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INQUIRIES: 204-697-7390 AMY.ANDERS@FREEPRESS.MB.CA
Attaining the skills of tomorrow today. Lifelong learning.
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Education is the conduit to your future
BY CHARLENE ADAM
D on’t go to school. This odd advice is something that you may have read if you have spent just a few minutes on social media. Many high-profile social media influencers – especially social marketers — have begun to flog the idea that education beyond high school is unnecessary. It’s a confusing theory considering that social media platforms themselves offer educational certificates meant to prove competence with their platforms. No doubt, the influencers have taken these courses to learn how to glean as much out of the platforms as possible.
guments such as the one just mentioned, it’s advice that could be easily ignored by many. However, social media plays a large role in our lives today; it would be a shame to have individuals influenced by poor advice that could negatively affect the futures of many Canadians. Rather than ignoring the claim, it makes sense to strip back the meaning of the word education to its bare roots. The Merriam Webster Dictionary ex- plains education as “the action or pro- cess of being educated…and the knowl- edge and development resulting from the process.” Simply put, getting an education is not a mere end goal – it’s a process. In the modern world this could mean tran- sitioning out of high school to online social media training to a marketing program at a fine local school and then
pivoting entirely to the pursuit of a nurs- ing career. Education has transformed through the years. This process does not have to end when you’re 24-years-old. Not everyone can — or should — go down the educational path to become a brain surgeon. And not everyone can — or should — be a social influencer in this world. Part of life in the 21st century is the option of the continual pursuit to renew ourselves. Learning who you are and what you are capable of when you are in your youth is rare. This is why the to avoid additional education is so mis- leading. Education, for most, is an im- portant first step in your life-long jour- ney. It serves as the conduit that allows you to move through where you currently are in life to where you want to be as a hu- man being. Because it’s also uncommon
to stay in one field — let alone one com- pany — for your entire life, life-long edu- cation is important and necessary. It’s easy to forget that knowledge is merely the core benefit of learning. There are so many side benefits at- tained through pursuing new education- al paths. Self-esteem, friendship, and self-realization are key and vital divi- dends discovered along the way. And these are priceless. Knowing the importance that educa- tion plays in the role of supporting Man- itobans, The Free Press has assembled this Education Guide. Our special fea- ture highlights many valuable options you can consider should you wish to start — or continue — along the path to achieving your goals.
When faced with broad sweeping ar-
Featured Manitoba Schools:
Assiniboine Community College https://assiniboine.net
Canadian Mennonite University https://www.cmu.ca/programs/programs
ENVIRONMENTAL SCIENCE MAJOR COMING FALL 2024
Providence University College and Theological Seminary https://www.prov.ca Red River College http://www.rrc/interlake/programs/
University of Manitoba https://umanitoba.ca/admissions
University of Manitoba Extended Education https://umanitoba.ca/extended-education/
Gain Confidence in your Reading and Writing Skills with the Access Program
pathway programs offer supports to stu- dents pursuing degrees in the humanities, the sciences, social sciences, and health sciences. Its holistic approach and integra- tion of Indigenous perspectives make it a particularly attractive programming choice for students from First Nations, Métis, and Inuit communities while being equally wel- coming to newcomer students, students from Northern Manitoba, and students with financial need. For all these students, the Access Pro- gram has created a more personable uni- versity experience that is grounded in nur- turing students’ hearts, minds, bodies, and spirits. A cohort-style first-year experience makes it easy for students to connect with peers and form friendships; small classes taught by Access instructors allow stu- dents to build community in the classroom; extensive wellness supports provided by a case worker, personal counsellors, and an
Unkan (or Grandfather-in-Residence) help students navigate the complexities of life on and off campus; additional learner sup- ports, such as drop-in study sessions and free tutoring, provide further opportunities for students to engage with their peers and enhance their skills. Make the Access Program your home for post-secondary success at the Universi- ty of Manitoba. For more information go to UMextended.ca/access or call 204- 474- 8000 . Apply by May 1 to join the 2024/25 cohort of students. Stephanie Olson Associate Area Director and Reading and Writing Specialist, Access Progra m
University of Winnipeg https://www.uwinnipeg.ca
Université Saint Boniface https://ustboniface.ca/en/programs
The Access Program is designed to serve a diverse student population. Its emphasis on building foundational skills in reading and writing, math, and the scienc- es helps all those who have experienced systemic barriers to education. Its com- munity-minded spirit creates familiarity on a campus that may feel foreign. Its three
St. John's-Ravenscourt School https://www.sjr.mb.ca
UMextended.ca/access
St . Mary’s Academy https://smamb.ca
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UNIVERSITY OF MANITOBA
SUPPLIED PHOTO
Taylor Bushie
From Hollow Water First Nation to UM TAYLOR BUSHIE IS SHAPING A BRIGHTER FUTURE IN INDIGENOUS EDUCATION “I just want to make an impact on my community,” said Taylor Bushie, a Bachelor of Education student at the Uni- Taylor said. “I want to show that we are capable of succeeding in school and in life.” Before entering the Bachelor of Education program, Taylor completed her Bachelor of Arts in Indigenous Studies at UM. ronment is a major attraction for students. “Students know they won't feel alone here— they'll have someone who cares about their journey and their future beyond UM."
