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Budget 2005
CONTENTS
• Message from the Minister and Accountability Statement  
• Vision, Mission, and Values  
• Ministry Overview and Core Business Areas  
• Resource Summary: Ministry  
• Resource Summary: Public Post-Secondary Institutions  
• Goals, Objectives, Strategies, and Results  
• Related Initiatives and Planning Processes  
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Ministry of Advanced Education  

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Goals, Objectives, Strategies, and Results

The ministry's goals and objectives described in this section are multi-year commitments for the post-secondary education system in British Columbia. They are consistent with the ministry's mandate and vision, and reflect the ministry's responsibility for providing leadership and policy direction to the post-secondary system.

Brief descriptions are provided of some specific activities and initiatives the ministry will undertake to achieve its goals and objectives. Progress toward goals and objectives will be tracked by a series of performance measures. For each performance measure, baseline data and the most current available data are provided along with annual performance targets for the next three years.

The diagram on the following page illustrates how the activities of the ministry and the post-secondary education system link with goals outlined in the BC Government Strategic Plan.

For 2005/06–2007/08, two new performance measures have been added, one measure that had been under development has been finalized, and eight measures used in the past have been deleted. However, all measures that were included in the Ministry's 2004/05–2006/07 Service Plan will be reported in the Ministry's 2004/05 Service Plan Report.

The deleted measures were removed either because they focused on internal administrative matters with little public relevance, or because they were deemed inadequate for tracking progress toward objectives. In these latter cases, deletion of a measure does not diminish the importance of the outcome the measure was intended to track. For example, although the relevant measure has been removed, expanding online learning remains a priority for the ministry, as does increasing the education choices available to students through both public and private institutions. The ministry will continue exploring ways to track progress in these areas, and when suitable measures are developed they will be included in future service plans.

The ministry's planning processes are informed by ongoing analysis of post-secondary education trends and issues, as well as demographic, economic, and labour market changes and projections. For example, the post-secondary education system is affected by a variety of factors including changes in the prime post-secondary-aged population, an aging workforce, ongoing technological change, a combination of common and unique regional needs, and expanding and changing skills and knowledge requirements. These and other factors influence the development of the ministry's goals, objectives, and performance measures.

It must be noted that measuring the performance of British Columbia's diverse post-secondary education system is a complex and long-term enterprise. The performance measures identified here represent the collaborative efforts of ministry and system representatives to identify the few critical aspects of performance. No single measure taken in isolation can reveal enough information to provide a reliable and accurate evaluation of post-secondary system performance. All measures should be considered together when assessing progress toward goals and objectives.

Government
Strategic
Goals		   Ministry Mission
The Ministry of Advanced Education provides leadership and support for
a top-notch advanced education and training system that provides all British Columbians with opportunities to develop the skills they need to participate fully in the economic, social, and cultural life in the province.
  Ministry
Goals		   Ministry
Objectives		   Performance
Measures
A Supportive Social Fabric. 1. A top-notch post-secondary education system. 1. Access and choice for BC post-secondary students. Total student spaces in BC public post-secondary institutions.
Number of degrees, diplomas, and certificates awarded.
BC public post-secondary graduate rate.
BC public post-secondary participation rate for population 18-29.
Student spaces in developmental programs.
University admissions GPA cut-off.
Number and percent of public post-secondary students that are Aboriginal.
  2. A more efficient and integrated post-secondary system. Degree completion rate.
Student satisfaction with transfer.
Student aid application turnaround time.
  3. A quality post-secondary system. Student outcomes – skill gain.
Student satisfaction with education.
Trades training student satisfaction with education.
A Strong and Vibrant Provincial  Economy.   2. Economic and social development. 1. A post-secondary system capable of knowledge generation, innovation, and research. Funding support for research.
Number of licences, patents, and start-up companies.
2. A relevant and responsive post-secondary system. Number of student spaces in identified strategic skill programs.
Number of trainees in industry training.
Student assessment of usefulness of knowledge and skills in performing job.
Student outcomes – unemployment rate.

Goal 1:

A top-notch post-secondary education system.

Core Business Areas:

Educational Institutions and Organizations.
Industry Training and Apprenticeship.
Student Financial Assistance.
Debt Service Costs and Amortization of Prepaid Capital Advances.

Objective 1:

Access and choice for BC post-secondary students.

To achieve this objective, the ministry will work with post-secondary institutions to increase system capacity and to ensure equitable opportunity for all students to have access to post-secondary education. The ministry will also work to expand degree-granting opportunities available in British Columbia, and will continue helping students manage the costs of post-secondary education through student financial assistance programs.

These efforts are demonstrated in a range of ongoing initiatives and commitments. Government has committed to adding 25,000 student spaces to the public post-secondary system by 2010. The BC Loan Reduction Program will help students — particularly those most in need — manage the costs of post-secondary education. The ministry is working with institutions and Aboriginal groups to increase post-secondary participation rates among Aboriginal people. Recent legislative changes have strengthened consumer protection for private career training students while reducing the regulatory burden on private career training institutions, enabling these institutions to devote more resources to students' needs and less to red tape. And in 2004, Government launched a major new initiative to improve literacy in the province, a component of which will see British Columbia double its contribution to the federal/provincial Adult Literacy Cost-Shared Program from $700,000 to $1.4 million.

