,16." Retrieved May 12, 2008 from http://www.umanitoba.ca/publications/cjeap/articles/berger.html] These developments were part of the province’s deficit reduction strategy in the Alberta government's 1993 announcement to eliminate its provincial debt within four years. The 1990’s were characterized by the introduction of funding caps and reduction in overall support for post-secondary programs. [The Alberta Teachers' Association. (n.d.). "The Restructuring Nineties." Retrieved July 27, 2008 from http://www.teachers.ab.ca/Albertas+Education+System/History+of+Public+Education/A+Brief+History+of+Public+Education+in+Alberta/The+Nineties.htm] One such program was a tuition fee policy introduced by the provincial government in 1990-91, which limited the amount of revenue that public post-secondary institutions could generate from fees to 30% of net operating expenditures by the year 2000. As a result, Alberta went from being the province with the highest per-capita funding for post-secondary education in 1984 to being the ninth, or second to last in 2000. [Alberta Learning. (2002). "Alberta’s Post-secondary System: Developing the Blueprint for Change." Retrieved May 9, 2008 from http://www.advancededucation.gov.ab.ca/pubstats/PostSec/Jan2002_Blueprint.pdf]

In 2000, the provincial government created a K-16 model by combining K-12 and higher education into one department named Alberta Learning. [Hauserman C, & Stick S. (2005) The History of Post-Secondary Finance in Alberta - An Analysis. "Canadian Journal of Educational Administration and Policy, 42." Retrieved May 12, 2008 fromhttp://www.umanitoba.ca/publications/cjeap/articles/stickhauserman.html]

On March 17, 2004, the Post-secondary Learning Act was proclaimed, amalgamating the former Universities Act, Colleges Act, Banff Centre Act and Technical Institutes Act into a single piece of legislation. ["Post-Secondary Learning Act", Chapter P‑19.5. Retrieved on July 27, 2008 from http://www.qp.gov.ab.ca/documents/Acts/P19P5.cfm]

Access

Geographical

Post-secondary institutions in Alberta have been established in response to geographic population growth. In the beginning, there was only one university in the province, but satellite campuses were established as the population in other parts of the province grew. Later, these satellite campuses became universities that met the educational needs of the province’s growing urban centres. In the 1960’s, colleges sprouted, enabling access to higher education in rural areas.

Transferability

Improving access is done not only through geography expansion but also by increasing transferability or articulation of courses and programs between post-secondary institutions. Historically, students completed programs at a single institution. However, over time students have become increasingly mobile, attending more than one post-secondary institution throughout the course of their academic lives. The province has supported and encouraged this kind of student mobility by developing college programs that transfer to larger urban post-secondary institutions where degrees can be completed.

Initially articulation between the post-secondary institutions was conducted on a course by course basis. This approach proved to be laborious and inconsistent. As a result, Alberta post-secondary institutions and the provincial government collaborated to establish the [http://www.acat.gov.ab.ca Alberta Council on Admissions and Transfer(ACAT)] in 1974.

Through [http://www.acat.gov.ab.ca ACAT] , post-secondary stakeholders work cooperatively to ensure a smooth transition and transferability of courses and programs within the post-secondary system. [http://www.acat.gov.ab.ca ACAT] also promotes assessment and recognition of prior learning assessment to recognize experiences outside of formal course requirements.

Through [http://www.acat.gov.ab.ca ACAT] various types of transfer agreements exist. In program articulation, students in colleges and technical institutes’ programs can transfer to the first or second year of another institution’s program. Depending on whether the student is transferring after accumulating one year credits or two years credits, it is called a “one plus one” or “two plus two” transfer. [Barrington Research Group, Inc (2005)"Best Practices in Prior Learning Assessment Recognition (PLAR) Final Report" Retrieved May 11, 2008, from http://www.acat.gov.ab.ca/pdfs/PLAR_Final_Report_May_11_2005.pdf]

Credit transfer between institutions considers transferability at an individual course level. In some cases, a course may be considered the same at the sending institution as it is at the receiving institution (the course is a transfer course). In other cases, a course is considered sufficiently similar or meets discipline requirements even though there is not an equivalent course at the receiving institution (the course is considered transferable). [Barrington Research Group, Inc (2005) "Best Practices in Prior Learning Assessment Recognition (PLAR) Final Report" Retrieved May 11, 2008, from http://www.acat.gov.ab.ca/pdfs/PLAR_Final_Report_May_11_2005.pdf]