versity of Manitoba. Her commitment to Hollow Water First Na- tion, coupled with the influence of community members, guided her to UM. “A few of my favourite high school teachers went to UM. My mom went to UM,” Taylor said. Her decision was also influenced by UM’s strong Faculty of Education. Lisa Kachulak-Babey, Associate Regis- trar & Director of Student Recruitment, cites the university’s diverse community and expansive selection of over 100 pro- grams as key reasons students choose UM. “Our community is diverse and welcom- ing. You're going to find your group and your friends here. And UM has an incredible range of programs—there's something for everyone” Lisa said. Taylor's decision to pursue a teaching career was driven by her experience with educational disparities within her community. “Growing up on reserve and seeing the type of education we had there compared to Winni- peg, it felt like we were behind in some cases,”
Taylor began her studies at UM in the Univer- sity 1 (U1) program.
She is enthusiastic about teaching Indigenous Studies in the future and plans to include land- based learning. “I want to teach Indigenous Studies the way I know that’s best and the way that made me fall in love with Indigenous Studies. And I just want to be able to pass on that knowledge to everyone else,” she said. Taylor intends to go back to her community, or a different Indigenous community, to teach.
I want to teach Indigenous Studies the way I know that’s best and the way that made me fall in love with Indigenous Studies”.
U1 offers a flexible first-year structure, al- lowing students to explore different academic paths and receive tailored guidance. Forty-nine per cent of first-year students opt for U1. “University 1 allows you to sample different subject areas and make the decision of what you want to ultimately study in year two,” Lisa said. “It doesn’t add time or money to your degree, as all your credits earned in University 1 count to- wards your final chosen field of study—it’s like dating the university before you have to marry a faculty.” Moving forward, Taylor is focused on becom- ing a source of inspiration for her community and young Indigenous students from small re- serve schools. She aims to encourage them to overcome their fears and pursue higher educa- tion.
“I know how rewarding it will be,” she said.
Taylor’s academic experience has been posi- tive, but she acknowledges the unique challeng- es faced as an Indigenous student, like some- times feeling out of place. However, the presence and support of other Indigenous students has been a source of com- fort. “When you see those other Indigenous stu- dents, it makes you feel safe, makes you feel like home,” Taylor said.
— Taylor Bushie,
2023 UM Graduate
Her own journey has ignited a lasting passion for learning and teaching.
“I feel like I want to come back. Hopefully for my master’s one day.”
Lisa emphasizes that UM’s supportive envi-
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THE UNIVERSITY OF WINNIPEG
What are you passionate about?
UWINNIPEG EQUIPS STUDENTS TO MAKE A DIFFERENCE IN THE WORLD
T he University of Winnipeg is all about community – on campus, in classrooms, throughout our city, and beyond. Our vibrant campus community pushes students to be the best they can be. Students benefit from more direct support from professors, and they have more opportunities to participate in projects that make a positive difference in the lives of others. Shedding light on the impacts of cyberbullying Bilguundari Enkhtugs completed her undergradu- ate studies and recently earned her Master of Arts in Criminal Justice at UWinnipeg. Her research on the impact of cyberbullying provides valuable insights that could make a difference in the lives of youth in Canada and beyond.
professors helped Enkhtugs reach academic heights she wouldn’t have thought possible. In particular, Dr. Kevin Walby and Dr. Katharina Maier provided her with opportunities to co-author publications and present research at conferences in Halifax and Ottawa. “Their mentorship has helped me to learn to navigate graduate studies, and to start my PhD program at the University of Alberta,” said Enkhtugs. “I don’t think I would be here without their support.”
Creating an app for Indigenous language learning
When Cameron Adams arrived at UWinnipeg, he was inspired by In- troductory Cree, one of the many unique classes available to students. Motivated by Indigenous Languages instructor Ida Bear, Adams com- bined his passion for Indigenous language revitalization with modern learning methods. The result was nēhinawēwin , a language resource app based on the N dialect of Swampy Cree. The creation of the app was a labour of love for Adams. Though it re- lated to his studies, it wasn’t an assignment or a requirement. The close-
The one-on-one mentorship she received from
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The environment and the
community helped me see human rights studies in real life, rather than just learn it through theories.
