vcc.ca

VA N C O U V E R C O M M U N IT Y C O LLE G E

VCC Institutional
Accountability Plan
and Report
2022/2023 REPORTING CYCLE

Submitted to:
Ministry of Post-Secondary Education and Future Skills (PSFS)

L AND ACK NOWLEDGEMENT

We respectfully acknowledge that
Vancouver Community College
is located on the traditional
and unceded territories of the
xʷməθkʷəyəm̓ (Musqueam),
Sḵwx̱wú7mesh Úxwumixw
(Squamish), and səlilw̓ ̓ətaʔɬ
(Tsleil-Waututh) Nations.

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July 15, 2023

Honourable Selina Robinson
Ministry Post Secondary Education and Future Skills
P.O. Box 9870 STN PROV GOVT
Victoria, BC V8W 9T5

Dear Minister Robinson,
We are pleased to submit Vancouver Community College’s (VCC) Institutional Accountability
Plan and Report (IAPR) for the 2022/23 reporting cycle. This report proudly highlights the
achievements of VCC over the past year and renews our ongoing commitment to offering
high quality, accessible education in British Columbia.
The plan included here also gives valuable direction as we continue to strive to meet the
needs of British Columbians, not only as a major post-secondary institution, but also as an
integral component of B.C.’s labour market outlook and a key contributor to our province’s
#FutureSkills initiatives.
With these goals in mind, over the past year, we have reported back on VCC’s Strategic
Innovation Plan and set new goals to ensure we support the colleges key priorities: Academic
Innovation; Campuses of the Future; Empowered People and Inclusive Culture; Engaged
Communities; and Operational Excellence.
With these goals in mind, we have continued to create programming that supports a
future-ready workforce through increased access to education and skills training.
As a community-focused post-secondary institution in the heart of our province’s largest
city, we continually strive to support the current government’s efforts to improve the lives of
British Columbians:

Broadway campus

Downtown campus

1155 East Broadway
Vancouver, B.C. V5T 4V5

250 West Pender Street
Vancouver, B.C. V6B 1S9

604.871.7000

vcc.ca

PUTTING PEOPLE FIRST
•

VCC is one of B.C.’s largest providers of tuition-free Adult Basic Education (ABE) and English as
an Additional Language (EAL) programming.

•

VCC is a primary trainer of early childhood educators (ECE), infant toddler educators (ITE), and
special needs educators (SNE) certified by the B.C. Ministry of Children and Family Development.

•

VCC’s unique, community-oriented counselling programs provide hands-on training to those
entering the fight against mental illness, isolation, and the opioid crisis.

•

As part of their training and under the guidance of their instructors, VCC students offer low-cost,
on-campus services to the public, including food services, hairstyling, esthetics, graphic design,
auto repair, and dental care.

•

VCC’s University Transfer programming offers an accessible and affordable alternative to direct
university admission.

•

VCC instructors regularly author and contribute to open education resources (OER) (free, online
textbooks) via BCcampus.

•

VCC’s award-winning innovations to English as an Additional Language (EAL) programming
have transformed and enhanced the newcomer experience in B.C.

•

VCC is the sole provider of the Provincial Instructor Diploma Program (PIDP), which certifies
adult educators via courses offered across the province.

•

VCC’s health sciences students and instructors coordinate the largest and most realistic
earthquake simulation in B.C.

•

VCC’s Institutional Learning Outcomes ensure that human (“soft”) skills such as critical thinking,
intercultural awareness, professionalism, and others are woven into every college program.

•

VCC recently partnered with the Open Door Group (ODG) to create customized, accessible
training courses for people with disabilities and those facing barriers to education.

•

VCC is a proud partner of the Feed BC initiative, supporting a shift to more B.C. food on campus.

•

The VCC Foundation raises and distributes over $500,000 annually in scholarships and bursaries
to students, including the creation of a COVID-19 Emergency Bursary Fund in 2020.

•

The VCC Foundation supports college projects, classroom supports, and equipment with over
$1 million in raised funds annually.

•

Honouring our Okanagan Charter commitments and working with the Canadian Mental Health
Association, VCC has unveiled a Mental Health and Well-Being Framework in 2022 that will
guide the college’s efforts in promoting mental health for the next five years.

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EQUITY, ANTI-RACISM, AND LASTING AND MEANINGFUL RECONCILIATION
•

VCC is a key provider of education and career training for British Columbians living
with cognitive disabilities, as well as the visually impaired and Deaf and hard of hearing
communities.

•

VCC is the only institution in B.C. to offer Adult Basic Education (ABE) at fundamental levels
(beginner to Grade 8) which is essential to the success of many newcomers, refugees, and
other British Columbians with interrupted education.

•

VCC regularly partners with local First Nations, WorkBC, and community service providers
to offer tuition-free and low-cost programming to Indigenous students and at-risk youth.

•

VCC exceeds the Government of Canada’s 50/30 Challenge, with diverse representation in
leadership across key portfolios.

•

VCC has made San’yas Indigenous Cultural Safety Training is available for all board,
leadership, staff, and faculty, who, in turn, pass these values on to students.

•

VCC has partnered with the Students’ Union of VCC to combat period poverty by making
free menstrual products available at all on-campus universal washrooms.

•

VCC actively supports the 2SLGBTQIA+ community through its “we care for all bodies”
nursing pin initiative and newly installed Vancouver Pride murals.

•

VCC regularly hosts robust, public celebrations for National Indigenous Peoples Day as well
as unique and meaningful ceremonies for Indigenous grads.

A BETTER FUTURE THROUGH FIGHTING CLIMATE CHANGE
•

As part of the Campus Plan, VCC is currently developing schematics for a new Centre for
Clean Energy and Automotive Innovation (CCEAI) at our Broadway campus.

•

VCC recently acquired one of Toyota’s first fuel cell electric vehicles (FCEV) made for the
Canadian market, allowing us to add this new piece of clean transportation technology to
our automotive training programs.

•

VCC is a top performer in the BC Hydro and FortisBC’s Energy Wise Network program,
having exceeded $3 million in total energy cost avoidance since 2010.

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A STRONG, SUSTAINABLE ECONOMY THAT WORKS FOR EVERYONE
•

VCC’s Campus Plan will ensure the college makes significant, positive, social and
architectural contributions to the developing False Creek Flats and Downtown Dunsmuir St.
neighbourhoods – with the added potential of childcare, retail, and housing density.

•

VCC has committed to the government’s Tuition Limit Policy, setting a 2% cap on domestic
tuition and mandatory fee increases.

•

VCC’s creative and innovative partnerships with local industry, non-profits, and Indigenous
peoples help ensure that students gain practical and real-world experiences, contribute to
the economy, and achieve successful employment outcomes.

•

VCC graduates report a higher-than-average employment outcome across the province,
contributing to a stable and inclusive economy.

•

VCC is committed to maintaining a sustainable balance of both domestic and international
students, ensuring that all are well prepared to fill British Columbia’s most in-demand jobs.

•

VCC engages over 35 program advisory committees (PACs) made up of alumni, employers, and
industry experts to advise on cutting edge programming and ensure students are job-ready.

•

VCC’s numerous Youth Train in Trades programs allow high school students to gain
streamlined entry into in-demand trades careers while earning Skilled Trades BC
certifications.

•

VCC was recognized as one of B.C.’s Top Employers in 2021, 2022 and 2023, offering
reliable and rewarding employment to over 1,200 people in Metro Vancouver.

•

In recent years, VCC has rapidly expanded its Information Technology (IT) programs
in networking, security, cloud computing, and virtual and augmented reality (VR/AR),
contributing greatly to B.C.’s growing tech industry.

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Each year, this report gives us the opportunity to revisit our purpose and direction as a major
B.C. post-secondary institution, as well as re-commit to the values and goals we share. We also
thank and commend the Government of B.C. for its ongoing leadership and support as we all
work together to keep our communities safe, strong, and sustainable.
This document has been reviewed and approved by the VCC College Board of Governors,
and with this letter, we hereby affirm our accountability for the Vancouver Community College
Accountability Plan and Report 2022/23.

Sincerely,

Joey Hartman
Chair
VCC Board of Governors

vcc.ca

Ajay Patel
President and CEO
Vancouver Community College

CONTENT S
Institutional Overview
VCC’s Strategic Innovation Plan
Campus Plan
VCC and the Economic Outlook for British Columbia
VCC Student Demographics
Student Feedback
Mental Health and Well-being at VCC
Well-being Surveys
VCC People Services
Employee Demographics
Program Offerings
Campus Locations
School of Arts and Sciences
School of Health Sciences
School of Hospitality, Food Studies and Applied Business
School of Trades, Technology and Design
Centre for Continuing Studies
Library and Teaching and Learning Services
International Education
Indigenous Education
Partnership Development Office
Student Success
2022/23 Minister's Letter of Direction
Mandate Letter – 2021/2022 – Priorities
Performance Plan
Financial Information
Appendix A – Performance Measure Results
Student Spaces
Credentials Awarded
Indigenous Student Spaces
Student Satisfaction with Education
Student Assessment of the Quality of Instruction
Student Assessment of Skill Development
Student Assessment of the Usefulness of Knowledge and Skills in Performing Job
Unemployment Rate
Appendix B – Report: Lasting and Meaningful Reconciliation

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INS TITUTIONAL OVERVIEW
Our vision statement

VCC – the first choice for innovative,
experiential learning for life.
VCC is proud to inspire a new generation of students to discover their passions,
gain essential skills, and learn what it takes to succeed in a competitive workforce.
With over 13,000 registered students, (including a growing number of Indigenous
and international learners), 1,100 employees, and an annual budget of $140 million,
VCC is a key player in the post-secondary landscape in B.C.
Our connections to industry ensure that our students have direct access to employers,
while our model of access and our partnerships across the post-secondary sector assist
students in reaching their goals at any stage of their educational journey.

Our values
Student success: We create an accessible environment where students build the
skills, develop the attributes, and gain the experience in the classroom, industry,
and community needed for success now and in the future.
Excellence: We are committed to the highest educational quality, student support,
and college operations that are responsive, innovative, and relevant.
Reconciliation and Diversity: We respect and celebrate our differences, and are
committed to the work of decolonization, accessibility, and inclusivity for all.
Stewardship: We are responsible for overseeing the resources that are entrusted to us
and are focused on working in the best interests of the college community as a whole.

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Our values (continued)

Our commitment to student success, excellence, reconciliation, diversity, and stewardship
makes VCC a unique and exciting place to study. We believe that VCC students have
unlimited potential, and our goal is to make sure our graduates are equipped with the
skills and knowledge they need to succeed in an ever-changing world.
With two campuses located in the heart of Vancouver, VCC offers academic, cultural,
and social environments that inspire relevant, real-world learning. Our on-campus
facilities – including gourmet and casual restaurants, an auto shop, a graphic design
boutique, and salon and spa – allow students to hone their skills while providing
high-quality, lower-cost services to the Downtown and East Vancouver communities.
Just as our students adapt to an evolving workforce, VCC also aims to continue expanding
the reach and impact of post-secondary education through innovation. In doing so, we
will continue to build partnerships with both corporate and not-for-profit organizations
and develop credentials that meet demands of our current and emerging markets. In turn,
these creative partnerships will help students gain real-world experiences.
VCC attracts students from all over the region as well as the world and is positioned for
growth with a focus on providing valuable knowledge and skills for both domestic and
international learners. VCC’s commitment to equity, diversity and inclusion motivates
us to constantly improve by advancing policies around Indigenization and enhancing
our courses and programs to enable working adults to continually upgrade their skills.
With 61% of VCC’s student body indicating “hybrid learning” as the preferred way to
access programming, we also understand that students are pursing learning pathways
that complement their lifestyles, and we are well-equipped to accommodate them.1
As a key source of post-secondary education and supplier of skilled workers across the
province, VCC continues to create opportunities for British Columbians and enhance the
overall productivity of B.C.’s economy. The steady flow of highly trained VCC grads into
the workforce is a testament to the quality of education that we provide. After 57 years
of operation, VCC has produced thousands of alumni who are receiving higher earnings
and increasing the productivity of B.C. businesses. Of the 53% of our student body that
indicated they were working prior to their education at VCC, 99% of them chose to
study at VCC because of a specific program.2 It is also estimated that one out of every
53 jobs in Greater Vancouver is supported by the activities of VCC and its students.3

1 VCC Annual Student Survey, May 2023
2 VCC Annual Student Survey, May 2022
3 Emsi. The Economic Value of Vancouver Community College. Mar. 2020, p.98

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VCC’S S TR ATEGIC INNOVATION PL AN

Over the coming decade, technological, economic, and social changes will arise faster
than ever before. At VCC, we will be ready. Our Strategic Innovation Plan 2022-25
is serving as a blueprint and guide as we embrace the opportunity to re-shape our
campuses, programs, business models, and partnerships to best meet the evolving needs
of B.C. students and industry.
The five priorities in our Strategic Innovation Plan represent VCC‘s ambitions as a leading
post-secondary institution in B.C. while also establishing tangible, shared goals for
program evolution, campus development, fiscal sustainability, and social responsibility.

Academic Innovation
Deliver sustainable programming accessible and responsive to the diverse and changing
learner, community, and employer needs

Operational Excellence
Advance system integration, risk management, and fiscal responsibility through capacity
building and digital transformation

Engaged Communities
Foster meaningful relationships and strategic partnerships that expand opportunities,
community impact, and industry recognition

Empowered People and Inclusive Culture
Cultivate innovative and accessible people services committed to inclusion, wellness,
and development for all employees

Campuses of the Future
Design spaces and infrastructures optimized for all learner and employee success and
well-being

Our commitments:
•

•
•
•

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We will use our collective knowledge and expertise to ensure that VCC pursues these
priorities and provides relevant skills for employment and career development that are
essential for the B.C. workforce of today and tomorrow.
We will continue to build partnerships with both corporate and not-for-profit organizations
and develop credentials to meet demands of current and emerging markets.
We will strive to ensure student diversity, implement policies around Indigenization, and
to work towards creating a safe and inclusive place and to increase domestic enrolment.
We will continue to explore the benefits of blended and online learning to fit students’
lifestyles while continually exploring ways to enhance our courses and programs to
enable working adults to upgrade their skills.