Prior Learning Assessment and Recognition - PLAR

Many Alberta post-secondary programs have Prior Learning Assessment and Recognition (PLAR). PLAR recognizes learning can be obtained through means other than formal credit courses. [Barrington Research Group, Inc (2005) "Best Practices in Prior Learning Assessment Recognition (PLAR) Final Report" Retrieved May 11, 2008, from http://www.acat.gov.ab.ca/pdfs/PLAR_Final_Report_May_11_2005.pdf]

PLAR was in place prior to the change in the post-secondary act and is available in a wide variety of courses and programs. It continues to be a factor that aids in making post-secondary options accessible. [Barrington Research Group, Inc (2005)"Best Practices in Prior Learning Assessment Recognition (PLAR) Final Report" Retrieved May 11, 2008, from http://www.acat.gov.ab.ca/pdfs/PLAR_Final_Report_May_11_2005.pdf]

Future challenges and improving access

Changing demographics in Alberta are likely to have a profound effect on post-secondary education. The majority of the population growth in Alberta is its urban centres - Edmonton, Calgary, and Lethbridge - while the proportion of people living in small towns and rural areas is declining. Institutions based in rural communities will likely have challenges meeting enrollment targets while institution in urban centres will face pressure in having enough capacity.

With their Business Plan priorities, the [http://www.advancededucation.gov.ab.ca Ministry of Advanced Education] indicates that it is committed to increasing access to learning opportunities. One of their focuses is to target under-represented groups in post-secondary, most notably First Nations, Metis and Inuit learners. The [http://www.advancededucation.gov.ab.ca/college/aff/council.asp Access Advisory Council] is a body appointed by the Ministry of Advance Education and Technology to provide advice in relation to the operation and reporting of the Access to the Future Fund.

tructure

Public post-secondary institutional structure

Alberta’s public post-secondary system consists of three different types of institutions: universities, colleges, and technical institutes. There are three campus-based universities; the oldest is the [http://www.ualberta.ca University of Alberta] (est.1908) and one distance education university: [http://www.uathabasca.ca Athabasca University] (est.1970). There are fifteen public colleges and two technical institutes. Also included within the publicly funded system is the [http://www.banffcentre.ca Banff Centre for Continuing Education] which provides specific and advanced continuing education opportunities. Collectively, these institutions offer a comprehensive set of certificates, diplomas, applied degrees, bachelors, masters and doctoral programs.

Each public post-secondary institution has a mandate outlining the institution’s direction in terms of programming, region and client group served. An institution’s mandate is one of the guidelines used when new credit programs are considered for approval by the Ministry of Advanced Education and Technology. Recently, the Ministry of Advanced Education proposed a model that defines institutions according to their credentials, type and intensity of research activity, and geographic focus. The model has six categories or institutional designations:

* 1. Comprehensive Academic and Research Institutions
* 2. Baccalaureate and Applied Studies Institutions
* 3. Polytechnical Institutions
* 4. Comprehensive Community Institutions
* 5. Independent Academic Institutions
* 6. Specialized Arts and Culture Institutions [Alberta Advanced Education and Technology. (2007). "Roles and Mandates Policy Framework for Alberta’s Publicly Funded Advanced Education System." Retrieved May 11, 2008 from http://www.advancededucation.gov.ab.ca/reading/policy/roleframework/Roles%20and%20Mandates%20Policy%20Framework%20FINAL.pdf]

Provincial legislation

Alberta has produced various acts to deal with post-secondary education over the course of its history. These acts were passed to regulate the development of different types of educational institutions established over time (see chronology). Most recently, the [http://www.advancededucation.gov.ab.ca Ministry of Advanced Education] proclaimed the [http://www.qp.gov.ab.ca/documents/Acts/P19P5.cfm Post-secondary Learning Act] in 2004. This act is now the singular piece of legislation that takes the place of four previous acts (the universities, colleges, Banff Centre and technical institutes acts). The rationale for combining all these acts is to establish a framework to expand offerings of baccalaureate degrees beyond the universities and private degree granting university colleges. Public colleges and institutes under this act can grant degrees as well. Another reason for this move is: to promote better coordination between public post-secondary institutions; avoid duplication of functions; move toward a single seamless post-secondary system; and ensure efficient allocation of resources. The creation of Campus Alberta Quality Council as the body that examines proposals for new degrees is also part of the consolidated [http://www.qp.gov.ab.ca/documents/Acts/P19P5.cfm Post-secondary Learning Act] .