— Magi Hadad,
UWinnipeg Graduate
knit campus community was key to the project’s success. “I’ve had help from so many people and been offered so many resources,” Adams said when the app launched. “Even though this wasn’t a class project, the University has supported me right from the start.” Adams has since completed his Bachelor of Arts and Bachelor of Education at UWinnipeg. He won the pres- tigious McCall MacBain Scholarship and is completing a Master’s degree at McGill University.
Making a difference for newcomers to Canada
Many UWinnipeg students make a positive impact in their communities during their studies. Immersive pro- grams such as the Inner-City Work Study, Indigenous Summer Scholars Program, practicums, and scientific field courses are among the many ways a UWinnipeg ed- ucation goes beyond campus. Graduate Magi Hadad came to Canada from Syria. Her Bachelor of Arts in Human Rights program at UWinni- peg’s Global College equipped her to build peace and ad- vocate for human rights. Combining in-class instruction with real-world expe- rience at places such as Immigration Partnership Winni- peg and the City of Winnipeg, she built a career helping newcomers. This includes work as a program assistant for the City of Winnipeg’s Newcomer Welcome and In- clusion Policy and a research and evaluation role with Immigration and Refugee Community Organization of Manitoba. For Hadad, UWinnipeg provided both excellent class- room learning and valuable opportunities to gain prac- tical experience. “The environment and the community helped me see human rights studies in real life, rather than just learn it through theories,” she said.
Want to know how you can maximize your potential and create change in your community? Visit the UWinnipeg website to learn about the many opportunities available.
Start here.
Gain the experience and support you need to achieve your goals:
› More interaction with your professors › A diverse and friendly community › World-class research and learning opportunities
uwinnipeg.ca
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RED RIVER COLLEGE
College’s New Price Institute Launches First Courses in Advanced Manufacturing & Mechatronics SIEMENS PARTNERS WITH RRC TO DELIVER LEADING-EDGE TRAINING
R ed River College Polytech- nic (RRC Polytech) and Siemens, a global digital technology leader, have partnered to deliver the first courses and programs available to Manito- bans through the College’s new Price Institute of Advanced Manufacturing and Mechatronics.
The Level 1 Siemens Mechatronic Sys- tems Certification program — the first of its kind in Manitoba — is accepting registra- tions and is open to recent graduates of RRC Polytech’s manufacturing programs, as well as workers in the manufacturing industry who are looking to upskill and reskill. Students who complete the Level 1 pro- gram will also have the opportunity to enrol
in Level 2 later in 2024.
Price Institute present an exciting first step in answering the call for training that ad- vances technology adoption across all areas of manufacturing and embeds Industry 4.0 concepts.” Alongside the first offering of the Siemens program in Manitoba, the Price Institute of- fers a suite of micro-credentials, including an Introduction to Ethical Hacking which
“The Price Institute was established to meet the emerging needs of Manitoba’s manufacturing sector by providing oppor- tunities for students and those currently employed in the sector to access lead- ing-edge training and applied research,” says Fred Meier, President and CEO, RRC Polytech. “These first offerings from the
SUPPLIED PHOTO
RRC students are poised to become part of the wave of the future in manufacturing.
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Finding and retaining skilled talent is a priority for industries across the country, to meet the demand, it is crucial that the tools, opportunities and networks are made available to students and to a current workforce looking to upskill”. — Joris Myny, Senior Vice-President, Digital Industries, Siemens Canads
began this fall and more offerings begin- ning in 2024 that include Cloud Computing, Data Analysis and Intro to IT Automation. “Finding and retaining skilled talent is a priority for industries across the country,” says Joris Myny, Senior Vice-President, Dig- ital Industries, Siemens Canada. “To meet this demand, it is crucial that the tools, op- portunities and networks are made avail- able to students and to a current workforce looking to upskill. We congratulate RRC Polytech on the establishment of the Price Institute, and look forward to partnering in support of industry in Manitoba.” The Manitoba chapter of Canadian Man- ufacturers and Exporters (CME) report- ed having 2,130 job vacancies in the third quarter of 2022, citing a shortage of ad- vanced skills. These initial and future offer- ings through the Price Institute are essen- tial to upskilling and reskilling to narrow the skills gap in this vital sector in Manitoba’s economy. While these offerings are just the begin- ning, they represent the leading-edge sub- ject matter and collaboration between in- dustry and academia that Dr. Gerry Price envisioned would occur at the Price Insti- tute.
For more information on RRC Polytech’s Institute of Advanced Manufacturing and Mechatronics, visit rrc.ca/priceinstitute.
Rapid Skills for Success
The future of work is changing. Increasingly, employers are looking for talent with a blend of the most up-to-date theoretical and hands-on training. Those looking to enter or advance their careers are seeking education that is flexible and fast. RRC Polytech’s Micro-training provides it all, including seminars, workshops, customized training and micro-credential courses that award recognized digital badges.