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C AMPUS PL AN

Campus Plan

VCC is continuing work on its Campus Plan with the goals of redeveloping and replacing
aging campus infrastructure, contributing to much needed community housing in Vancouver
and, creating a financial legacy for the institution to support future operational needs.
The current plan builds on the plan that was approved by the VCC Board of Governors in
November 2019. It identifies new opportunities brought about by the adoption by the City
of Vancouver Council of the Broadway Plan and, clarifies, and shapes this long-term vision
for VCC’s Broadway and Downtown campuses.
The emergence of the Broadway Plan has resulted in the College focusing on the
redevelopment of its Broadway campus in the earlier stages of the overall campus plan.
The increased density afforded by the proposed policy statement amendments for
the current Broadway campus included in the City of Vancouver Broadway plan have
crystalized thinking around land use, built form, open spaces, natural areas, transportation,
and parking for the Broadway campus. This thinking supports the shift of VCC campus
buildings into new purpose-built buildings on the northern, Great Northern Way side
of campus. This shift will better position the institution to participate in the overall
redevelopment of the Great Northern Way corridor from VCC in the east to Emily Carr
University of Art and Design in the west. This area has been designated in the City of
Vancouver Broadway Plan as the creative district. VCC, working with its Indigenous cultural
advisors, will also play a key role in advancing the development of Great Northern Way as
a “cultural ribbon” that honours the importance of this area to the three host nations on
whose land the College is situated.
Shifting the campus operations to Great Northern Way will make available a significant
portion of the campus situated along Broadway on the south side of the campus for the
development of much needed community housing. Taking advantage of the increased
density proposed in the City of Vancouver Broadway plan will allow development of
a significant number of housing units that can be developed without displacement of
current renters along the Broadway corridor.
VCC is working with the City of Vancouver to update the current policy statement for
the Broadway campus to reflect the opportunity afforded by the City’s Broadway Plan.
Subsequent to this work, the College will move forward with a rezoning application for the
Broadway Campus site.
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C AMPUS PL AN (continued)

Phase One: Centre for Clean Energy and Automotive Innovation
VCC is moving forward with planning for Phase One of the Campus Plan: the
development of a new Centre for Clean Energy and Automotive Innovation (CCEAI).
The CCEAI will be located on the west side of the Great Northern Way parking lot and
will represent the first major move in achieving the overall vision for the campus plan. A
comprehensive Business Plan Report was submitted to the Ministry of Post-Secondary
Education and Future Skills in November 2022.
Architectural planning for the CCEAI is ongoing and has advanced to 100% Design
Development. A development permit application process is underway with the City
of Vancouver and work is being undertaken to complete a class B cost estimate for
construction. Subject to funding approval, the project is on schedule to commence
construction in late spring 2024. VCC’s Integrated project Team and the project
Steering Committee continue to provide guidance and oversight to the project.

Indigenous consultation and inclusion
The project planning approach has placed significant emphasis on Host Nation
engagement and addressing Indigenization, decolonization, and reconciliation. This
work was initiated with a workshop including Knowledge Keepers, Chief Ian Campbell
of the Squamish nation, and Councilor Charlene Aleck of the Tsleil-waututh nation, and
will continue until completion of the project.
VCC has engaged two Indigenous cultural advisors, Ginger Gosnell-Myers and Cory
Douglas, to work with the project team to offer guidance in the consultation and
design process. Additionally, the negotiated request for proposal for Prime Architect
required that an Indigenous professional be included as part of the consultant’s team.
This approach has ensured a thorough consultative process will be undertaken with
representatives of the Host Nations (Musqueam, Squamish and Tsleil-Waututh) and that
important elements of First Nations heritage.

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VCC AND THE ECONOM IC OUTLO OK FOR B R ITISH COLUMB IA

Vancouver Community College plays a significant role in contributing to the labour market
in British Columbia. VCC’s commitment to providing practical, innovative, and hands-on
education make it a crucial institution for individuals seeking to acquire the skills and training
needed to succeed in today’s dynamic economy. With the recent announcement of the
StrongerBC: Future Ready Action Plan and the availability of Future Skills Grant funding,
VCC is positioned to play a pivotal role in shaping the future workforce.
The province of British Columbia has projected one million job openings over the next
decade, creating a significant demand for skilled workers. VCC recognizes this need and
actively fills the skills gap through its diverse range of programs and courses. VCC offers
training in fields such as healthcare, automotive and clean technology, early childhood
education, hairstyling, culinary, and hospitality. These programs are specifically designed to
equip students with the skills necessary to meet the evolving demands of the labour market.
The introduction of the Future Skills Grant (FSG) by the Province of British Columbia further
emphasizes VCC’s importance in contributing to the labour market. VCC has actively aligned
its courses and programs with the FSG, allowing individuals to access funding that covers
a lifetime maximum of $3,500 towards eligible training costs. This initiative significantly
enhances the accessibility of education and training, empowering individuals from all
backgrounds to continuously upskill and adapt.
TOP OPPORTUNITIES FORECAST (2022-2032) BY NOC AND VCC CREDENTIALS ISSUED
IN THE LAST 5 YEARS
791

Accommodation service managers

604

Nurse aides, orderlies and patient service associates

562
439

College and other vocational instructors
Medical administrative assistants

394

Professional occupation in business management consulting

383

Licensed practical nurses

377

Dental assistants

225

Early childhood educators and assistants

217

Registered nurses and registered psychiatric nurses

163
104
57

Information systems analysists and consultants
Graphic designers and illustrators
Computer programmers and interactive media developers

The college’s participation in the StrongerBC: Future Ready Action Plan and its alignment
with the Future Skills Grant exemplify its dedication to ensuring individuals have access to
the education and training they need in order to thrive in the changing economy. With VCC’s
diverse range of programs, industry connections, and emphasis on practical skills, VCC equips
graduates with the tools and skills they need to succeed and make a positive impact.

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VCC AND THE ECONOM IC OUTLO OK FOR B R ITISH COLUMB IA
(continued)

Education for employment
Like many B.C. post-secondaries, VCC remains a foundation for traditional students
transitioning from high school. In addition, our college supports a wide range of
“non-traditional” students looking for workforce training opportunities. Many are
parents, vulnerable youth, mature students, people with disabilities, members of
minority or racialized groups, and new immigrants to Canada. One of VCC’s major
strengths is the ability to serve such a diverse student population with affordable
credentials and job training.
Historically, community colleges have been essential providers of affordable education
options for students looking for reskilling opportunities, especially during economic
downturns. As B.C.’s economy continues to recover following the COVID-19 pandemic,
VCC remains a leading destination for B.C.’s workers who wish to complete unfinished
studies or obtain new credentials or additional training.

Skills for the future
Increasingly rapid economic, social, and environmental changes have reinforced the
need to enable all British Columbians to gain essential skills, competencies, and
adaptability for a successful career. The 2021 BC Labour Market Outlook forecasts
that 413,000 (41%) of the over 1 million predicted job openings over the next 10 years
will require a diploma, certificate, or apprenticeship training (while 359,900 (36%) will
require a university degree).4
By contrast, the today’s PSFS data indicate that only 27.6% of students are pursuing
college or apprentice training. If this ratio continues over the next ten years, B.C. will be
lacking approximately 136,000 skilled workers in critical professions. Fortunately, VCC is
well positioned to fulfill such needs in some of B.C.’s most critical industries such as health
care, social services, hospitality, food services, and early childhood care and education.

4 BC Labour Market Outlook 2021 Edition
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VCC AND THE ECONOM IC OUTLO OK FOR B R ITISH COLUMB IA
(continued)

Empowering newcomers
For newcomers to Canada, overcoming language barriers and securing employment
are among their major concerns. Obtaining recognition for foreign credentials adds to
the complexity that newcomers must navigate. Research suggests that guidance during
the initial phases of acclimatization is the most critical for newcomers to successfully
develop social networks and find employment.5 Thanks to VCC’s award-winning English
as an Additional Language (EAL), Language Instruction for Newcomers to Canada
(LINC) programs as well as our deep familiarity with the newcomer experience, we
are highly attuned to the needs of this important demographic. As proof, our annual
survey showed that there was an extremely high level of confidence for those aiming to
achieve their educational goals at VCC.
CONFIDENCE LEVEL OF VCC STUDENTS BY FIRST LANGUAGE

Confidence in achieving educational goals at VCC

English First
Language

Non-English
First Language

96%

94%

Source: VCC Annual Survey May 2023

Developmental and access programming
Across Metro Vancouver, VCC is a leader in providing developmental and access
programming including Academic Upgrading, Adult Special Education, and
employment-oriented programs for Deaf, hard of hearing, and visually impaired adults.
Upon finishing these programs, many students continue to advance in their skills as they
prepare for future study or work (22%), look for a job with an agency or with support
(19%), or engage in volunteer work (15%).6
As British Columbians with cognitive and other disabilities increasingly seek
opportunities and rewarding employment, special education students are transitioning
from the K-12 system into VCC programs at a province-leading rate.7 At VCC, we strive
as a community to ensure that these students receive the resources and high-quality
support to flourish, develop, and contribute.
CONFIDENCE LEVEL AND EMPLOYMENT HISTORY OF VCC STUDENTS BY DISABILITY INFLUENCE
School work
affected by
a disability

School work
not affected
by a disability

Confidence in achieving educational goals at VCC

89%

93%

During the past two years, worked at a job related to current program

36%

36%

Source: VCC Annual Survey May 2023
5 Zuberi, Daniyal, et al. ‘Lagging behind in Suburbia: Suburban versus Urban Newcomers’ Employment Settlement Service
Outcomes in Metro Vancouver, Canada’. The Social Science Journal, vol. 55, no. 4, Dec. 2018, pp. 443–54.
6 ASE LMAPD 3 Month Cycle Report. (Internal VCC Study)
7 ASE Student Transitions Project
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VCC

VCC S TUDENT DEMOGR APHIC S

13,700

2022-23

2022-23

STUDENTS REGISTERED

CDW Oct 2022, Institution Demographics, FY 2021-22

Tagalog

中文

日本語

Español

한국말

English

489

OVER

STUDENTS ENROLLED –
SELF-DECLARED*

LANGUAGES SPOKEN

50

*

INDIGENOUS

FROM

137

35

37

AVERAGE AGE OF
DOMESTIC STUDENT

COUNTRIES

AVERAGE AGE OF
INTERNATIONAL
STUDENT

34%

ARE MALE

64%
ARE FEMALE

0.20%

NONBINARY

HE

AR

HOSPITA

SS

ENGAGEM
E
ITY

I NS T I T U T I O NA L ACCO U NTA
B I L I T Y P LAN AND REPO RT 2022/ 2023 REPO RT I NG CYCLE
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2022 BC Student Outcomes Survey of former Diploma, Associate Degree and Certificate Students, Trades and Apprenticeship; data prepared by BC Stats
†

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SCIEN
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2

1.65%

VCC S TUDENT DEMOGR APHIC S (continued)

Education level
Many students come to VCC already possessing a post-secondary credential and
seeking further, employment-related education and training. According to our latest
student survey, 15% of students who completed their education within Canada already
possess an undergraduate degree or higher, compared to 85% of students who
completed their education outside Canada.
VCC STUDENTS WITH AN UNDERGRADUATE DEGREE OR HIGHER
(E.G. BACHELOR‘S, MASTER‘S, DOCTORATE)

85%

15%

STUDENTS WHO COMPLETED THEIR
EDUCATION OUTSIDE CANADA

STUDENTS WHO
COMPLETED THEIR
EDUCATION WITHIN
CANADA

Source: VCC Student Survey May 2023

VCC students with dependents
The responsibilities of raising a family and caring for dependents often impact individual
choices to pursue education, work, or upgrade skills.8 At VCC, over half of our current
student population attends school while also supporting others.
VCC STUDENTS SUPPORTING DEPENDENTS

63%

S UP P O RT I NG 1 OR
M O R E D E P E N DEN TS

37%

N O DEPEN DEN TS

Source VCC Student Survey May 2023

8	Smith, Michael R., et al. ‘Gender Differences in the Earnings Produced by a Middle Range Education:
The Case of Canadian “Colleges”’. Social Science Research, vol. 66, Aug.2017, pp. 140-53.

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S TUDENT FEEDBACK

Overall student satisfaction
Student feedback is an integral part of VCC’s planning and operations. Our students
continuously rate their satisfaction and share about their experiences through provincial
and internal surveys. These surveys show a regularly high degree of satisfaction with
learning, which is also consistently reflected in positive student outcomes.
Many complex factors contribute to student satisfaction. In our most recent student
survey, we asked VCC students a variety of questions to guide the creation of inclusive
and effective learning communities. The survey had a response rate of 19% (1,344
respondents) who indicated high levels of satisfaction in several aspects.
Responses were equally positive among Indigenous students, international students,
domestic students, and students with disabilities.

VCC STUDENT SURVEY: SATISFACTION
Indigenous
Students

Students w.
disabilities

International
Students

Domestic
Students

VCC is their first choice in post-secondary
education

90%

75%

74%

82%

High level of confidence in achieving
academic goals at VCC

97%

89%

94%

92%

Main educational goal is to complete
a specific VCC program, have a job
right after the program, or for selfimprovement and enjoyment

82%

67%

73%

66%

“Excellent” or “Good” ratings of VCC’s
services*

83%

89%

88%

79%

“Aware” or “Fully Aware” of employment
opportunities related to current VCC
program**

50%

49%

58%

53%

Source: VCC Student Survey May 2023

Student satisfaction is also positively associated with program completion rates and
level of achievement. Students who report a high level of satisfaction in their learning
also tend to have higher grades and are more likely to complete their programs
compared to students who are less satisfied. At VCC, there is also a positive association
between student satisfaction and student outcomes after graduation.