Campus Alberta

In 2002, Alberta Learning released [http://www.advancededucation.gov.ab.ca/pubstats/CampusPolicy/CampusAlbertFramework.pdf Campus Alberta] , a document about the province’s post-secondary system. [http://www.advancededucation.gov.ab.ca/pubstats/CampusPolicy/CampusAlbertFramework.pdf Campus Alberta] contains a set of guiding principles intended on fostering high quality, flexible learning opportunities for Alberta citizens. This document triggered changes in the post-secondary system, particularly to the acts that governed the different educational institutions. [http://www.advancededucation.gov.ab.ca/pubstats/CampusPolicy/CampusAlbertFramework.pdf Campus Alberta] advocates the principles of lifelong learning in the context of a global economy. The key factors that encourage lifelong learning are:

* A global tendency towards a knowledge-based economy
* Globalization of international markets and growing competitive pressures
* Industry’s need for an increasingly sophisticated and expanding workforce
* The positive impact education has on the individual and society at large.

[http://www.advancededucation.gov.ab.ca/pubstats/CampusPolicy/CampusAlbertFramework.pdf Campus Alberta] advocates for a learning system that is responsive and focused on the learner as well as innovative, collaborative, and accessible. In terms of accessibility and collaboration, the report recognizes the importance of both formal and informal learning opportunities as a way of earning credits for post-secondary education and encourages more articulation between post-secondary entities. [Alberta Learning.(2002)."Campus Alberta: A Policy Framework." Retrieved May 11, 2008 from http://www.advancededucation.gov.ab.ca/pubstats/CampusPolicy/CampusAlbertFramework.pdf]

Governance

Ministry of Advanced Education

The public post-secondary system is overseen by the Ministry of Advanced Education. The ministry’s role is to provide oversight and leadership, facilitate partnerships, and work with post-secondary stakeholders. Credit programs are approved and administered by Alberta Advanced Education and Technology.

[http://www.advancededucation.gov.ab.ca The Ministry of Advanced Education] consists of two sections: the [http://www.advancededucation.gov.ab.ca/department/About.asp Department of Advanced Education] and the [http://www.advancededucation.gov.ab.ca/college/aff/ Access to Future Fund] . The [http://www.advancededucation.gov.ab.ca/department/About.asp Department of Advanced Education] , which oversees post-secondary education, consists of two divisions: Adult Learning and Apprenticeship and Industry Training.

The Ministry of Advanced Education does not act in isolation but has a number of councils and boards to provide policies and guidelines. These include:

* [http://www.acat.gov.ab.ca Alberta Council on Admissions and Transfer]
* [http://www.advancededucation.gov.ab.ca/appren Alberta Apprenticeship and Industry Training Board]
* [http://www.caqc.gov.ab.ca Campus Alberta Quality Council]
* [http://www.alis.gov.ab.ca/studentsfinance/main.asp Students Finance Board]

Public post-secondary institutions

Public post-secondary institutions in Alberta have a bicameral governance structure. According to the [http://www.qp.gov.ab.ca/documents/Acts/P19P5.cfm Post-secondary Learning Act] , each institution is governed by an autonomous Board of Governors. This entity provides strategic direction, establishes program offerings, approves admissions requirements, and promotes the development of the communities served by the institution. [Alberta’s Queen Print (2008) "Post-secondary Learning Act." Retrieved May 17, 2008 from http://www.qp.gov.ab.ca/documents/Acts/P19P5.cfm ]

In addition to the Board of Governors, colleges and technical institutes have academic councils that make recommendations to and reports for the Board of Governors in academic policy matters, such as election and admission of students; review and provision of courses and programs of instruction; and academic awards. [Alberta’s Queen Print (2008) "Post-secondary Learning Act." Retrieved May 17, 2008 from http://www.qp.gov.ab.ca/documents/Acts/P19P5.cfm ]

Universities in Alberta have a senate whose main duty is to inquire into any matters that might benefit the university and enhance its position in the community. The senate also deals with academic matters. Reports on various matters are provided to the senate by the academic councils defined by the current legislation: a) General Faculties Council; b) Deans’ Council; and c) Faculty and School Councils. The senate also requires reports from entities representing the student body such as the Council of Students Association and the Council of Graduate Students Association. [Alberta’s Queen Print (2008) "Post-secondary Learning Act." Retrieved May 17, 2008 from http://www.qp.gov.ab.ca/documents/Acts/P19P5.cfm ]

Funding

Responsibility and sources

The provincial government of Alberta provides monetary support to all post-secondary institutions - the [http://www.banffcentre.ca Banff Center for Continuing Education] and four private university colleges, through Alberta Learning. Although Alberta Learning provides the majority of funding, post-secondary institutions raise additional funds by generating tuition and student fees; offering fee-based services; and offering non-credit and off-campus credit programming. [Hauserman C, & Stick S. (2005) The History of Post-Secondary Finance in Alberta - An Analysis. "Canadian Journal of Educational Administration and Policy, 42." Retrieved May 12, 2008 from http://www.umanitoba.ca/publications/cjeap/articles/stickhauserman.html] A third source of funding comes from donations, sponsored research funding from provincial and federal agencies and private industry, and investments.