ADVANCED MANUFACTURING AND MECHATRONICS Engineering and technology collide in these leading-edge micro-credential courses, offered through the new Price Institute of Advanced Manufacturing and Mechatronics at RRC Polytech. Advanced Manufacturing Micro-credential Courses: Gain the information technology skills to excel in manufacturing, finance, education, the public sector (government) and more. Siemens Mechatronics Systems Certification Program: Build the future of intelligent machines, through programming developed in partnership with Siemens, a global leader in technology. RRC Polytech is the only post-secondary in Manitoba to offer Siemens Level 1 and Level 2 Mechatronics Systems Certification.
NEW
NEW
LEARN MORE rrc.ca /amm
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Save the Date
SPRING EDUCATION Guide APRIL 6, 2024
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ASSINIBOINE COMMUNITY COLLEGE
SUPPLIED PHOTO
Carlie Johnston, Sustainable Foods System student in 2021.
University Grads Can Level Up Training at Assiniboine, With Full Tuition Covered
“O ur post-graduate credentials are a great opportunity for new university graduates who want to hone their practical skills in a chosen field, or for those who’ve been work-
choice in taking the program.
“The instructors were all so knowledge- able and professional. They really took the time to ensure we were ready for employ- ability when we graduated. The hands-on learning, I felt, really prepared us for em- ployment compared to what I had expe- rienced in the past with post-secondary, which always involved a lot of theory and studies,” she said. “I figured once I got my university educa- tion that I was set on my path. I was caught off guard about the program and how much I learned. It was a perfect fit for me, and I never expected to be there, but I’m so glad I was. It was a great transition from my biochemistry background to the agricul- ture field that I wanted to be a part of.” Assiniboine’s Elevate Award is a new op- portunity for students looking to enhance their professional skills, specialize their ex- pertise or focus their career-relevant train- ing. It provides recipients with the cost of full tuition for the college’s advanced diplo- ma programs. “Many sectors throughout Manitoba re- port a labour shortage—skills and knowl- edge are in high demand,” Frison said. “We hope this will open a door for post-second- ary grads that they may not have previ- ously contemplated, to enhance their em- ployability, increasing knowledge in their existing field or diving into a new area of expertise.” To find out more about the awards and post-graduate programs, visit assiniboine.net/elevateaward.
Experienced learners have their next chapter waiting for them at Assiniboine Community College through a variety of post-graduate programs. A bonus—they could receive this next level of training with tuition fully covered thanks to Assiniboine’s new Elevate Award.
“It’s been, honestly, the best decision I’ve ever made, I would say if you’re looking for something that’s going to give you purpose, if you’re not quite sure that the path you’re on is the one for you, it’s never too late to try something new. You’re never wasting your time with education.”
ing in their industry for any number of years and want to sharpen or expand their skill set,” said Mark Frison, President at Assiniboine. Jeremy Lennon-Gibson graduated from Assiniboine’s Public Safety advanced diplo- ma program after receiving a degree in rhetoric, writing and communications from the University of Winnipeg. He now works as a Commu- nity Safety Officer in Ste. Anne, Manitoba, and says that his university experience provided him with transferable skills that aided his success at Assiniboine.
Sustainable Food Systems graduate Carlie Johnston came to Assiniboine after receiving her Bachelor of Medical Science with honours in biochemistry from the University of Western Ontario. Following three summers of employment at the Brandon Research and Development Centre, she realized she was passionate about agriculture and sustainability. The instructors were all so know- ledgeable and professional. They really took the time to ensure we were ready for employability when we graduated. — Carlie Johnston, Sustainable Food Systems Graduate
“So the advanced diploma pro- gram works really well because your degree will prepare you more for the classroom work. And it gives you that sense of “okay, well I’m working towards a legitimate career,” he said. “I wouldn’t be where I am now without the Public Safety program.”
Lennon-Gibson said he made the right
POST-GRAD PROGRAMS AT ASSINIBOINE Full-tuition awards available
assiniboine.net/ elevateaward
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CANADIAN MENNONITE UNIVERSITY
SUPPLIED PHOTO
Students at CMU get practical, hands-on training on a regular basis.