*

"Excellent”, “Good”, “Fair”, “Poor”, or “Don’t know” for each of VCC’s services

** I am “fully aware”, “aware”, “somewhat aware”, or “not at all aware” of job/employment opportunities related
to my current VCC program/course

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S TUDENT FEEDBACK (continued)

Student satisfaction with online/blended learning
In 2022, VCC continued to conduct institution-wide course evaluations and collect
feedback to accommodate the transition to online and blended (mixed online and
in-person) learning. Survey results show that VCC students rated the quality of blended
learning and their experience accessing required educational supports very favourably.
VCC STUDENT SURVEY: ONLINE/BLENDED LEARNING
Indigenous
Students

Students w.
disabilities

International
Students

Domestic
Students

Has adequate access to technology
required to do blended courses

84%

85%

86%

87%

Felt adequately prepared to take a
course where part of it is online

78%

65%

78%

74%

Source: VCC Student Survey May 2022

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MENTAL HE ALTH AND WELL- B EING AT VCC

Challenges with mental health have been experienced individually, among families and
communities, and in schools and workplaces. Challenges to mental health and wellbeing may be further exacerbated with the economic uncertainty we find ourselves in.
As the pandemic gave us a shared experience, so too does our recovery journey. The
journey to heal requires a collective approach, mobilizing leaders at all levels to support
those around them and support their journey to improved mental health and well-being.
At Vancouver Community College, we understand that mental health and well-being
are essential components of overall health and can significantly impact a person’s ability
to thrive:

Academic Performance and Well-Being
Students who are mentally healthy and have a positive outlook are more likely to
concentrate, retain information, and perform better in their studies. On the other hand,
mental health difficulties can lead to poor academic performance, absenteeism, and
eventually dropping out of school.9

Career Readiness and Well-Being
In a competitive and continuously changing job market, individuals with excellent
mental health and well- being are more likely to be successful and achieve their career
goals.10 Developing strong mental health and well-being habits can help individuals
build resilience and coping skills necessary for the labour market.

Socialization and Well-Being
Although post-secondary education provides an opportunity to socialize and form new
friends, individuals experiencing mental health challenges may find it difficult to engage
with others. Social connectedness and belonging are important aspects of well-being.

Reduced Stigma and Well-Being
Promoting mental health and well-being in post-secondary education can reduce the
stigma associated with mental health challenges. As a result, this can increase helpseeking behaviours among students, reduce barriers, and lead to earlier intervention
and treatment.11
9

American College Health Association. (2021). American College Health Association-National College Health Assessment
III: Reference Group Executive Summary Spring 2021. Hanover, MD: American College Health Association. Available at:
https://www.acha.org/documents/ncha/NCHA-III_Spring_2021_Reference_Group_Executive_Summary.pdf

10 Hesketh, B., & Cooper, C. L. (2016). Well-being and stress in employment. In Handbook of Stress in the Occupations
(pp. 209-224). Edward Elgar Publishing
11 Eisenberg, D., Downs, M. F., Golberstein, E., & Zivin, K. (2009). Stigma and help seeking for mental health among college
students. Medical Care Research and Review, 66(5), 522-541.

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WELL- B EING SURVE YS

It is important to consider several factors when evaluating mental health and wellbeing at post-secondary institutions: availability of services, staffing and resources,
and outreach and education efforts. In March, we conducted a college-wide survey
to evaluate the landscape of mental health and well-being.
When asked about belonging and inclusion, 86% of student respondents felt
respected regardless of personal characteristics, identity, background, gender, ethnicity,
international status, or disability. Seventy-four percent of student respondents strongly
agreed or agreed that the culture at VCC encourages free and open discussion about
mental health and emotional well-being. Seventy-three percent of students also strongly
agreed or agreed that instructors model mental health and emotional well-being.
When students were asked about their thoughts on diversity and inclusion, many
minority groups, especially ethnic minority groups, responded favourably. VCC will
strive to make our campuses an inclusive and safe place for all our staff and students
to learn, work, and grow.
Domestic
Students

"VCC VALUES DIVERSITY AND INCLUSION"
All student responses

81%

Students who indicated that they have a disaability

73%

Students who identify as Gay, Lesbian, Bisexual, Pansexual, Asexual, Queer, or Two-Spirit

67%

Students who identify as Black, East Asian, Indigenous, Latin American, Middle Eastern,
South Asian, or Southeast Asian

82%

Source: VCC Well-Being Student Survey (2023)

ACCESSING SUPPORT

% of students
that reached out
for support in the
past year

% Strongly Agree or
Agree that "There is a
good support system
at VCC for students
going through
difficult times"

All student responses

26%

61%

Students who indicated that they have a disaability

41%

54%

Students who identify as Gay, Lesbian, Bisexual, Pansexual,
Asexual, Queer, or Two-Spirit

59%

36%

Students who identify as Black, East Asian, Indigenous, Latin
American, Middle Eastern, South Asian, or Southeast Asian

22%

65%

Source: VCC Well-Being Student Survey (2023)

At VCC, we are thankful for this coordinated approach to student, faculty, and staff
care. Regular assessments of well-being and service will help identify gaps and
opportunities for continual improvement. We will continue to develop and implement
evidence-based programs and interventions that will further enhance the mental health
and well-being of students, faculty, and staff at VCC.

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VCC PEOPLE SERVICES

VCC Day 2022
On November 2, VCC brought its annual employee appreciation and education event
back in person. This year’s theme of Celebrating You and All You Do was all about
thanking and appreciating our employees.
Over 600 employees participated in the morning program that featured a light-hearted
keynote, performances from the VCC Day band, Arts Umbrella dancers, The Comedy
Department, and an overview of our Campus Plan. Our employee excellence awards
recipients were also recognized.
In the afternoon, employees participated in a block party, and interactive workshops on
cooking, hair styling, skin care, mindfulness, learning to laugh at work, medicine wheel
teachings, leadership skills, supporting refugees and more.

VCC Employee Excellence Awards 2022
VCC’s annual Employee Excellence Awards recipients were also announced at VCC Day.
Employees nominated nine teams who demonstrated outstanding service, engagement,
innovation, and teaching excellence during the year. The six award winners for 2022 were:
Service Excellence

Community Engagement Excellence

Library

Partnership Development Office

Innovation Excellence (tie)

Teaching/Program Excellence (tie)

Hospitality Management Diploma and Degree
VCC & DigiBC Microcredential Project

Continuing Care Department
Health Unit Coordinator

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VCC PEOPLE SERVICES (continued)

VCC named one of BC’s Top Employers
Vancouver Community College (VCC) has been recognized as one
of BC's Top Employers for a third consecutive year. The organizers
of the 18th annual competition announced the list on Feb. 14, which
includes employers BC Hydro, Vancouver Coastal Health, and Telus
Communications.
The winners were chosen based on multiple criteria, including
compensation and benefits, the work and social atmosphere, the quality
of the physical workplace, training and upward mobility and community
involvement — all of which were pushed forward by a healthy level of
competition between public and private sector employers.
“VCC can only deliver the highest quality experience for learners and
colleagues when there is a dedication to excellence and a commitment
to service," remarks Ajay Patel, president & CEO. "Our ability to work
together and support one another allows us to weather challenges while
staying future-focused. This hard work has not gone unnoticed by the
broader community, and I am so proud that VCC has once again been
recognized as BC’s Top Employers.”

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VCC PEOPLE SERVICES (continued)

Learning For Life Workshops
A wide variety of Learning for Life workshops and developmental opportunities were
made available to VCC employees in 2022, including:
•

21 Things you May not Know about the Indian Act

•

Anti-Racism Response Training

•

Capacity to Connect: Supporting Students’ Mental Health and Wellness

•

Courageous Leadership

•

Gender Based Analysis+

•

Land Acknowledgement

•

Living Beyond the Binary

•

Medicine Wheel Teachings

•

Mindfulness Meditation

•

QPR Suicide Prevention

•

San’yas Indigenous Cultural Safety

•

Skillfully Responding to Distress

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VCC PEOPLE SERVICES (continued)

Leadership development
Stretch Your Success Mentorship Program
VCC’s 2021-2022 Stretch Your Success Mentorship Program was successfully completed
by 18 employees, and another 21 participated in our 2022-2023 program. The program
included an orientation session, one-on-one mentorship opportunities, support
materials, and Myers Briggs personality assessments.
Chair Academy
In 2021-2022, twenty employees successfully completed the Chair Academy’s
Foundation Academy Leadership Program. The Foundation Academy provides a solid
basis of leadership theory, tips, tools, and practical skills all intended to facilitate the
success of emerging-to-mid level leaders in higher education. Foundation Academy
participants engaged in opportunities to gaining useful knowledge, perspectives, and
understandings about themselves and their leadership environment.
Aspiring Leaders – Leadership Program for Support Staff
In February 2023, twenty-seven support staff had the opportunity to participate in
the Aspiring Leaders program offered by Jennifer Deane Coaching. This program was
designed specifically for support staff who are either currently supervising/leading
others or who aspire to.

Wellness Initiatives
Not Myself Today – Employee Mental Health Resource
And on April 5, VCC launched the CMHA’s Not Myself Today workplace mental health
program. In preparation for this program, over 300 employees attended departmental
and college-wide informational sessions. And 40 employee,ed our team of Not Myself
Today Ambassadors.
Skillfully Responding to Distress
In 2022, employees had the opportunity to attend one of six workshops put on for VCC
by Crisis Centre BC. Five Skillfully Responding to Distress workshops helped employees
understand the challenges that are faced when colleagues are in distress and what to
do and what not to do in a crisis. In addition, VCC employees also attended Making
Sense of Feeling “Out of Control”: How and Why You Are Healthier than You Think from
Crisis Centre BC.
VCC’s Wellness Team
The VCC Wellness Team continues to promote wellness at VCC, with Meditation
Mondays and monthly initiatives including:
•
“Nutri-March” Nutrition & Exercise
•
“Aware-pril” articles highlighting stress reduction and brain health
•
“A-May-zing” happiness and life hacks
•
“Oppor-June-ity” inspirational photo contest
•
“Step-tember” Trans Canada walking challenge
•
“Octordle” October – word puzzle challenge
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VCC PEOPLE SERVICES (continued)

Worksafe BC claim cost reduction
The 2022 net rate of VCC’s WorkSafe BC claim cost has dramatically dropped from
0.43% per $100 payroll in 2016 to 0.19% in 2021-22. As a result, our premium rate was
reduced from a 27.7% surcharge to a 19.2% discount, placing VCC ahead of other B.C.
universities and colleges in terms of injury prevention.
VCC WORKSAFE BC PREMIUM RATE
Year

2022

2021

2020

2019

2018

2017

2016

Net rate

.19%

.19%

.19%

.38%

.39%

.39%

.43%

VCC’s excellent numbers are the result of proper management of WorkSafe BC claims
in the past years. People Services focuses on preventing injuries by conducting regular
inspections and proactively addressing safety concerns.
VCC WORKSAFE BC CLAIMS
Year

Number of claims

Cost of claims

Days lost

2019

6

$18,342

29

2020

5

$23,757

113

2021

2

$3,911

13

2022 up to May 24

1

$2,327

8

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EMPLOY EE DEMOGR APHIC S

VCC EMPLOYEES: AGE AND JOB CATEGORY
Age Range

<25

25-34

35-44

45-54

55-64

>= 65

Grand
Total

% of
Total

ADMINISTRATORS

2

10

29

40

25

5

111

11%

5

23

27

13

3

71

64%

5

6

13

12

2

40

36%

CS INSTRUCTORS

12

33

46

50

28

169

16%

Female

8

25

32

33

20

118

70%

Male

4

8

14

17

8

51

30%

Female
Male

2

CUPE

4

48

81

99

90

20

342

32%

Female

3

35

58

72

58

11

237

69%

Male

1

13

23

27

32

9

105

31%

FACULTY

10

89

158

137

40

434

41%

Female

9

55

112

89

13

278

64%

Male

1

33

46

48

27

155

36%

1055

GRAND TOTAL

6

80

232

343

302

93

Age %

1%

8%

22%

33%

29%

9%

VCC EMPLOYEES: FEMALE TO MALE RATIOS
Female

Male

Ratio

College

704

351

2.00

Administrators

71

40

1.77

CUPE

237

105

2.25

Faculty

278

155

1.79

Average age

Average years
of service

Average age
at retirement

Administrators

48

7

65

Support Staff

48

13

63

Faculty

52

14

61

College

50

12

64

VCC EMPLOYEES: AGE AND YEARS OF SERVICE

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EMPLOY EE DEMOGR APHIC S (continued)

25

77

Y OU N GEST
EM PLOY EE

OLDEST
E MP L O Y E E

44

LON GEST SER VI N G
EM PLOY EE

VCC EMPLOYEES: NEARING RETIREMENT
Employees within 10
years of avg age of
retirement (65) as of
April 1, 2023

Per cent of total
Headcount

Administrators

25

23%

Faculty

137

32%

Support staff

90

26%

College

302

29%

VCC EMPLOYEES: TURNOVER
2018

2019

2020

2021

2022

Administrators

7

14

6

16

16

Faculty

18

31

22

25

26

Support Staff

21

29

14

27

31

College

46

74

42

68

73

College trend

6%

9%

5%

8%

7%

Source: VCC Human Resources data as of March 27, 2023
Note: The data contained in the table reflect active employees as of March 27, 2023, excluding casual, auxiliary and student
workers. Employees who hold multiple positions in two or more of the included employment groups are only counted once.

