Case Study: Rethinking the Credit-Non-Credit Balance in Career Training at Polytechnics

Case Study: Rethinking the Credit-Non-Credit Balance in Career Training at Polytechnics

Jacqueline M. Lambert (Royal Roads University, Canada)
DOI: 10.4018/978-1-7998-2943-0.ch007

Abstract

Focusing on the challenges faced by polytechnic institutions in Alberta, Canada, this chapter explores the rationales, challenges, and solutions encountered in choosing between investment credit and non-credit program offerings to meet the needs of adult learners and industry partners. Drawing on inter-provincial and international perspectives, this chapter discusses ways to provide the benefits of credential education access, alongside the flexibility and responsiveness of non-credit learning design.
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The Albertan Context

Among its 23 publicly funded higher education institutions, Alberta is home to two polytechnic institutions: The Southern Alberta Institute of Technology in Calgary, and the Northern Alberta Institute of Technology in Edmonton (Alberta Advanced Education, 2019a). These institutions are mandated to provide a broad range of learning options, from trades education to post-degree certificates; they also engage in applied research and continuing education activity.

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