Where Science Meets Creativity and Innovation
BY MYLES TIESSEN S cience is the art of discov- ery. Through abiding determina- tion, the unknown world has slowly unveiled itself in miraculous ways, aiding us not just practically in medicine or mathematics, but also in fostering an appreciation for the beau- ty surrounding us in our daily lives. “It’s a way of paying attention that invites us to fall in love with the world and all the creatures we share it with,” says Associate Professor of Biology at Canadian Mennonite University (CMU), John Brubacher. “While scien- tific exploration might not be the first thing that comes to mind when people think of Mennonites, it’s a natural fit for an institution like ours, which aims to
train students to make a positive differ- ence in the world.” CMU alumna Esther Derksen, a Re- gional Veterinarian for the province of Newfoundland and Labrador, is a tes- tament to this commitment to making a difference. “I’m not just doing the biology; I’m not just giving the medicine; I’m think- ing about a large variety of things. As I’m working with a cow, I’m thinking about what that means to the dairy own- er and what that means for the dairy production in the province,” she says. “Then, we are talking about sustainable food systems, and it turns into a much bigger thing rather than just about a sick cow.” Derksen credits her time at CMU for providing a perspective on veterinary
Where learning and career connect
Small university Big opportunities cmu.ca/admissions
SUPPLIED PHOTO
John Brubacher, Associate Professor of Biology
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st. mary ’ s academy
St. Mary’s Academy, established in 1869, is a Catholic school in the tradition of the Sisters of the Holy Names of Jesus and Mary. Our legacy of learning, faith, service and leadership defines the Academy as a distinguished girls’ school where students graduate empowered with knowledge, aware of their gifts, possess a desire for excellence in all endeavours, and embrace a sense of social responsibility to use their abilities in the service of others. January 16, 2024 at 7:00 PM open house
Rise to the challenge Make a difference with a master’s degree from the Faculty of Law at the University of Manitoba. PROGRAMS OF STUDY • Deepen your knowledge and contribute to legal scholarship with a Master of Laws • Gain a global perspective and be an advocate for change with Canada’s first Master of Human Rights • Be a leader in both law and business with a concurrent JD/MBA from the Faculty of Law and the Asper School of Business Learn about admissions requirements and application deadlines: umanitoba.ca/law
new student applications due february 1, 2024
Applications accepted for all grades, with major entry points in Grades 7 & 9 Financial assistance available All faiths welcome A community of learning, faith and service
St. Mary’s Academy, 550 Wellington Crescent, Winnipeg, MB, R3M 0C1 | 204-477-0244 www.smamb.ca | Instagram.com/smawinnipeg | Facebook.com/smawinnipeg
Our small class sizes give faculty the opportuni-
ty to challenge students to explain their thinking from day one of their studies”. — John Brubacher, Associate Professor of Biology
care she never anticipated. She notes that the inter- disciplinary approach at CMU allowed her to find as much value in philosophy and environmental studies as she did in her biology courses. Brubacher emphasizes that this educational frame- work lies at the heart of CMU’s mission. The Bachelor of Science program, like all its programs, engages stu- dents in a curriculum that challenges norms, sparks dialogues, and offers a comprehensive education. This, coupled with CMU’s focus on developing cru- cial skills sought after by employers and post-degree programs, creates a holistic learning environment. “Our small class sizes give faculty the opportunity to challenge students to explain their thinking from day one of their studies,” says Brubacher. “I can give my students open-ended scientific projects to work on early in their studies because I can supervise them much more directly than I’d be able to if I had hun- dreds of students in my classes.” Derksen says veterinary care, like all science, is about creativity and ingenuity. “Having the awareness and ability to think more conceptually about ideas and not just what I can hold in my hands or what I can look at through a microscope is incredibly valuable. The classes that are more concerned with how people think and how people relate give you the stron- gest foundation [as a vet].” CMU strives to provide unique opportunities for students to utilize their innate creativity and imag- ination in exploring a world beyond themselves. It equips students with perspectives and skill sets vital in today’s world. And addressing a common misconception, Brubacher laughs. “You don’t have to be Mennonite to study here,” he says.
SUPPLIED PHOTO
Small class sizes make for more effective training at CMU.
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UNIVERSITY OF ST. BONIFACE
SUPPLIED PHOTO
Mélanie Cwikla, Director, École technique et professionnelle with David Larocque, Coordinator, Educational Assistant Certificate.
USB To Offer New Educational Assistant Certificate Program SUBHEAD WOULD GO IN THIS POSITION. SUBHEAD WOULD GO IN THIS POSITION.
BY JENNIFER MCFEE A brand-new certificate to bolster the Francophone community of the future.
When she embarked on her current di- rector role, Cwikla began working with her colleagues to develop an academic development plan based on Université de Saint-Boniface’s strengths, and on market needs. Since the Université de Saint-Boniface of- fers both a bachelor’s degree in education and a diploma in early childhood educa- tion, the educational assistant certificate fits well within the institution’s area of ex- pertise. In 2018-19, Université de Saint-Boniface conducted a feasibility study that con- firmed this type of training was needed both within the French and the French im- mersion programs. “The feasibility study confirmed that only 10 per cent of the EA’s working in French have received formal training, whereas training is an employment criterion in the English school system,” noted Cwikla. It goes without saying that school divi- sions need access to trained individuals to achieve their mandates. However, with a lack of trained EAs who can work in French, they’ve often needed to provide that training internally. Trained EA’s will help support quality education in
program at Université de Saint-Boniface will offer its students a chance
Education is not the filling of a pail, but the lighting of a fire.