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PROGR AM OFFER INGS
VCC delivers nearly 150 programs to a diverse and multicultural student population.
What makes VCC unique is the experiential learning that students receive through
hands-on and real-world training. Student outcomes for VCC graduates are among the
highest in the college sector, with 93% of diploma and certificate graduates in the labour
force12. Our grads are finding gainful employment in restaurants, hotels, hair salons, spas,
and automotive trades as well as practicum experiences in dental clinics, hospitals, and
more. This is a testament to the on-the-job training VCC delivers.

C AMPUS LOC ATIONS
VCC’s campuses are located in central, accessible areas in Vancouver’s Downtown and
East Vancouver neighbourhoods. The surrounding local businesses are also integral
members of VCC’s educational community, with many serving as practicum hosts,
mentors, training partners, and employers of VCC students.

Downtown Campus
VCC’s Downtown campus is located in the heart of Downtown Vancouver and plays an
important role in the city through its post-secondary programs, many of which also offer
low-cost services to the surrounding community. Downtown-based programs include dental,
hospitality management, culinary arts, baking and pastry arts, hair design, esthetics, fashion,
jewellery arts and design, technology, applied business, and Continuing Studies.
Broadway Campus
VCC’s Broadway campus is located in a highly accessible location in East Vancouver along
major bus and SkyTrain lines. This campus is home to many facilities including a health
sciences centre, automotive shops, and a music auditorium. It is also home to VCC’s
academic upgrading, university transfer (arts and science), international culinary arts,
instructor and teacher training, English as an additional language (EAL), adult upgrading,
Deaf and hard of hearing, visually impaired, and music programs.

12 Source: BC Student Outcomes Survey of Diploma, Associate Degree, and Certificate Students, data prepared by BC Stats, % of graduates.
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SCHOOL OF AR T S AND SCIENCES
VCC’s School of Arts and Sciences has approximately 1,500 full-time equivalent (FTE)
students per year and more than 200 faculty and staff across program areas including
the Centre for Academic Foundations, Centre for Inclusion, Centre for Language
Studies, and Centre for Performing Arts. The School of Arts and Sciences offers one
bachelor’s degree, two associate degrees, three diplomas, 30 certificates, and over
120 standalone courses in diverse areas of focus and levels of study.
The School of Arts and Sciences is distinct for the flexible nature of its offerings,
designed to bridge gaps and create pathways to other programs or institutions. For
example, Adult Upgrading, Adult Basic Education (ABE), and English as an Additional
Language (EAL) programs prepare students to enter career programs or continue
their academic education. The school also offers University Transfer (UT) programs
that provide students with first- and second-year university-level credits. Several UT
programs offer preferred admission status at the University of British Columbia or
Simon Fraser University in areas such as engineering and computer science.
Also under the School of Arts and Sciences, VCC offers some of the most
comprehensive training in the province for people with disabilities, including technology
courses for students with visual impairments and language and job readiness courses
for adults who are Deaf or hard of hearing. VCC’s Adult Special Education programs
for students with cognitive disabilities focus on career preparation and training in retail,
hospitality, and food service, which often lead to gainful employment.
Finally, the Centre for Performing Arts delivers robust music diploma and degree
programs as well as an innovative dance diploma in partnership with Arts Umbrella.

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SCHOOL OF AR T S AND SCIENCES (continued)

Major accomplishments 2022/23
Completed a Program Renewal for EAL Pathways program, updating the curriculum
to prepare new Canadians with practical English-language skills for greater participation
in society and employment opportunities.
Completed Program Renewals for the Basic Education program and the University
Transfer program, which will facilitate transition to other VCC credentials or transfers
to universities such as SFU through articulation agreements.
Created new courses for the Music Preparatory program that will facilitate the
recruitment of international students and improve learning outcomes and retention
for all students.
Created and recruited an Associate Director, Strategy and Operations who began
work in March.

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SCHOOL OF HE ALTH SCIENCES
VCC’s School of Health Sciences delivers health programming to approximately 1,000
students per year in three program areas: Allied Health, Dental, and Nursing. The school
offers nine certificate programs, five diploma programs, and one degree program, the
Bachelor of Science in Nursing (BScN).
The school is proud to offer two unique and innovative entry pathways for experienced
health care workers who wish to train as nurses. VCC’s Access to Practical Nursing program
recognizes previous training of health care assistants (HCA) or resident care attendants
(RCA), while the Bachelor of Science in Nursing (BScN) Advanced Entry programs allows
trained practical nurses to enter the degree program at an advanced level. Additionally, VCC
encourages HCA training by offering opportunities for dual credit with local school boards.
VCC’s Broadway campus provides a highly advanced environment to support experiential
learning through simulation. These learning spaces include labs, classrooms and a nursing
station that support students in the various programs: Bachelor of Science in Nursing,
Practical Nursing, Health Care Assistant, Acute Care for Health Care Assistants, Pharmacy
Technician, Occupational/ Physical Therapist Assistant, Medical Laboratory Assistant, and
Health Unit Coordinator.
VCC’s Downtown campus, in addition to labs and classrooms, provides an onsite dental
clinic that provides services to the public. This clinic serves as a learning space for
programs including Dental Hygiene, Certified Dental Assisting (distance and onsite),
Dental Reception Coordinator, and Dental Technology Sciences.
VCC’s Health Sciences students also engage in real-life experiences through practicum
placements in a variety of health settings including acute care, long term care, clinics,
and community. These high-quality practice education experiences prepare the graduates
for employment.
VCC’s Health Sciences students also engage in real-life experiences through practicum
placements in a variety of health settings including acute care, long term care, clinics,
and community. These high-quality practice education experiences prepare the
graduates for employment.
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SCHOOL OF HE ALTH SCIENCES (continued)

Major accomplishments 2022/23
•

VCC continued to deliver Health Care Assistant Partnership Pathway (HCA-PP)
cohorts to address the need for additional health care assistants in long-term care,
home support and assisted living services.

•

The International Health Care Assistant Diploma program was launched in
January 2023.

•

The Medical Laboratory Assistant program delivered an additional cohort to meet
the program demands.

•

VCC Access to Practical Nursing students were eligible for the new Ministry of
Health’s Access to Practical Nursing Education Incentive Bursary.

•

The Vancouver School Board continued to offer students dual credit in VCC’s
Health Care Assistant program.

•

A new course Impacts of Colonization on the Health and Wellbeing of
Indigenous Peoples was launched as part of the International Health Care Assistant
Diploma program.

•

Increased simulation capacity with the purchase of two SimMan 3G manikins.

•

Medical Laboratory Assistant program completed a program renewal.

•

Practical Nursing and Access to Practical Nursing programs were one of the first
Practical Nursing programs across Canada to receive Canadian Association of
Schools of Nursing (CASN) accreditation.

•

A revised Dental Reception program was launched in an online format in
February 2023.

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SCHOOL HOSPITALIT Y, FO OD S TUDIES AND
APPLIED BUSINESS

VCC’s School of Hospitality, Food Studies and Applied Business serves 1,100 full-time
equivalent (FTE) students per year with over 130 faculty and staff. This school offers
certificate, diploma, degree, Red Seal certification, and post-degree diploma programming:
Accounting

Diploma

Administrative Professional

Certificate

Asian Culinary Arts

Certificate

Baking and Pastry Arts

Red Seal, apprenticeship, and Youth Train in Trades

Business and Project Management

Post-degree diploma

Canadian Business Management

Post-degree diploma

Culinary Arts

Red Seal, apprenticeship, and Youth Train in Trades

Executive Assistant

Certificate

Hospitality Management

Diploma and degree

Legal Administrative Assistant

Certificate

Marketing Technology

Diploma

Medical Office Assistant

Certificate

Medical Transcriptionist

Certificate

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SCHOOL HOSPITALIT Y, FO OD S TUDIES AND
APPLIED BUSINESS (continued)

Most School of Hospitality, Food Studies and Applied Business students participate in
a Work Integrated Learning (WIL) component through external practicums with one of
our many industry partners or in one of our six on-campus commercial outlets (Seiffert’s
Market + Bakeshop, JJ’s Restaurant, Chefs’ Table, our two cafeterias, and The Bistro).
At the end of their programs, VCC students have the required knowledge and applied
skills to be successful in their chosen careers.
To address B.C.’s hospitality labour shortage, VCC’s Hospitality Management
department has increased the number of cohorts in its diploma program and developed
a new post-degree diploma. The department is also developing a micro-credential to
prepare people to enter the hospitality industry and is adding a co-op course to its
diploma program.
Both VCC’s Accounting and Marketing Technology diplomas were designed with input
from industry partners to give our students the skills they need to be successful in the
workplace. These graduates will help fill labour shortages in these industries. In addition
to training the region’s top cooks and chefs at a post-secondary level, VCC delivers
Youth Train in Trades Professional Cook 1 and Baking and Pastry Arts programs to high
school students to inspire trades training in youth.
To advance Indigenization and decolonization in B.C.’s hospitality industry, VCC is
collaborating with the Heiltsuk Nation, the Lil’wat Nation, and the Musqueam Nation to
deliver culinary training. The department is also developing VR and AR experiences for
culinary students.

Major accomplishments 2022/23
Business
•

The first cohort of the two new diplomas: Accounting and Marketing Technology
graduating April 2023.

•

Successfully delivered the new Indigenous Business in Canada course.

•

Developed capacity within the VCC library to curate Indigenous “Collections”.

•

Launched the newly redesigned Project Management post-degree diploma to
provide students with stronger employability skills.

•

Started the process to create a new Certificate in Project Management (CPM) to be
delivered to domestic students.

•

Renewal process concluded for Medical Transcriptionist, Medical Office Assistant,
and Legal Administrative Assistant programs.

•

Active engagement with Industry through practicum programs is ongoing.

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SCHOOL HOSPITALIT Y, FO OD S TUDIES AND
APPLIED BUSINESS (continued)

Hospitality Management
•

Developed a micro-credentials framework. Launched the first cohort of the micro- credential
in March 2023 which will orient students to career pathways in the hospitality industry.

•

Developed a Post Degree Diploma framework that creates new and alternate pathways
focused on employment needs and addressed labour shortages. Launching the new
Hospitality PDD in May 2023.

•

Added extra cohorts in our Hospitality Management diploma to meet labour shortages.

•

Began renewal process for Hospitality Management diploma and degree programs.

Food Studies
•

Developed the Certified Chef de Cuisine (CCC) and Fermentation courses.

•

The new Seiffert Market + Bakeshop to showcase our baking students’ skills opened
June 2023.

•

Participated in Skills Canada National competitions in cooking and baking categories.

•

Successfully completed a contract with the BC Construction Foundation to deliver
culinary training in Bella Bella for the Heiltsuk Nation.

•

Completed the renewal process for the Asian Culinary Arts program.

•

Developed and launched Virtual Reality (VR) and Augmented Reality (AR) training
modules for Culinary Arts.

•

Accommodated additional intakes of Youth in Trades Foundation for Baking and Pastry
Arts with current number of labs and equipment inventory.

•

Added an additional satellite Youth in Trades Professional Cook 1 program with the
Richmond School district.

•

Collaborating with the SkilledTradesBC and Musqueam First Nations to deliver a
Professional Cook 1 with Indigenous Content.

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SCHOOL OF TR ADES, TECHNOLO GY AND DESIGN
VCC’s School of Trades, Technology and Design employs over 140 faculty and staff and
houses 10 different departments distributed throughout both campuses. In 2022, VCC
vacated the Annacis Island campus, relocating a portion of the heavy mechanical trades
programming to VCC’s Broadway campus. The departments under VCC’s School of Trades,
Technology and Design include:
•

Automotive Collision and Refinishing

•

Automotive Service Technician

•

Computer Aided Drafting and Building Information Modelling (CAD and BIM)

•

Computer Systems Technology

•

Digital Media Design

•

Electronics Repair Technology

•

Hairstyling and Esthetics

•

Heavy Mechanical Trades

•

Trades Success Centre

•

Jewellery Art and Design

Within these departments, there are 10 apprenticeship programs, nine certificate
programs, and eight diploma programs serving approximately 2,000 students per year.
Several departments offer publicly available services such as automotive mechanical
and collision repair, salon and spa services, and graphic design services. These publicly
available services provide students with real-world experiential learning that results in
work-ready graduates.

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SCHOOL OF TR ADES, TECHNOLO GY AND DESIGN
(continued)

Major accomplishments 2022/23
COVID-19 safety and recovery
•

Developed an annual training plan demonstrating blended and fully online modes of
delivery for all programs and courses.

Trades
•

The Automotive Service Technician (AST) program received Automotive Service
Excellence (ASE) Training Program accreditation by the ASE Education Foundation
until 2028.

•

To keep pace with the growing demand for clean technology, VCC added to its
growing fleet of electric machinery used for training and education. Students in VCC’s
Heavy Mechanical Trades program will receive hands-on training to maintain and
repair the Volvo ECR25, a compact excavator that is 100% electric.

•

Launched 2 extra AST duel credit programs in Burnaby (SD41) and Sunshine Coast
(SD46) programs.

•

Completed curriculum updates for new harmonized Automotive and Collision programs.

•

Launched a new Nail Technology Certificate Program.

•

Neared finalization of Automotive Service Excellence accreditation for Automotive
Service Technician.

•

Procured new plug-in hybrid electric and hydrogen fuel cell vehicles, and launched
curriculum related to CleanBC goals.

•

Developed advanced driver-assist systems vehicles and equipment to develop
curriculum for the diagnosis and repair of this advanced technology.

•

Continued to assess opportunities within regard to a Zero Emission Vehicle course
to support PSFS’s 2,900 tech-relevant seat expansion.

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Technology
•

Board Approved Articulation Agreement between Vancouver Community College
and Canadian College of Technology & Business. This agreement supports the
transfer mobility pathway for students from the Canadian College of Technology &
Business Information Systems Technology Diploma into VCC’s Computer Systems
Technology Diploma.

•

Launched the revised Computer Systems Technology diploma.

•

Saw continued success with the Computer Systems Technology diploma program,
which aligns with PSFS’s expansion of 2,900 tech spaces to fill the large number of
job openings predicted for this sector.