Performance Measures:

Progress toward this objective will be tracked with performance measures focusing on the numbers of student spaces and credentials awarded, on post-secondary participation and graduate rates, on university admissions requirements, and on the number and per cent of post-secondary students that are Aboriginal.

The ministry is also working to develop measures to track the significant contributions that online learning programs and private post-secondary institutions make to improving student access and choice. For example, in 2003/04, of the 67,143 students in British Columbia that received student financial assistance, 11,023 were enrolled in private post-secondary institutions. As more data on private post-secondary education becomes available they will be used to formulate suitable performance measures.

Performance
Measures		 Baseline 2005/06
Target		 2006/07
Target		 2007/08
Target
1. Total student spaces in BC public post-secondary institutions. Baseline data for 2001/02:
154,991 targeted FTEs1 (includes entry level trades training but excludes apprenticeship spaces).

Data for 2004/05: 164,065 targeted FTEs.		 168,265 172,659 177,053
2. Number of degrees, diplomas, and certificates awarded. Baseline data for 2001/02:
52,909 total credentials awarded.2

Data for 2003/04: 56,687		 56,0833 56,8773 57,671– 57,9353
3. BC public post-secondary graduate rate. Baseline data for 2001/02:
83.6 credentials awarded per 1,000 BC population aged 18–29.

Data for 2003/04: 85.3		 Maintain or increase rate by up to 1% Maintain or increase rate by up to 1% Maintain or increase rate by up to 1.5%
4. BC public post-secondary participation rate for population 18-29.4 Baseline data for 2003/04:
44.5%		 Increase by up to 1% Increase by up to 1% Increase by up to 1%
5. Student spaces in developmental programs.5 Baseline for 2003/04:
13,197 targeted FTEs.

Data for 2004/05: 13,155 targeted FTEs.		 Maintain or increase Maintain or increase Maintain or increase
6. University admissions GPA cut-off.6, 7 Baseline for 2003/04:  
i. University direct entry admissions GPA cut-off for Arts and Science programs = 84% i. Reduce university admissions GPA cut-off to 75% by 2010.
ii. University transfer admissions GPA cut-off for Arts and Science programs = 2.8 pt

Data for 2004/05:
i. = 83%
ii. = 2.8 pt		 ii. Reduce university transfer admissions GPA to 2.0 by 2010.
7. Number and per cent of public post-secondary students that are Aboriginal. Baseline data for 2002/03:8
# = 13,912
% = 3.7

Data for 2003/04:9
# = 15,276
% = 4.4		 Maintain or increase Maintain or increase Maintain or increase
1  Full-Time Equivalent (FTE) — A student FTE represents a full-time course load. For most general degree programs, one FTE represents 15 units per year, 30 credits per year, or 10 courses per year. Beginning in 2005/06, the method used to calculate FTEs in colleges, university colleges, and institutes will be changed to promote greater consistency among post-secondary institutions.
2  Credentials are calculated based on a three-year average.
3  The targets for 2005/06 and 2006/07 represent an annual increase of 1.5 per cent from the 2001/02 baseline. The 2007/08 target represents an annual increase of 1.5 to 2.0 per cent from the 2001/02 baseline.
4  This measure has been operationally redefined from previous years. It is now based on enrolment data from the Central Data Warehouse and The University Presidents' Council. Consequently, its results will not be comparable with previous years.
5  Developmental programs are: Adult Basic Education (ABE), English as a Second Language (ESL), and Adult Special Education (ASE).
6  This measure reflects the weighted average admissions GPA cut-offs at British Columbia's three largest public universities (University of British Columbia, Simon Fraser University, and the University of Victoria). If the measure were applied to all public universities, the data for 2004/05 would be 82% for direct entry admissions and 2.5 pt. for transfer admissions. University colleges are not included in this measure because they have open admissions policies.
7  Analysis of qualified direct entry and university transfer students who are turned away will be conducted annually.
8  Does not include data from Royal Roads University.
9  Does not include data from The University of British Columbia.

Objective 2:

A more efficient and integrated post-secondary system.

To achieve this objective the ministry will work with post-secondary institutions to facilitate cooperation across the system and to ensure students are able to complete their education and training in a timely manner. The ministry will also work to ensure timely processing of student financial aid applications.

Performance Measures:

Progress toward this objective will be tracked with three performance measures. The first is the proportion of students who complete degree programs within a set timeframe. The second focuses on student satisfaction with the transfer system, which enables students to transfer between institutions and have credits earned at one institution count toward the completion of programs at another. The third is a measure of the time it takes to process student financial aid applications.

Performance
Measures		 Baseline 2005/06
Target		 2006/07
Target		 2007/08
Target
8. Degree completion rate.1 Baseline for 2003/04:
i. 72% of university direct entry students completed their baccalaureate degree within 7 years of admission.
ii. 65% of university transfer students completed their baccalaureate degree within 5 years of admission to university.		 Maintain or increase Maintain or increase Maintain or increase
9. Student satisfaction with transfer. Baseline data for 2001/02:
88% of former students who transferred and expected to transfer credits were very satisfied or satisfied with their transfer experience (2002 survey).