The vehicle for that will be an Education- al Assistant (EA) Certificate Program that will be offered for the first time in 2024. The mission of École technique et profes- sionnelle — the professional and technical school — is to work with the community to train people to work in areas where there is a need. Mélanie Cwikla, director for École tech- nique et professionnelle, is well attuned to those needs in the community. Before she started working for Universi- té de Saint-Boniface, Cwikla noticed many EAs working at her children’s school. “As a curious person, I asked about the training required for such a position,” she said. “I was surprised to learn that there was no training for francophone educational assistants but that most educational assis- tants working in English required a certif- icate.”
— William Butler Yeats
Read more at https://www.brainyquote.com/topics/education-quotes
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French since they will have the tools to better understand their role. Through the new EA cer- tificate program, Cwikla hopes school divisions will be able to focus more on their primary man- date to educate youth and support staff members’ professional devel- opment. At the same time, the new pro- gram might also bolster recruit- ment efforts to bring more EAs on board. The EA certificate program will consist of 10 courses and two practicums, which will take place in French and French immersion schools throughout Manitoba.
first students in the new certifi- cate program will be EAs who are already working in the school sys- tem. Academic co-ordinator David Larocque is thrilled to contribute towards making this new program a reality. “We are working with school di- visions to offer the program based on their needs and schedule. A calendar has yet to be finalized,” Laroque said. “Starting in the fall of 2024, people who are not cur- rently EAs will be able to take the program. They can submit an ap- plication to the program.”
We are working with school divisions to offer the program
based on their needs and schedule”. — David Larocque, Academic co-ordinator
Adding to the advantages, the program is designed with flexibil- ity in mind. Full-time students should be able to complete all requirements within an academic year. Students who prefer part-time studies will have five years to complete the program. Offered in synchronous mode, the program will allow Winni- peg-based students to attend in person while those from other communities can join online. As a result, students from Thompson, Saint-Lazare, Laurier, and other places across the prov- ince will have the chance to virtu- ally join students who are on cam- pus. Any student who has graduat- ed from a French or a French im- mersion program should have the French proficiency level required to complete the program. The
At the end of the program, stu- dents should be able to under- stand the principles of inclusive education and their role within that context. As well, they should be able to recognize each student’s value, support diversity and support all students in their learning using proven strategies. Future students who would like more information about the EA certificate program can email futuretudiant@ustboniface.ca or text 204-400-3810. With a dynamic approach to ed- ucation, Université de Saint-Bon- iface will celebrate 50 years of of- fering college programs in 2025. Its offerings continue to grow in response to the community’s needs, with another new program called Advanced Diploma in Lead- ership for Early Childhood Edu- cation (ECE III) slated to begin in 2024-25.
CERTIFICAT D’AUXILIAIRE D’ENSEIGNEMENT
The feasibility study confirmed that only 10 per
cent of the EA's working in French have received formal training, whereas training is an employment criterion in the English school system”. — Mélanie Cwikla, Director of École technique et professionelle
Riche et moderne, notre programme te donnera de solides compétences pour répondre aux besoins éducatifs de tous les élèves. Participe à renforcer le bienêtre linguistique des élèves en contexte francophone minoritaire. Choisis notre certificat d’auxiliaire d’enseignement!
Durée : Un an à temps plein ou étalé sur un maximum de cinq ans à temps partiel
Mode de prestation : Le programme est offert en format comodal, c’est-à- dire en présentiel pour les personnes qui habitent à Winnipeg et en ligne pour les personnes qui demeurent à l’extérieur de Winnipeg.
Learn French & Spanish! Distance or in-person classes
ustboniface.ca/ae
L’USB est fière de célébrer les 50 ans d’excellence de ses programmes collégiaux! 50
Our learner-centred course material uses communicative and theme-based approaches to provide a highly
interesting language learning experience.