•

Completed curriculum updates for the Computer Aided Draft (CAD) and Building
Modelling (BIM) Technician diploma and Architectural Technician certificate
programs.

•

Technology Accreditation Canada (TAC) national program accreditation was
granted to the CAD and BIM Technician program at the technician level. The
national program accreditation is valid from April 10, 2020 to April 9, 2025. TAC
is a world class accreditation organization, delivering accreditation services for the
engineering technology and applied science profession in Canada. Accreditation
provides assurance that an engineering technology or applied science program has
met an educational standard of the profession.

•

CAD & BIMs Architectural Technician Certificate program went through a successful
program renewal.

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CENTRE FOR CONTINUING S TUDIES

VCC’s School of Continuing Studies delivers relevant, industry-responsive programming
through a variety of credit and non-credit courses that are designed to meet the training
and development needs of community members, early and mid-career professionals,
and emerging leaders across numerous sectors. Current programming spans a variety of
program areas:
•

Building and Resource Management

•

Business and Leadership

•

Computing and Information Technology

•

Early Childhood Care and Education (ECCE)

•

Fashion and Design

•

Health and Social Services

•

Languages and Writing

•

Legal and Office Administration

Credits for many Continuing Studies (CS) courses can be applied towards one of
23 credentials, including one post-degree diploma, four diplomas, two advanced
certificates, 13 certificates, and two short certificates.
VCC Continuing Studies employs over 130 instructors and staff. All instructors are
current practitioners in their fields who imbue their classrooms with up-to-date industry
knowledge. VCC Continuing Studies enrolls approximately 2,600 students annually,
representing roughly 21% of all VCC students.
Looking forward, CS will focus on increasing the number of full-time diploma program
offerings, as well as re-skilling and up-skilling current workers in a rapidly changing labour
market. To this end, we aim to ensure CS programs provide students with maximum
flexibility on delivery time and format, develop more micro credentials for just-in-time
learning, and enhance the student registration and learning experience.

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Major accomplishments 2022/23
•

•

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Took a lead role in the development of micro-credentials at VCC:
•

Worked closely with colleagues across the college to establish a functional
process and relevant forms needed to support new micro-credential
developments at VCC.

•

Created workflows to support base-side micro-credentials being offered
through CS’s registration system, Destiny One.

•

Received provincial funding to develop the Production for Animation and VFX
micro- credential within four months, launching the first cohort in Fall 2022.

•

Submitted proposals for three additional micro-credentials, which were
approved for development starting April 2023.

•

Actively contributed input and feedback on provincial micro-credential
conversations with BCcampus, CETABC, and BC Colleges.

Launched new, or expanded existing, programs and continued to deliver quality
relevant programming in alignment with the BC Economic Plan:
•

Increased number of international cohort intakes for Network Technology
Administration & Security post-degree Diploma, from one per year to seven
per year.

•

Increased number of international ECCE cohort intakes from one per year to
three per year.

•

Launched Applied Business Leadership Certificate in Fall 2022.

•

Launched Optician Diploma program with its first intake in January 2023.

•

Updated theinitiated Counselling Skills certificate to better meet labour market
and community needs. Anticipated roll-out of update is for January 2024.

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CENTRE FOR CONTINUING S TUDIES
(continued)

•

Paralegal diploma renewal conducted and content updated in April 2023.
•

•

•

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Maintained consistently strong graduate placement for our Medical Device
Reprocessing Technician and Paralegal programs.

Initiated program development for new credentials to expand tech-relevant seats
and to meet labour market needs:
•

Cyber security post-degree Diploma.

•

Data Analytics post-degree Diploma.

•

Project Management for Gaming micro-credential (in collaboration with DigiBC).

•

A hyflex adaptation of Production for Animation and VFX micro-credential (in
collaboration with DigiBC).

Completed the process required to make VCC an official delivery partner of the
Scottish Qualifications Authority (SQA):
•

Successfully completed VCC’s application in August 2022, permitting the
college to begin making use of SQA programming. Received approval for
VCC’s first SQA qualification offering: Supply Chain Management (via School
of Hospitality and Business).

•

Hosted SQA personnel and, in return, visited SQA headquarters in Glasgow
to explore additional collaboration opportunities, including the means by
which we can access and offer a broader range of both large and small
curricular offerings.

•

Met with Skills Development Scotland as part of our inquiry to create a
modern apprenticeship type model here in Canada, more effectively linking
students in non-trade programming with apprenticeship opportunities during
their studies at VCC.

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LIB R ARY AND TE ACHING AND LE AR NING SERVICES
VCC’s Library and Teaching and Learning Services division is comprised of four units: VCC
Library, VCC Learning Centre, Centre for Teaching, Learning, and Research (CTLR), and the
School of Instructor Education (SIE). These four units support and advance teaching and
learning at the college in different, connected ways.
The VCC Library provides learning support to students by providing gathering spaces for
study, access to resources and research help, computer labs, and laptop lending.
The VCC Learning Centre offers professional tutoring in math, sciences, English, business,
and economics as well as workshops in study skills, cover letters and resumes, and English
pronunciation and conversation.
The CTLR leads and supports the college in innovative, high-quality teaching and curriculum
design and in the effective use of educational technology.
The SIE offers programs that prepare instructors to provide adult education such as the
Provincial Instructor Diploma Program (PIDP) and the Certificate in Online eLearning Instruction.

Major accomplishments 2022/23
•
•
•
•
•
•
•

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Co-facilitated (with VCC’s Indigenous Education and Community Engagement
department) a Pulling Together series for instructors
Co-organized a two-day Teaching, Learning, and Research Symposium, open to the sector
featuring keynotes on Artificial Intelligence and anti-racist and Indigenous pedagogy
Co-organized an Indigenous Pedagogy speaker series
Expanded training and support for universal design for learning (UDL) and
blended learning
Contributed to a VCC response on the use of AI in teaching and learning
Updated and added articulation agreements to the Provincial Instructors Diploma
Program (PIDP)
Collaborated with BC Association of Aboriginal Friendship Centres on plans to
Indigenous courses in the PIDP

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INTER NATIONAL EDUC ATION

VCC International Education welcomes international students from more than
50 countries in over 50 programs. Popular programs include post-degree diplomas
in Canadian Business Management, Business and Project Management, and Network
Technology Administration and Security. Additionally, our Hospitality Management
diploma and degree, Early Childhood Care and Education diploma, Cosmetology
diploma, Culinary Arts diploma, and Transportation Trades diplomas remain popular
choices for students seeking hands-on training that leads to employment.
International students choose VCC for high-quality programming, award-winning
instructors, and post-graduation employment opportunities. In response to labour
market needs and projected growth of international student enrolment, VCC will
continue to create programs that support the needs and goals of international students.

Major accomplishments 2022/23
•

Exceeded international enrolment and revenue projections in all program areas
including those connected to labour market needs such as:
•
Health Care Assistant International Cohort
•
Early Childhood Care and Education International Cohort

•

Created and implemented International Peer Mentor Community to engage and
support current students

•

Implemented Education Planner BC to streamline admissions process for
international student applications

•

Enhanced essential support and services to international students, including
increased immigration-related and mental health and wellness support

•

Hosted delegation from TVET-25 Young Africa Works in Kenya project from
Coast Institute of Technology, Voi, Kenya

•

Increased strategic partnerships with national and international partners such as:
•
MOUs with Taiwanese Universities
•
MOUs with Philippines Universities
•
MOU with Mexican Universities
•
Implementing mandatory mass enrollment for international student insurance
to ensure that all students have appropriate bridging insurance coverage

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VCC INDIGENOUS

EDUCATION + COMMUNITY ENGAGEMENT

INDIGENOUS EDUC ATION
We acknowledge that we work on the unceded territories of the Coast Salish peoples,
in particular the xʷməθkʷəyəm̓ (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), and
səl̓ilw̓ətaʔɬ (Tsleil-Waututh) peoples who have been stewards of this land for millennia.
VCC strives to be the institution of choice for Indigenous learners starting their
educational journey. Expert supports are available to students in areas from upgrading
and upskilling to program admission, completion, and graduation.
Using the wisdom and guidance from our Elders in Residence, our local First Nations,
and urban Indigenous groups, we deliver culturally appropriate services with particular
emphasis on increased supports during the most demanding times of a student’s
learning journey. These culturally relevant, ‘just-in-time’ supports provide an additional
layer to the ‘blanket’ of supports currently provided by VCC’s Indigenous Education and
Community Engagement department.
Guided by the recently presented Indigenization Planning Framework report and a
refreshed Strategic Innovation Plan that has reconciliation and decolonization woven
through every priority, VCC is well-positioned to build upon the good work that has
been done during its reconciliation and decolonization journey.
The creation of a pan-institutional Indigenization committee that works collaboratively
across the college and in tandem with the external Indigenous Advisory Committee is
the next milestone on the VCC’s journey towards an Indigenization Framework. This
Framework must be specific to a VCC community that is on the traditional and unceded
territories of three host Nations and surrounded by thousands of urban Indigenous
peoples. It also must acknowledge this pivotal time in history when the cries for justice,
reconciliation, and truth for the Indigenous peoples of Canada are louder than ever.

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INDIGENOUS EDUC ATION (continued)

Major accomplishments 2022/23
Indigenization and decolonization
•

Advanced an Indigenous consultation process and engaged Indigenous Cultural
Advisors for the design phase for the Centre for Clean Energy and Automotive
Innovation (CCEAI).

•

VCC exceeds Government of Canada’s 50/30 Challenge, with diverse Indigenous
representation in leadership across key portfolios.

•

In collaboration with People Services, continued to provide employees with the
opportunity to complete the San’yas Cultural Safety Training from the Provincial
Health Services Authority and Pulling Together: A Guide for Indigenization of
Post-Secondary Institutions, developed and offered through BCcampus.

•

Developed and offered professional development workshops on why and how to
do a territorial acknowledgement.

•

Regularized offering of Indigenous arts and cultural workshops.

•

Supported People Services department in its Indigenous recruitment review and
development.

Supporting Indigenous learners
•

Provided prospective and current Indigenous learners with a choice of online,
phone, or in- person delivery for our culturally relevant supports.

•

Expanded grants and resources via the VCC Foundation that support student
bursaries, scholarships, and professional development focusing on truth and
reconciliation and addressing issues such as food insecurity. This, along with the
Ministry’s Indigenous Emergency Assistance Funding, supported learners struggling
with the financial impacts of transitioning to in-person learning and the increasing
costs associated with living in Metro Vancouver.

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INDIGENOUS EDUC ATION (continued)

•

Maintained the Indigenous Gathering Space Pantry at our two campuses to provide
nutritious and portable breakfast and lunch items for Indigenous learners to freely
access during their time on campus.

•

Provided learners with wellness kits that included traditional Indigenous medicines
and food items, as well as a few non-Indigenous wellness items.

•

Expanded VCC’s laptop and iPad lending program with additional computers
dedicated to Indigenous learners.

Community engagement
•

Regularized the Three Sisters Garden that demonstrates traditional Indigenous
knowledge about companion planting. Students and employees were invited to
harvest the corn, beans, and squash for personal use.

•

Established VCC’s Indigenous Medicine Garden. Providing the VCC community a
place to connect and learn about Coast Salish Indigenous plants that Indigenous
peoples harvest and use to this day.

•

Hosted an Indigenous Graduation celebration. This event included internal and
external community members to celebrate the success of our Indigenous graduates.

•

Participation in the Indigenous Vets Day event—Victory Square 2022.

•

Continued attendance of in-person outdoor/indoor Indigenous events, providing
educational planning support for prospective Indigenous learners (Pow Wows,
Indigenous community recruitment and career fair events, on/off campus school
visits, Indigenous community agencies, etc.).

•

Participated in various community events in support of Every Child Matters--Orange
Shirt Day, Sisters in Spirit, and Moose Hide campaigns, Red Dress Day Campaign,
National Day for Truth and Reconciliation, Indigenous Day, and Indigenous Vets
Day--Victory Square.

•

Continued campus support in decolonization and Indigenization efforts (policies
and procedures, cross campus faculty/department consultation (curriculum,
provision of Indigenous resources and knowledge keepers, programming, and
event support), all VCC social events and initiatives, various VCC committees, and
Board representation.

•

Preliminary discussions and meetings with Tsleil-Waututh cultural advisor and
knowledge keeper regarding advise, guidance, and support to deepen VCC’s
understanding of TWN culture, traditions, practices, and protocol.

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PAR TNER SHIP DEVELOPMENT OFFICE
VCC’s Partnership Development Office (PDO) is a key entrepreneurial hub for expansion
of educational collaboration with community, industry, and government partners. PDO’s
Access+ projects and initiatives enhance and diversify VCC’s community engagement by
growing partnerships, incubating programming ideas, developing pedagogical resources
and tools and by offering tuition free rapid training and workforce development solutions
to address community’s skill shortage and emerging labour market needs.
PDO’s wide ranging workforce development projects provide accessible, inclusive
and barrier free employability and vocational skills training to marginalized and
underserved members of the community. This is in alignment with BC’s StrongerBC
Economic Plan of supporting people and families by expanding opportunities for
education and training. Through these projects, PDO has developed local, regional,
and national partnerships that speak to our commitment of building community
capacity through meaningful collaborations.
VCC’s CareerLAB – an internal college initiative that PDO oversees is dedicated to
enhancing VCC’s career guidance, work integrated learning (WIL) and employer
engagement capacity. Our collective initiatives continue to play a vital role in assisting
underrepresented groups (new immigrants, persons of color, women, youth, Indigenous
learners, students with disabilities, international students, protected refugees) develop
strong career management skills to find, sustain and progress in their chosen careers in
today’s ever evolving labour market.