In principle the funding of post-secondary education in Alberta is a responsibility shared by students, their families and society. In a context of rising student costs, the Alberta government has set in place policies in areas such as tuition fees and financial assistance to ensure adequate levels of access and affordability. [Alberta Learning. (2002). "Alberta’s Post-secondary System: Developing the Blueprint for Change." Retrieved May 9, 2008 from http://www.advancededucation.gov.ab.ca/pubstats/PostSec/Jan2002_Blueprint.pdf]

Tuition fee policy

In order to ensure a reasonable contribution by the students to the costs of post-secondary education, the Alberta government regulates the payment of tuition fees. The tuition fee policy introduced in 1990 and amended in 1995 ensures that this direct monetary contribution does not exceed 30% of the cost of their education. This policy requires public post-secondary institutions to charge the same fee to all residents of Canada and to impose a surcharge of 100% to all foreign students. Although students now contribute proportionately more toward the costs of their post-secondary education than they did in 1994-95, societal contributions have also increased. [Alberta Learning. (2002). "Alberta’s Post-secondary System: Developing the Blueprint for Change." Retrieved May 9, 2008 from http://www.advancededucation.gov.ab.ca/pubstats/PostSec/Jan2002_Blueprint.pdf]

Financial assistance

Alberta’s student loan program is structured on the shared-cost principle. Loans are awarded on the basis of student need and parental contributions. Society contributes through loan forgiveness and servicing costs. Alberta’s student financial assistance program has increased student loan levels as well as the number and value of non-repayable forms of financial assistance in a context marked by the rising cost of post-secondary education. [Alberta Learning. (2002). "Alberta’s Post-secondary System: Developing the Blueprint for Change." Retrieved May 9, 2008 from http://www.advancededucation.gov.ab.ca/pubstats/PostSec/Jan2002_Blueprint.pdf]

Research funding

[http://www.advancededucation.gov.ab.ca The Ministry of Advanced Education and Technology] supports the research function of universities through base operations grants and envelope funding that finance the overall infrastructure required for research in the province. The research infrastructure includes not only physical resources, such as facilities and equipment, but also human resources, such as faculty and graduate students. In addition to the aforementioned mechanisms, a specific type of activity called sponsored research is supported externally by: a) federal research granting councils, b) non-profit, and c) industry sources. However, a significant proportion of this research is sponsored by provincial government sources as well. The allocation of resources for sponsored research is based on the experts’ assessment of the qualities and potential of a particular project. [Alberta Learning. (2002). "Alberta’s Post-secondary System: Developing the Blueprint for Change." Retrieved May 9, 2008 from http://www.advancededucation.gov.ab.ca/pubstats/PostSec/Jan2002_Blueprint.pdf]

Public post-secondary institutions

#Athabasca University
#Alberta College of Art and Design
#Bow Valley College
#Grande Prairie Regional College
#Grant MacEwan College
#Keyano College
#Lakeland College
#Lethbridge College
#Medicine Hat College
#Mount Royal College
#NorQuest College
#Northern Alberta Institute of Technology
#Northern Lakes College
#Olds College
#Portage College
#Red Deer College
#Southern Alberta Institute of Technology
#University of Alberta
#University of Calgary
#University of Lethbridge

ee also

*List of Alberta students' associations

References

External links

Faculty

* [http://www.uofaweb.ualberta.ca/aasua/index.cfm Association of Academic Staff University of Alberta (AAS:UA)]
* [http://aufa.ab.ca/ Athabasca University Faculty Association(AUFA)]
* [http://www.ualberta.ca/~cafa/ Confederation of Alberta Faculty Associations (CAFA)]
* [http://www.uleth.ca/ulfa/ University of Lethbridge Faculty Association (ULFA)]

Government

* [http://www.advancededucation.gov.ab.ca/appren Alberta Apprenticeship and Industry Training Board (AAITB)]
* [http://www.acat.gov.ab.ca Alberta Council on Admissions and Transfer (ACAT)]
* [http://www.advancededucation.gov.ab.ca/college/aff/council.asp Access Advisory Council]
* [http://www.alis.gov.ab.ca/about.asp Alberta Learning Information System (ALIS)] Provincial portal for learning and employment information and services provided through a provincial government partnership of Alberta Employment, Immigration and Industry, Alberta Education, and Alberta Advanced Education and Technology.
* [http://www.caqc.gov.ab.ca/ Campus Alberta Quality Council (CAQC)]


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