Register by January 9! Learn more at educationplus.ca
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3 TOURS HELP WITH GETTING TO KNOW CAMPUS The size of UM’s Fort Garry campus can be intimidating for new students, but a campus tour can help them gain a solid grasp of the grounds. Campus tours are available for both the en- tire campus and specific buildings. Sharma, who took a tour last year, benefited from the experience. “You’re coming into this new environment, you’re all starry eyed, and it’s really nice to have someone guiding you through it,” Sharma says. 4 UNIVERSITY LIFE HAS CHANGED OVER THE YEARS
UNIVERSITY OF MANITOBA
University life in 2023 is significantly different from pre- vious decades. For one, it’s typical for students to balance full-time jobs and other major responsibilities with their studies. “We have students who are parents. We have students who are caring for aging family members. We have full-time workers,” Wood-Warren says. The technological landscape has changed, too. “My phone that I have in my hand is not just a phone. It’s the world,” Wood-Warren says. “It’s easy to see why decision-making might be harder for students now. They’re dealing with an un- precedented amount of information.” Even with these changes, students can count on UM for clear and useful communication. It’s important that students check their @myumanitoba.ca email daily for information. Following UM on social media is also a great way to stay in the loop. 5 LEARNING TO ASK FOR HELP IS A CRITICAL SKILL Wood-Warren wants to normalize asking for help. “The vast majority of students need some help. That’s just the nature of what we’re doing here. Being a university student is a new experience,” Wood-Warren says. The university offers a wide range of supports and services, from academic advising to health care to spiritual care. But stu- dents don’t need to remember every single service. “Even after orientation, it’s okay if students don’t know every- thing. They don’t need to know everything. They just need to re- member that the First Year Centre is here to help,” Wood-Warren says. 6 UM ESSENTIALS PROVIDES ONLINE ORIENTATION UM Essentials is an online orientation program for new stu- dents. The program provides a virtual tour of the campus and intro- duces the course management system, UMLearn. It also sheds light on what professors expect, details the range of support services, and suggests ways for students to get in- volved in the UM community. “UM Essentials serves as a supplement to our in-person events. It provides a constant, reliable resource that students can refer to whenever they need,” Wood-Warren says. Every new student is expected to complete UM Essentials.
7 PREP WEEK AND WELCOME DAY WILL LEAD STUDENTS INTO THEIR FIRST DAY Prep Week and Welcome Day are two of the main events that provide a smooth runway for students entering the fall term. Prep Week, from August 28 to 31, gives new students an op- portunity to explore campus and participate in virtual academic prep sessions. Students can get a preview of academic reading and writing, attend skill workshops and get their student card before the rush. Welcome Day, on September 5, is a fun-filled event before classes start where students can make friends, learn about key contacts and resources, and get comfortable in their new home away from home. “Welcome Day is for students to feel connected to the univer- sity, to get excited about their time with us,” Wood-Warren says. “It’s also for them to know that they’re not alone and that there are people all over the place who want to help them to be their best self in their first year.” 8 THE STUDENT UNION ALSO OFFERS ORIENTATION EVENTS UMSU contributes to the orientation process with its own se- ries of events. One of the highlights is Bison Bash, from September 11 to 15, which includes free breakfasts for UM students, a market, kara- oke night and a street party. Get Involved Week, from September 18 to 22, gives students the chance to discover various clubs and associations. They can also find information on how to vote in the upcoming UMSU General Election. “We want to make sure that every single student has a way to feel connected to campus,” Sharma says.
Get started today at rwb.org/register Classes start Steptember 10
RWB SCHOOL FACULTY MEMBER WITH RECREATIONAL DIVISION STUDENTS; PHOTO BY MCHELLE BLAIS
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Navigating the first year A GUIDE FOR SUPPORTERS OF NEW STUDENTS AT UM
For more information about orientation events, visit umanitoba.ca/orientation.
S tarting university is a major milestone, and for many first-year students at the University of Manitoba, the transition can feel daunting. However, new students aren’t alone. With UM’s extensive resources, coupled with help from parents and supporters, they can confidently navigate this exciting journey. Below are eight things to keep in mind as you support your student through their first year. 1 UM ORIENTATION WILL EASE THE TRANSITION UM has a comprehensive orientation program, helping new students with everything from study skills to on-campus supports. In the past, orientation was a single day. Today, it unfolds as a series of events throughout the spring and summer. “What we know is that orientation is not so much an event as it is a process,” says Ali Wood-Warren, director of student transition and suc- cess at UM. There is a body of research, Wood-Warren says, that highlights the importance of a student’s first six weeks. This period often determines whether they will complete their first year, which is why orientation now provides extended support. “What we want is for students to become more comfortable on cam- pus. We want them to feel that it’s not ‘the’ campus—it’s ‘their’ campus,” Wood-Warren says. 2 HELP WITH COURSE SELECTION IS AVAILABLE One of the first events to kick off UM Orientation was Get Ready to Register, an online session that introduces students to the First Year Planning Guide. The guide empowers students by helping them understand course selection and equipping them with the knowledge to make informed decisions about their academic journey. “We help students know what’s expected of them in university and teach them the skills needed to meet these expectations during their first year,” Wood-Warren says. Divya Sharma is a second-year bachelor of arts student and the vice-president of community engagement at the University of Manitoba Students’ Union (UMSU). Last year, Get Ready to Register proved helpful in planning and regis- tering for her courses. “For a lot of first year students who don’t have older siblings like my- self, it’s really challenging to navigate all of these systems,” Sharma says. “I was really thankful that the university did a session where they showed you how to sign up for courses and what sort of course load to take.”