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PAR TNER SHIP DEVELOPMENT OFFICE (continued)

Major accomplishments 2022/23
•

Completed Material Handling (MH) 4.0, a pan-Canadian project that was designed
to provide employability and vocational skills training to 36 unemployed,
underrepresented, and multi-barriered individuals to enter material handling and
logistics careers. Program participants received 21st century employability skills
training in communication, teamwork, problem solving, information literacy and
lifelong learning and Manufacturing Skill Standards Council’s (MSSC’s) logistics
associate and technician training. With MOHAWK College as the lead, this project
was funded by Future Skills Centre Canada and delivered in partnership with VCC,
Red River Polytechnic, and Nova Scotia Community Colleges.

•

VCC’s CareerLAB fully implemented the VCC Works online job posting and career
services platform for all VCC students and alumni. During this year, 547 new
employers signed on to VCC Works and posted a variety of jobs.

•

Trained 22 unemployed and multi-barriered individuals to enter the accounting
administration role through the Administrative Accounting and Bookkeeping
(AAAB) training project. AAAB was funded by the Ministry of Post Secondary
Education and Future Skills’ Community Workforce Response Grant (CWRG) to
help address the serious skill shortage in the sector and to prepare participants for
sustainable careers.

•

Developed partnership with Options Community Services (OCS) a non-profit
organization that offers employment and other support services to diverse client
groups including refugees, newcomers, persons with disabilities, youth, and families.
Through this partnership, VCC has provided Business English, Communication
Skills, and Basic Counselling skills to 12 new immigrants and Ukrainian refugees to
prepare for careers in interpretation services. This multi-partner initiative has been
funded by the Ministry of Social Development and Poverty Reduction through the
Project Based Labour Market (PBLMT) funding stream.

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PAR TNER SHIP DEVELOPMENT OFFICE (co n t i n u e d)

•

Completed two cohorts of the Supportive Care Assistant (SCA) training project
and trained 51 participants for non-clinical health care careers to address the
serious labour shortage issues faced by the long-term care sector. Based on SCA’s
high success rate, CICan awarded PDO funding for one more cohort of up to 33
participants. Eleven (11) program graduates laddered into VCC’s HCA program
and are receiving $5,000 bursary from CICan to pay for tuition and related costs.
SCA consists of 6 weeks of online (instructor led and asynchronous) training and
240 hours of paid work experience which takes place at a local long term care
facility. More than 95% of the program participants were immigrants. SCA is a
pan-Canadian project led by CICan and funded through Employment and Social
Development Canada (ESDC).

•

For the last two years, PDO has been involved in a national Employment
Skills Assessment Tool (ESAT) research project led by FutureWorx to assess its
efficacy. ESAT provides the process and online supports for the assessment
and development of participants’ social and emotional skills such as attitude,
accountability, adaptability, creativity etc. to enhance their workplace readiness
and success. Approximately 50 participants from various PDO projects have
voluntarily participated in this project. Funding for this research is provided by
the Future Skills Centre Canada.

•

PDO represents VCC at 4C Alliance consisting of Red River Polytechnic,
MOHAWK College, Nova Scotia Community College and VCC. 4C Alliance was
born out of VCC’s participation in the pan-Canadian Material Handling 4.0 project
with the aim to explore the development and scalability of a community-based
model of education.

•

PDO, through the CareerLAB, offered 2 cohorts of Ready2Work training in
collaboration with VCC’s International Education to equip VCC' international students
with the career ready skills for successful labour market attachments. Funding for this
initiative was provided by VCC’s International Education Department.

•

VCC’s CareerLAB supported two cohorts of students from VCC LINC classes to
participate in IECBC’s ASCEND program (Applied Skills Curriculum to Empower
Newcomer Development). This initiative provided VCC students the opportunity
to further develop their Canadian employment readiness competencies.

•

Through the CareerLAB, VCC partnered with Douglas College, University of the
Fraser Valley and Capilano University to jointly host two offerings of the Virtual
Pacific Career Fair. During these two events, VCC students and alumni took the
opportunity to connect with more than 100 B.C. employers.

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S TUDENT SUCCESS
VCC provides integrated, value-added services, programs, and initiatives that serve over
13,000 students across two campuses. Our team of more than 120 regular and auxiliary
professionals serve VCC in 10 departments:
•

Student Service Centre

•

Academic Advising

•

Assessment Services

•

Arbiter of Student Issues

•

Counselling Services

•

Disability Services

•

Financial Aid

•

Interpreting Services

•

Registrar’s Office

•

Student Conduct and Judicial Affairs

These departments take a comprehensive, college-wide approach to student
development, retention, and well-being, and work in close collaboration with academic
and administrative departments. Quality, relevance, accessibility, and sustainability
of services are regularly reviewed to support students to become intentional in their
learning, engaged in their college experience, and successful in their chosen programs.

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S TUDENT SUCCESS (continued)

Major accomplishments 2022/23
•

Unveiled the College’s first Mental Health and Well-being Framework for students
and employees in collaboration People Services and with the support and expertise
of the Canadian Mental Health Association (BC Division) and Healthy Minds |
Healthy Campuses.

•

Launched a pilot program to provide student access to an online mental health peer
support community and resource platform known as ‘Togetherall’.

•

Selected a new English language assessments software platform that will be used
for pre- admission / placement currently undergoing the user testing phase of the
project implementation.

•

Increased student access to loaner iPads that promote mental health and well-being
tools and resources, and support communication with counsellors.

•

Established a dedicated working group between institutional leads from
Indigenization, EDI, Environmental Sustainability, Mental Health and Well-being and
Institutional Research to collaborate and conducted more a more integrated and
holistic well-being college community assessments/evaluations.

•

Created an Associate Director of Student Accessibility position to lead key
programming, supports and services that enhance educational access and enrich
the overall experience for students with disabilities.

•

Collaborating with 11 partner PSIs along with the Canadian Mental Health
Association (BC Division) to create post-secondary specific suicide prevention
videos for students.

•

Established a new Accessibility Committee in response to the ‘BC Accessibility Act’
and as a first step to creating an institutional accessibility plan and feedback
mechanism.

•

Transitioned international applications to EducationPlannerBC and was the first
post- secondary institution in BC to successfully upgrade to version 3.0.

•

Released an improved college calendar and initiated a multi-year online services
project to enhance student experience.

•

Revamped the college’s student complaints process (and website) in order to for
the steps to be more simplified and streamlined.

•

Created an Associate Director of Student Recruitment and Learner Engagement
position to lead stronger alignment and collaboration between domestic recruitment,
academic advising, assessment services and the Student Service Centre.

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2022 /23 MINIS TER ’S LET TER OF DIREC TION

In addition to continuing to make substantive progress on the 2021/22
Mandate priorities, please reflect plans for addressing the following
additional actions:
•

Demonstrate your commitment to collaborating within your sector
on new and priority initiatives, including:
•

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

•
•

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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; and

•

The funding formula review of provincial operating grants.

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2022 /23 MINIS TER ’S LET TER OF DIREC TION (continued)

BC Economic Plan
Partnered with the Heiltsuk First Nation to develop Culinary/Hospitality training
delivered on-site in community in support of Heiltsuk tourism-based business
operations. This work involved the significant modification of Red Seal Culinary
education to meet the needs of the community, and specifically to work to traditional
foods and recipes of the community.
With respect to Clean Energy, we have started developing a Clean Energy diploma
program. We have also developed 2 upgrading courses for those in the transportation
trades, these are for Advanced Driver Assist Systems, and Zero Emissions Vehicle
Technology, with no new targeted seat funding.
VCC expanded delivery of training in high need Health Care fields. An additional
144 students were enrolled in the Health Care Assistant Certificate (HCA) as part of the
HC program initiative.

BC Skilled Trades Certification
VCC delivers programming in relation to three of the trades that have been deemed to
require mandatory Red Seal Certification; Heavy Duty Mechanical (HMT), Auto Service
Technician (AST), and Auto Collision Repair (ACR). In 2022/23, VCC undertook the
following work in relation to this Certification process: For Skilled Trades Certification,
we have begun development of Red Seal refresher courses for AST, HMT, and ACR.

The Funding Formula Review of Provincial Operating Grants
VCC provided comprehensive Funding Formula Review submissions to PSFS, outlining
in great detail the direct and indirect costs associated with the delivery of the high
demand applied programs that VCC delivers to a very diverse student population in a
high-cost-of-operation jurisdiction. The submissions reflects the high cost of delivering
health and trades programs, as well as the developmental programs required to engage
marginalized and under-served populations in economic opportunities. VCC reflected
the increased costs of operating as an institution that most closely aligns with Ministry
priorities for skills development in health and the trades and mandate obligations for
diversity and inclusion.

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MANDATE LETTER –
2022/2023 – PRIORITIES

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The annual Mandate Letter received by VCC provides strategic priorities
and key performance expectations for the fiscal year and provides the
framework for this Institutional Accountability Plan and Report. The
Mandate Letter contains multiple priorities.
Collaborations and Future Skills
VCC has been active in developing new courses and programs that are aligned with the goals of the BC
Economic Plan and the Future ready: Skills for Jobs of Tomorrow plan. Initiatives in Continuing Education
have involved industry partnerships together with collaborations with other public and private post
secondary education providers. Example of recently developed and launched programs include:
•

Production for Animation and VFX micro-credential
Developed using an agile development approach, this program was developed and launched within
four months with the first cohort entering the program in the fall of 2022. The College worked
closely with DigiBC in the development and marketing of the program. This collaborative effort
resulted in significant job opportunities for graduates of the program. The success in development
and launch of the program has resulted in work to develop a suite of related opportunities.

•

Fashion for Film micro-credential
Established a collaboration with VFS which will see students in the program use their newly
acquired skills on a VFS film production and receiving film credits. Similarly, VFS film students
will be introduced to the world of fashion production, benefitting students from both institutions
simultaneously.

To facilitate rapid deployment of accredited programs and courses, VCC has achieved designation as an
Approved Centre for delivery of programs of study and credentials awarded by the Scottish Qualification
Authority (SQA). VCC has met the criteria specified by SQA to become an Approved Centre. VCC will
be delivering, as its first SQA offering, the SQA Advanced Diploma in Supply Chain Management. On
completion of the program, students will be eligible to receive a VCC diploma as well as the associated
SQA qualification. VCC intends to expand its offerings of SQA programs, focusing on delivery of
programs with immediate labour market demand. This approach will accelerate the production of new
programs while providing high level quality assurance afforded by SQA. Students graduating with SQA
qualifications will benefit from the significant progression and mobility associated with SQA certifications.

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MANDATE LETTER – 2022/2023 – PRIORITIES (continued)

The following projects have been approved for development of new micro credentials:
a.

Project Management for Gaming:

b. Hyflex adaptation of Production for Animation and VFX and Collaboration Framework:
This project has three components designed to improve accessibility and collaboration and quality
assurance across institutions:
i.

Hyflex: An adjustment to methodology and assessment to ensure our micro-credential can be
taken by participants anywhere in BC. This is in response to the realities faced by an increasingly
remote workforce in this industry.

ii.

Collaboration Framework: This component of the project will create and implement a
sustainable and incentivized collaboration framework and system by which public PSIs can
efficiently share (and access shared) micro-credentials for use elsewhere in the province.
The project will leverage existing VCC content and DigiBC’s association to establish pilot
deployments on Vancouver Island and the Interior.

iii. Train the trainer: In order to support the rollout of the collaboration framework, we will also
develop a customized, short-form train the trainer component to better support the institutions’
ability to deliver the shared curriculum.
c.

Fashion for Film: A collaboration between our Fashion area and VFS’s Film area which will see
our students use their newly acquired fashion/costuming skills applied on a VFS film production,
benefitting students from both institutions simultaneously.

Additionally, VCC has collaborated with Selkirk College on the proposal for developing Digital
Career Transformation Foundations micro-credential as part of a larger collaboration project with BC
Colleges, JEDI, and Salesforce aimed at providing the foundational and focused training needed to
reskill individuals who used to work in a declining sector (e.g., forestry) for careers in the digital realm.
Development began April 2023.
As part of a Continuing Education and Training Association of BC (CETABC) project in collaboration with
Selkirk College, received Social Sciences and Humanities Research Council (SSHRC) funding for a team
member to research ways to effectively foster respectful and nuanced dialogue in our society.
Served our community through expanding partnerships and opportunities for relevant programming
that address specific community and labour market needs:
•

Received the Georgia Straight Reader’s Choice 2022: Best School for Continuing Studies three years
in a row.

•

Continued to play a central leadership role within the CETABC, sharing insights from experience
with both Destiny One and the development of micro-credentials.

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MANDATE LETTER – 2022/2023 – PRIORITIES (continued)

Sexual Violence and Misconduct Prevention and Response
VCC continued its efforts to educate the College community on preventing sexual violence and
misconduct throughout 2022. At the beginning of the year, VCC participated in a Sexual Violence on
Public Post-Secondary Campuses in BC survey led by the Ministry of Post-Secondary Education and
Future Skills. The survey was sent out to all VCC students and had a high participation rate. The survey
produced valuable data on our students’ awareness of VCC’s Sexual Violence and Misconduct policies,
knowledge of consent, and opinions on VCC’s support of survivors of sexual violence. This data has
formed the baseline for much of the work planned for the coming year.
The Department of Safety, Security and Risk Management (DSSRM) is responsible for the College’s
Sexual Violence and Misconduct portfolio. It is well known that the majority of sexual violence incidents
among our community are never disclosed or reported to the College. To encourage students to report
incidents to the college and access our support services, the DSSRM has signed an agreement with
an external partner to provide an online reporting system for students to make either an anonymous
complaint, send a formal report to the College for investigation, or send a report to the local police
department for follow-up. The launch of this project in early 2023 will be accompanied by a larger
awareness campaign, the development of a Sexual Violence and Misconduct website, information
sessions for students and staff, and the Sexual Violence and Misconduct policy review.
The college is in the process of reviewing the Sexual Violence and Misconduct policy as required by the
province. Student consultations have been completed in partnership with the SUVCC and the policy
review has moved forward to the next stages. It is anticipated that the policy review will be completed
by September 2023.