What we want is for
students to become more comfortable on campus. We want them to feel that it’s not ‘the’ campus— it’s ‘their’ campus.”
— Ali Wood-Warren, director of student transition and success at UM
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At the University of Manitoba, the bison spirit runs deep through our community. It’s a feeling of strength, perseverance and belonging. With over 100 programs to choose from, every bison can find their stride. Together, we make a difference—for our community, our planet and our future generations. Here, you can gain real-world experience through co-ops and internships. After graduation, you’ll be ready to jump WHAT KIND OF BISON ARE YOU?
into a rewarding career. Ready to join the herd?
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University of Manitoba Extended Education provides alternative credentials to support your lifelong learning.
The age of flexibility and inclusivity in higher education through alternative credentials and lifelong learning UM Extended Education continues to provide alternative credentials and lifelong learning A s the higher education landscape undergoes significant transforma- ment, micro-certificates, certificates, micro-diplomas, graduate micro-diplo- mas.
sive, lifelong educational pathways. The objective is to meet the demand for up- skilling and reskilling, providing tailored options for individuals and organizations. Alternative credentials Alternative credentials, known for their adaptability, are available in various for- mats, from short-term courses to long- term learning pathways, offered through online, in-person, and hybrid modalities. This focus on creating flexible, inclusive, and equitable programming options is vital in an era where learners and orga- nizations face constraints on time and resources. These credentials, designed to authen- ticate a learner’s attainment of specific skills and competencies, are recognized by educational institutions, employers, and professional organizations. They encompass workshops, seminars, open enrollment courses, and more compre- hensive programs, serving multiple pur- poses, including workforce development and civic education. Alternative credentials encompass vari- ous forms of formal recognition of learn- ing that are not associated with tradi- tional degree programs . At universities, this category includes a diversity of cre- dentials such as letters of accomplish-
creating lifelong learning opportunities for individual fulfillment, social cohe- sion, and economic prosperity. UNESCO emphasizes inclusive lifelong learning policies and systems, developing learn- ing ecosystems benefiting everyone. The University of Manitoba’s approach aligns with UNESCO’s focus on citizenship ed- ucation within lifelong learning, inspiring citizens of all ages to become critical thinkers, actively shaping a democratic, peaceful, sustainable, and just society, contributing to social and knowledge mobility. The alternative credential programs de- veloped by the Division Extended Edu- cation, dating back to the early 1900s, embody lifelong learning and inclusiv- ity principles, enabling individuals and organizations to unlock their potential through relevant and accessible educa- tion. As demand for varied educational paths grows, this progressive approach will likely inspire more institutions to adopt similar institution wide strategies.
tion, universities, particularly the Univer- sity of Manitoba, are increasingly adopt- ing alternative credential frameworks. These frameworks cater to the growing demand for diverse and flexible higher education programs. The University of Manitoba, a pioneer in this field, with its Division of Extended Education, has been at the forefront. In an era marked by rapid technological advancements and shifting economic landscapes, learners require adaptable, accessible education aligned with their personal and professional goals. The University of Manitoba, a leader in Canadian education, was an early adopt- er of this trend. In 2001, it developed a non-degree taxonomy, updated in 2021 into the Certificate and Diploma frame- work, encompassing short-cycle learn- ing programs, such as micro-credentials and other non-degree offers, known as Alternative Credentials. For nearly 80 years, starting as the Eve- ning Institute in 1936, the Division has been essential in emphasizing flexible learning options. These alternative cre- dential programs, based on flexibility and adaptability, accommodate a broad range of learners’ needs, offering diverse formats from modular courses to exten-
While the Division of Extended Educa- tion’s expertise lies in the development and delivery of open enrollment courses, letters of accomplishment, micro-certif- icates, and certificate programs, other faculties, schools, and colleges within the university are also actively develop- ing alternative credential programs - with a greater emphasis on diploma-type pro- gramming. This reflects the university’s commitment to diverse learner needs. By embracing a broad spectrum of ed- ucational offerings, the university en- hances its ability to provide flexible, tai- lored learning experiences, catering to both the specific needs of UM students and a broader community of learners. By adopting these frameworks, universities address critical accessibility issues in higher education, providing avenues for individuals with greater diversity of life- long education options.
A commitment to lifelong learning
Lifelong learning, as advocated by UNESCO, is essential for overcoming global challenges and achieving the Sus- tainable Development Goals. It involves
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