Youth In Care
In 2022/23, VCC saw 29 former youth in care benefit from the BC Government’s tuition waiver program,
with a total of $182,550 distributed. The total number of former Youth in Care students has declined,
which is consistent with what is being seen across the sector. In 2021/22, VCC saw 58 former youth in
care benefit from the BC Government’s tuition waiver program, with a total of $171,434 distributed;
representing an decrease of 50% over last year.
VCC stays in close contact with other institutions and remains open to new and innovative ways to
support former Youth in Care during their studies. While a few institutions have explored the ‘Navigator’
approach, VCC continues to provide the most responsive support by way of our student and enrolment
services departments, as well as working closely with instructional areas across the college where and
when necessary. To augment wrap around supports that may be available for FYIC, vunerable, and
under-represented students at VCC, both on campus and in the community, VCC's representative is
participating in the Campus Navigator Community of Practice.

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MANDATE LETTER – 2022/2023 – PRIORITIES (continued)

Vulnerable and Underrepresented Groups
Recognizing that vulnerable and underrepresented groups were hardest-hit by the COVID-19 pandemic,
VCC intends to fully leverage its talent and experience in supporting a wide variety of people.
•

VCC’s Food Studies program area continues to deliver Professional Cook 1 and Baking and Pastry
Arts programs to high school students to increase awareness of trades training among youth.

•

VCC’s Culinary Arts department is collaborating with the Heiltsuk Nation, the Lil’wat Nation, and
the Musqueam Nation to deliver in-demand culinary training to Indigenous communities. The
department is also developing VR and AR experiences to enable remote learning among culinary
students.

•

VCC Student Success established a new student employment opportunity for ‘Student
Ambassadors’ (also known as the ‘Cousins’ in the Indigenous Gathering Space) to further increase
access to leadership and mentorship experiences. These roles offer student perspectives and
experiences as a means of supporting a diverse range of prospective and/or current students in
navigating their educational experience.

•

VCC continues to be actively engaged in ensuring that former Youth in Care can access the tuition
waiver program.

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PERFOR MANCE PL AN

The five priorities in VCC’s
Strategic Innovation Plan (SIP)
represent tangible, shared goals
for program innovation, campus
development, fiscal sustainability,
and social responsibility. The
following table displays these
priorities in relation to PSFS’s
Public Post- Secondary System
Strategic Objectives.

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VCC SIP
PRIORITIES
vcc.ca/strategicplan
Academic
Innovation

PSFS POST-SECONDARY STRATEGIC OBJECTIVES
Capacity

Access

Quality

Relevance

Efficiency

Deliver sustainable
programming and
student services
that align with our
institutional values,
community, and labour
market demands.

Review and renew
curricula and teaching
practices for greater
inclusion of diverse
ways of knowing and
being.

Develop, optimize,
and embed workflows
to transform student
experience by meeting
learners where they are
in a student-centred
approach

Build a diverse
educational delivery
model that supports
lifelong learning and
responds to evolving
student, community,
and employer needs.

Build a diverse
educational delivery
model that supports
lifelong learning and
responds to evolving
student, community,
and employer needs.

Advance the Campus
Plan and develop
a strategic campus
stewardship plan for
our current facilities.

Commit to
environmental
sustainability by
expanding existing
and introducing new
initiatives for climate
justice and emergency
management.

Develop a technology
infrastructure that
supports education
and service delivery
on-campus and in
virtual spaces.

Identify formalized
strategies and
processes to mitigate
institutional risk.

Advance system
integration, access,
and user experience
through digital
transformation across
the institution.

Identify formalized
strategies and
processes to mitigate
institutional risk.

Foster a robust
talent-base by
supporting career
and professional
development,
advancement
opportunities, and
succession planning.

Create a culturally
aware and inclusive
workplace that
provides equitable
opportunities for
Indigenous and
diverse representation,
participation, and
success.

Build a respectful
and safe work
environment that is
free from harassment
and discrimination for
all employees.

Grow external
partnerships
and associations
that increase our
community impact and
industry recognition.

Deepen our
relationships
with Indigenous
communities that
are reciprocal and
respectful of their
perspectives and
priorities.

Leverage our alumni
and donor relations to
expand educational
opportunities and
support major capital
projects through
strategic fundraising.

Reflect and respect
Indigenous knowledge,
culture and history in
academic planning and
delivery.

Campuses
of the Future

Develop a technology
infrastructure that
supports education
and service delivery
on-campus and in
virtual spaces.
Advance the Campus
Plan and develop
a strategic campus
stewardship plan for
our current facilities.

Operational
Excellence

Develop financial
stewardship initiatives
and diverse revenue
strategies that
promote budgetary
literacy and fiscal
health.

Foster belonging
and well-being by
integrating the
context and priorities
of Indigenous
communities in campus
design and planning.
Demonstrate universal
and intercultural
principles for equitable
access to spaces and
diverse experiences in
learning and working.
Review College policies
and procedures
through the lens of
decolonization and
reconciliation.
Renew operational
practices and
languages for greater
access, equity, and
inclusion.

Create a culturally
Review and reimagine
Empowered
aware and inclusive
People Services
People and
Inclusive Culture workplace that provides through the lens of
equitable opportunities
for Indigenous and
diverse representation,
participation, and
success.
Promote employee
well-being by
embedding all aspects
of health into work
culture.

Engaged
Communities

Build a strong college
presence through a
strategic brand and
communications plan
that engages new
opportunities.
Leverage our alumni
and donor relations to
expand educational
opportunities and
support major capital
projects through
strategic fundraising.

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decolonization and
reconciliation.

Build a respectful and
safe work environment
that is free from
harassment and
discrimination for all
employees.

Engage equitydeserving groups
and local cultural
diaspora in meaningful
collaborations that
contribute to our
diverse communities.

Advance system
integration, access,
and user experience
through digital
transformation across
the institution.

I N S TITU TIO NA L ACCO U NTA B I L I T Y P L A N A ND R E PO RT 2022/ 2023 REPO RT I NG CYCLE

Grow external
partnerships
and associations
that increase our
community impact and
industry recognition.

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FINANCIAL INFOR MATION

VCC’s audited financial statements
can be viewed at:
www.vcc.ca/about/collegeinformation/reports-and-publications

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APPENDIX A

PERFORMANCE
MEASURE RESULTS

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APPENDIX A – PERFOR MANCE ME A SURE RESULT S

The following reports on VCC’s performance relating to PSFS’s six public post-secondary system strategic
objectives and 16 performance measures as laid out by the Performance Measures Working Group.
PSFS System Strategic Objectives

Standard Performance Measures

CAPACITY
The B.C. public post-secondary system has sufficient capacity
to meet the evolving needs of the province.

• Student Spaces
• Credentials Awarded
• Sponsored Research Funding
• Credentials Awarded to Aboriginal Students

ACCESS
The B.C. public post-secondary system provides equitable
and affordable access for residents.

• Indigenous Student Spaces
• Transition Rate of High School Students to Public
Post-Secondary Education
• Participation Rate
• Loan Repayment as a Percent of Income
• Undergraduate Tuition and Fees as a Percent of
Median Household Income

QUALITY
The B.C. public post-secondary system provides quality
through enriched educational experiences that meet the
learning objectives of students.

• Student Satisfaction with Education

RELEVANCE
The B.C. public post-secondary system is relevant, having the
breadth and depth of programming to meet the evolving
economic needs of the province.

• Student Assessment of the Usefulness of Knowledge
and Skills in Performing Job

EFFICIENCY
The B.C. public post-secondary system is efficient, providing
multiple and flexible student pathways with clear returns on
public and individual investments.

• First Year Retention Rate

• Student Assessment of the Quality of Instruction
• Student Assessment of Skill Development

• Unemployment Rate

• Time to Completion

Source: Ministry of Post-Secondary Education and Future Skills (PSFS) 2022-23 Accountability Framework

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APPENDIX A – PERFORMANCE MEASURE RESULTS (continued)

S YS TEM OB JEC TIVE: C APACIT Y
STUDENT SPACES
Student spaces is the number of Full-Time Equivalent (FTE) student enrolments delivered overall and
in designated program areas. Institutional totals include all PSFS FTEs; SkilledTradesBC FTEs are not
included in the calculation. Developmental programs total does not include Language Instruction for
Newcomers to Canada (LINC) or Adult Special Education.
VCC FTEs

2021/22 Actual

2022/23 Actual

2022/23 Target

Assessment

2023/24 Target

Total Student
Spaces (FTE)

3,505

3,620

≥6,657

Not achieved

6,561

Nursing and other
Allied Health
Programs

1,065

983

≥937

Achieved

Developmental
Programs

748

905

≥990

Substantially
Achieved

Note: Total of PSFS FTEs delivered. SkilledTradesBC FTEs not included. Actual SkilledTradesBC FTE for 2022-23 were 963. LINC FTE student
enrolments are no longer eligible to be included in the developmental totals. Actual LINC FTE for 2022-23 were 378.

Regarding VCC’s FTE targets overall, VCC’s position is that these targets are not adequately articulated
in relation to our current Ministry grant allocation. VCC’s FTE target has been relatively consistent for
the past 20 years and continues to reflect $11 million in funding from a Labour Market Development
Agreement (LMDA) that is no longer in effect. The loss of this LMDA funding represents a 20%
reduction in grant funding which is approximately 1,500 FTE in domestic enrolment. Despite this, our
overall FTE target has never been adjusted accordingly.
VCC continues to evaluate and pursue equity in these areas and more. A major component of this work is
our active engagement in the government’s current funding review for post-secondary institutions in B.C.

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APPENDIX A – PERFORMANCE MEASURE RESULTS (continued)

CREDENTIALS AWARDED
The average number of credentials awarded to domestic students by public post-secondary institutions
in the most recent three years.
ACTUAL

VCC credentials awarded

TARGET

ASSESSMENT

2020/21

2021/22

2022/23

2022/23

2022/23

1,988

1,824

1,810

≥ 1,718

Achieved

S YS TEM OB JEC TIVE: ACCESS
INDIGENOUS STUDENT SPACES
Full-Time Equivalent (FTE) of self-identified Indigenous students at VCC delivered in all program areas.
ACTUAL

TARGET

ASSESSMENT

2020/21

2021/22

2022/23

2022/23

2022/23

Total Indigenous Student Spaces

256

195

199

Maintain or
Increase

Achieved

Ministry (PSFS)

174

120

119

Maintain or
Increase

Not achieved

SkilledTradesBC

82

76

79

Maintain or
Increase

Achieved

Results for Aboriginal Student Spaces are reported for the previous fiscal year. Results from the 2022/23 reporting year are based on data from the
2021/22 fiscal year. Both Ministry and SkilledTradesBC are included. Institutions provide their own target assessment for Aboriginal Student Spaces.

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APPENDIX A – PERFORMANCE MEASURE RESULTS (continued)

S YS TEM OB JEC TIVE: QUALIT Y
STUDENT SATISFACTION WITH EDUCATION
Percentage of former VCC students and graduates surveyed who were very satisfied or satisfied with
the education they received.
ACTUAL
2020/21
Former diploma, associate
degree, and certificate
students
Trades foundation and
trades-related vocational
graduates
Former apprenticeship
students
Bachelor‘s degree
graduates

2021/22

TARGET

ASSESSMENT

2022/23

2022/23

2022/23

≥90%

Achieved

≥90%

Achieved

≥90%

Achieved

≥90%

Achieved

94.8%

96.0%

93.30%

+/-1.0%

+/-0.9%

+/-1.2%

93.2%

92.2%

89.1%

+/-1.8%

+/-2.1%

+/-2.4%

96.3%

96.0%

89.5%

+/-2.0%

+/-2.4%

+/-4.8%

84.6%

94.6%

94.1%

+/-7.7%

+/-5.2%

+/-5.9%

Source: BC Student Outcomes Survey 2022

STUDENT ASSESSMENT OF THE QUALITY OF INSTRUCTION
Percentage of students who rated the quality of instruction in their program positively.
ACTUAL

TARGET

ASSESSMENT

2020/21

2021/22

2022/23

2022/23

2022/23

≥90%

Achieved

≥90%

Achieved

≥90%

Achieved

≥90%

Achieved

Former diploma, associate
degree, and certificate
students

96.1%

96.9%

95.8%

+/-0.9%

+/-0.8%

+/-0.9%

Trades foundation and
trades-related vocational
graduates

96.0%

97.8%

96.3%

+/-1.4%

+/-1.2%

+/-1.4%

Former apprenticeship
students
Bachelor‘s degree
graduates

95.7%

99.2%

94.8%

+/-2.1%

+/-1.1%

+/-3.4%

82.1%

94.6%

94.1%

+/-8.1%

+/-5.2%

+/-5.9%

Source: BC Student Outcomes Survey 2022

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APPENDIX A – PERFORMANCE MEASURE RESULTS (continued)

STUDENT ASSESSMENT OF SKILL DEVELOPMENT
Percentage of former VCC students and graduates surveyed who indicated the institution was
‘Very Helpful’ or ‘Helpful’ in developing various skills.
ACTUAL

TARGET

2020/21

2021/22

2022/23

2022/23

2022/23

90.0%

90.0%

88.2%

≥85%

Achieved

+/-1.3%

+/-1.4%

+/-1.5%
≥85%

Achieved

≥85%

Achieved

≥85%

Achieved

Former diploma, associate
degree, and certificate
students
Trades foundation and
trades-related vocational
graduates

91.0%

91.4%

88.6%

+/-1.7%

+/-1.8%

+/-2.1%

Former apprenticeship
students
Bachelor‘s degree
graduates

ASSESSMENT

92.2%

91.1%

87.1%

+/-2.8%

+/-3.6%

+/-3.8%

83.9%

89.2%

93.5%

+/-8.8%

+/-7.8%

+/-6.6%

Source: BC Student Outcomes Survey 2022

S YS TEM OB JEC TIVE: RELEVANCE
STUDENT ASSESSMENT OF THE USEFULNESS OF KNOWLEDGE AND SKILLS
IN PERFORMING JOB
Percentage of former students and graduates surveyed who indicated the knowledge and skills
acquired were ‘Very Useful’ or ‘Somewhat Useful’ in performing their main jobs.
ACTUAL

TARGET

2020/21

2021/22

2022/23

2022/23

2022/23

94.9%

93.0%

90.0%

≥90%

Achieved

+/-1.2%

+/-1.5%

+/-1.6%
≥90%

Achieved

≥90%

Achieved

≥90%

Achieved

Former diploma, associate
degree, and certificate
students
Trades foundation and
trades-related vocational
graduates

93.5%

89.5%

89.0%

+/-2.2%

+/-3.1%

+/-2.8%

Former apprenticeship
students
Bachelor‘s degree
graduates

ASSESSMENT

94.6%

94.9%

89.2%

+/-2.6%

+/-2.8%

+/-4.9%

91.7%

100.0%

96.8%

+/-6.4%

+/-0.0%

+/-4.8%

Source: BC Student Outcomes Survey 2022

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APPENDIX A – PERFORMANCE MEASURE RESULTS (continued)

UNEMPLOYMENT RATE
Percentage of graduates who were unemployed at the time of the survey, compared with the percentage
of unemployed individuals with high school credentials or less.
ACTUAL
2021/22
Former diploma, associate degree, and
certificate students
Trades foundation and trades-related
vocational graduates
Former apprenticeship students
Bachelor‘s degree graduates

TARGET

ASSESSMENT

2022/23

2022/23

2022/23

≤ 8.1%
percentage of
graduates who
were unemployed
at the time
of the survey,
compared with
the percentage
of unemployed
individuals with
high school
credentials or less

Achieved

7.3%

5.3%

+/-1.4%

+/-1.1%

13.9%

7.1%

+/-3.1%

+/-2.2%

3.2%

1.1%

+/-2.3%

+/-1.6%

0.0%

3.0%

+/-0.0%

+/-4.4%

Achieved
Achieved
Achieved

Source: BC Student Outcomes Survey 2022

Legend
Assessment

Percentage

Achieved

100% or more of the target

Substantively Achieved

90% to < 100% of the target

Not Achieved

Less than 90% of the target

Not Assessed

Survey results with less than 20 respondents or a margin of error of 10% or greater or measures
without targets

MINIS TRY TARGET S
STUDENT SPACES
Performance Measure

2021/22

2022/23

2023/24

Total student spaces

6,657

6,609

6,561

Nursing and other allied health programs

937

889

Developmental programs – Tuition Compensation Eligible

921

990

CREDENTIALS AWARDED
Performance Measure

2021/22

2022/23

2023/24

Number

1,796

TBD

TBD

2021/22

2022/23

2023/24

STUDENT OUTCOMES
Performance Measure
Student satisfaction with education
Student assessment of the quality of instruction

≥ 90%

Student assessment of usefulness of knowledge and skills in
performing job
Students’ assessment of skill development (average %)

≥ 85%

Unemployment rate

≤unemployment rate of the population aged
18-29 with high school credentials or less

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APPENDIX B

REPORT: LASTING
AND MEANINGFUL
RECONCILIATION

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APPENDIX B – REPORT: LASTING AND MEANINGFUL RECONCILIATION

The following identifies VCC’s actions relating to implementation of Truth and Reconciliation
Commission’s (TRC) Calls to Action and articles of the United Nations Declaration on the Rights
of Indigenous Peoples (UNDRIP) relating to post-secondary education.

Truth and reconciliation commission’s (TRC) calls to action
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.

PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

N/A

12: EARLY CHILDHOOD EDUCATION

We call upon the federal, provincial, territorial, and Aboriginal governments to develop culturally
appropriate early childhood education programs for Aboriginal families.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

Ongoing

There is no updated content to provide

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.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

N/A

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APPENDIX B – REPORT: LASTING AND MEANINGFUL RECONCILIATION (continued)

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 health-care providers in Aboriginal communities,
and provide cultural competency training for all healthcare professionals.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

Ongoing

VCC’s Health Sciences programs* are taking steps to ensure students and employees
recognize the traditional unceded territory of the Musqueam, Squamish, and TsleilWaututh Nations through official signage and land acknowledgment

Ongoing

Health Sciences programs at VCC are actively working to build greater numbers of
Indigenous graduates while understanding the necessity of going beyond inclusion and
towards efforts of genuine Indigenization and decolonization

Ongoing

Health Sciences programs at VCC continue to provide priority seating for Indigenous
students

Ongoing

Continuing to work towards indigenizing the curriculum across all health programs

Ongoing

The Health Unit Coordinator program received curriculum development funds to indigenize
the curriculum. This is in partnership with VCC’s Indigenous Education & Community
Engagement

Ongoing

Program renewals and curriculum revisions incorporate inter-cultural competencies in
health care including conflict resolution

Ongoing

Ongoing collaboration between the HUC program and the Indigenous Education and
Community Engagement department to indigenize curriculum

Planned

Establish a School of Health Sciences committee to promote Indigenous student success
from a holistic lens

Planned

In partnership with the Aboriginal Community Career Employment Services Society
(ACCESS), a Health Unit Coordinator program indigenous cohort delivery is planned for
March 2023

Planned

Explore developing a module for all health students that addresses indigenous health
issues and history

Planned

Engaging Indigenous guest speakers (e.g., Elders, Health professionals) to provide an
overview of the over-representation of Indigenous children in child welfare systems and
opportunities for advocacy

In progress

Developing a research project in the HUC program to assess how students are meeting
one of the programs learning outcomes: “Integrate knowledge of cultural sensitivity and
diversity into practice” in the program and to evaluate the programs indigenous curriculum
content

In progress

Increasing capacity for providing Indigenous Competency Training (San’yas) to faculty
and staff. A significant number of faculty and staff in the School of Health Sciences have
completed the San’yas training with ongoing registrations for new faculty

In progress

New course being developed for International HCA diploma “Impacts of Colonization
on the Health and Wellbeing of Indigenous People” to be delivered in January 2023 and
content will be used in future for other health programs

*Practical Nursing, Bachelor of Science in Nursing (BScN), Dental Reception Coordinator, Dental Hygiene, Certified Dental Assistant, Dental
Technology Sciences, Health Unit Coordinator, Pharmacy Technician, Medical Laboratory Assistant, Occupational/Physical Therapy Assistant,
Health Care Assistant

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APPENDIX B – REPORT: LASTING AND MEANINGFUL RECONCILIATION (continued)

24: MEDICAL AND NURSING SCHOOLS

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.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

Ongoing

Continuing efforts to weave Indigenous perspectives throughout the Bachelor of Science
in Nursing (BScN) program including clinical situations which engage students to explore
the socio-historical context of Indigenous health

Ongoing

Engaging Indigenous guest speakers (e.g., Elders, health professionals) within the BScN
program to provide an overview of the over-representation of Indigenous children in child
welfare systems and opportunities for advocacy

Ongoing

Both VCC’s BScN and PN students are introduced to the BC College of Nurses and
Midwives (BCCNM) and their new practice standard which also makes reference to the
In Plain Sight report (IPS, 2020) from the beginning of the program and concepts are
integrated through to graduation.
The new course “Impacts of Colonization on the Health and Wellbeing of Indigenous
People” developed for the Health Care Assistant Diploma was delivered in January 2023
and will be delivered again in September 2023 to a new HCA International cohort. The
School of Health Leadership Team will be looking at integrating this course or a version of
it into other health programs.
We anticipate we will have more to report next year and look forward to working with the
new Dean Indigenous Initiatives of Indigenous Education and Community Engagement.

Ongoing

Developing a decolonization/Indigenization working group in the BScN program to
address the BCCNM Updated Entry Level Competencies calling on all nurses to be
educated about the Truth and Reconciliation Commission recommendations

Ongoing

Initiated a new partnership with the Pacific Association of First Nations Women for Term 7
population health promotion projects

In progress

Ongoing collaboration between the Practical Nursing program and the Indigenous
Education and Community Engagement department for the ‘Ready Set Go’ orientation.

In progress

Both PN and BScN programs to incorporate new BCCNM practice standard “Indigenous
cultural safety, cultural humility, and anti-racism” for September 2022 into the curriculum

28: LAW SCHOOLS

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 skills-based training in intercultural competency, conflict resolution, human
rights, and antiracism.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

N/A

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APPENDIX B – REPORT: LASTING AND MEANINGFUL RECONCILIATION (continued)

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.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

Ongoing

Ongoing registration and completion of the San’yas Indigenous Cultural Safety training
across all levels of the College. For this past year, we had designated spaces for Health
Sciences faculty, in response to Dr. M.E. Turpel-Lafond‘s In Plain Sight report addressing
Indigenous-specific racism and discrimination in B.C. health care

Ongoing

New and ongoing registration of our trades faculty in a Trades instructor-specific series
from the learning series Pulling Together: A Guide for Indigenization of Post-Secondary
Institutions, developed and offered through BCcampus.

62: TEACHER EDUCATION

We call upon the federal, provincial, and territorial governments, in consultation and collaboration with
Survivors, Aboriginal peoples, and educators, to: … Provide the necessary funding to post-secondary
institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods
into classrooms.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

Ongoing

Ongoing Collaboration is underway with the BC Association of Aboriginal Friendship
Centres on plans to Indigenize courses in the Provincial Instructor Diploma Program

86: JOURNALISM AND MEDIA SCHOOLS

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.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

N/A

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APPENDIX B – REPORT: LASTING AND MEANINGFUL RECONCILIATION (continued)

92: BUSINESS SCHOOLS

We call upon the corporate sector in Canada to … Provide education for management and staff 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.
PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

In progress

Upon completion of the piloting phase of Indigenous Business in Canada, we are moving in
a new direction:
Changing the delivery of the course from a 3 hour/week for 15 weeks to the first section
being asynchronous online delivery culminating with an in-person weekend seminar with
indigenous business leaders. In this way, we can scale up the participation in this course.
Expanding this class to students in other business programs at VCC.
Breaking our original course into a suite of courses (possibly for credit micro-credentials):
• Indigenous History
• Indigenous Business
• Indigenous Tourism/Hospitality

United Nations Declaration On The Rights Of Indigenous Peoples (Undrip)
UNDRIP ARTICLES

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
1. 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.

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APPENDIX B – REPORT: LASTING AND MEANINGFUL RECONCILIATION (continued)

PROGRESS

NEW AND/OR CONTINUING INITIATIVES AND PARTNERSHIPS

Delivering programming in collaboration with Indigenous community groups
Planned

Partnership with the Aboriginal Community Career Employment Services Society (ACCESS)
for the provision of an Indigenous cohort of the Health Unit Coordinator program for
March 2023.

Ongoing

Partnership with Native Education College (NEC) and the Musqueam Nation to facilitate
Learner Support Services in community as part of the Ministry-supported Aboriginal
Service Plan (ASP).

Ongoing

Continued engagement of the urban Indigenous community by an Urban Learning
Facilitator to provide Learner Support Services in community as part of the Ministrysupported ASP.

VCC Culinary Arts
Implemented

Culinary Arts training with the Bella Bella Nation at their newly purchased Shear Water
Resort

Ongoing

Documentation of the traditional food gathering techniques and recipes to build a
foundation for delivering a Professional Cook Level 1 training using local Indigenous
ingredients and culinary techniques.

Ongoing

Planning for the provision of an Institutional Professional Cook 1 with Indigenous content
at VCC.

Ongoing

Support for the development of a culinary training kitchen at the T’szil Learning Center in
Mount Currie.

Ongoing

Collaboration with the Association of Professional Italian Chefs and Theresa Contois,
well-known Indigenous chef, to offer workshops on Indigenous culinary traditions.

VCC Adult Basic Education
Ongoing

Partnership with RayCam Cooperative Centre to provide community-based adult literacy
and numeracy classes tailored to the needs of Indigenous parents and includes wrap-around
supports such as warm meals and childminding.

Planned

Planning a ‘What and whose knowledge is fundamental?’ project that involves an
Indigenous Adult Educator working with RayCam Cooperative Centre students to consider
what is fundamental to their ABE studies, identify gaps, and determine who best to work
with, such as instructors, elders, traditional knowledge keepers.

Implemented

Revised hiring criteria to include the requirement, ‘experience cultivating a learning
environment that is welcoming and relevant to Indigenous adult learners and that helps
prepare non-Indigenous students to better understand, live alongside of, and work with
Indigenous peoples.’

College-wide
Implemented

Presented our internal community, Elders ,and Indigenous Advisory Committee with
the finalized report and recommendations from the extensive internal and external
consultation process for the development of a VCC-specific planning framework for
Indigenization. Received unanimous support from the Board of Governors to use this
report to guide VCC’s journey towards decolonization and reconciliation.

Ongoing

Expansion of the ‘3 Sisters Garden’ to include traditional Indigenous medicines, as well as
food for our Indigenous students and on-campus community.

Ongoing

Supporting the Gladue Report Writing Program, which was launched in May 2020.
Continued exploration of funding sources to better support program sustainability.

Ongoing

Providing in-person, telephone, or online access to four elders through the Elder-inResidence program.

Ongoing

Activation of the Indigenous Education Advisory Committee for external review and
input on major projects such as the development of VCC’s Mental Health and Well-Being
Framework.

Ongoing

Consistent consultation with VCC’s Indigenous Education and Community Engagement
department around language use and the indigenization of curriculum.

Implemented

Collaborated across the VCC community to present a theme of Indigenization and
Decolonization at the annual VCC Teaching, Learning, and Research symposium in
March 2022 attended by post-secondary professionals from across Canada and the USA.

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