Data for 2004/05: 87%		 Maintain high level of satisfaction (benchmark — 90%) or demonstrate performance improvement over time.2
10. Student aid application turnaround time. Baseline for 2002/03:
17 working day application processing time.

Data for 2003/04: 15		 Maintain at 12 working days Maintain at 12 working days Maintain at 12 working days
1  Students often choose to discontinue their studies temporarily for reasons unrelated to the efficiency of the post-secondary system (e.g., to pursue employment opportunities). To account for the resulting extension of program completion time, this measure is based on an extended timeframe.
2  The target will be met if annual performance (plus margin of error) is above or equal to the benchmark, or if successive annual performance demonstrates overall improvement (based on trend line calculated from annual performance plus/minus margin of error).

Objective 3:

A quality post-secondary system.

To achieve this objective the ministry will work with post-secondary institutions to ensure that the high standards of excellence in British Columbia's post-secondary system are maintained and enhanced, and that post-secondary education in the province is meeting students' needs.

Performance Measures:

Progress toward this objective will be tracked with three performance measures. The first measure focuses on the extent to which former students believe they acquired through their education a range of generic skills considered necessary for a productive life and successful employment. The second and third measures focus on former students' assessment of how satisfied they were with their education experience. The ministry is also exploring options for measuring quality in private post-secondary education.

Performance
Measures		 Baseline 2005/06
Target		 2006/07
Target		 2007/08
Target
11. Student outcomes — skill gain.

Baseline data for 2001/02:
Per cent of former college, university college and institute students whose program prepared them very well or well: 78% (average from 2001 survey).

Per cent of university baccalaureate graduates who indicated that university helped them develop skills to a very high or high extent: 83% (average from 2002 survey).

Data for 2004/05:
79% (college, university college and institute 2004 survey)
83% (university 2003 survey).2, 3

 Maintain a high level of skill gain (benchmark = 85%) or demonstrate performance improvement over time.1
12. Student satisfaction with education.

Baseline data for 2001/02:

85% of former college, university college and institute students completely or mainly satisfied with studies (2001 survey).

94% of university baccalaureate graduates very satisfied or satisfied with education (2000 survey).

Data for 2004/05:
86% (college, university college and institute 2004 survey).

97% (university 2003 survey).2, 3

 Maintain a high level of satisfaction (benchmark = 90%) or demonstrate performance improvement over time.1
13. Trades training student satisfaction with education.4 Baseline under development. Establish baseline To be determined To be determined
1  The target will be met if annual performance (plus margin of error) is above or equal to the benchmark, or if successive annual performance demonstrates overall improvement (based on trend line calculated from annual performance plus/minus margin of error).
2  Some of the difference between the university results and the college, university college, and institute results may be accounted for by the different wording of questions and the different response scales used in each survey.
3  Results for the university sector are based on responses from baccalaureate students who graduated in 1998 (five years out) and were included in the 2003 University Baccalaureate Graduate Survey.
4  This performance measure includes students in Entry Level Trades Training (ELTT) and Apprenticeship Technical Training (ATT).

Goal 2:

Economic and social development.

Core Business Areas:

Educational Institutions and Organizations.
Industry Training and Apprenticeship.

Objective 1:

A post-secondary system capable of knowledge generation,
innovation, and research.

To achieve this objective the ministry will continue to encourage and support post-secondary research activities, which contribute to British Columbia's cultural and economic well-being through discovery, innovation, and the creation of knowledge.

Performance Measures:

Progress toward this objective will be tracked with two performance measures. The first reflects the success of public post-secondary institutions in competing for federal funding and attracting private investment in research, and the Province's support for post-secondary research. The second provides quantitative information on the results and products derived from post-secondary research activity.

Performance
Measures		 Baseline 2005/06
Target		 2006/07
Target		 2007/08
Target
14. Funding support for research: Baseline data for 2001/02:      
i. Sponsored research funding from all sources. i. Federal: $168 M
Provincial: $34 M
Other: $107 M
Total: $308 M1		 i. Maintain or increase. i. Maintain or increase. i. Maintain or increase.
ii. BC proportion of Federal awards. ii. BC Proportion in 2001/02:
10% of total Federal awards.

Data for 2002/03:
i. Federal = $229 M
Provincial = $84 M
Other = $158 M
Total = $472 M1
ii. BC proportion in 2002/03:
11.8% of total Federal awards.		 ii. Maintain or increase BC proportion. ii. Maintain or increase BC proportion. ii. Maintain or increase BC proportion.
15. Number of licences, patents, and start-up companies. Baseline data for 2001/02:
i. Licence/option agreements = 51
Ratio (#/$M) = 0.171
ii. U.S. patents issued = 38
Ratio (#/$M) = 0.127
iii. Start-up companies = 10
Ratio (#/$M) = 0.033
iv. Licence income received = $12.6M
Ratio ($/$M) = $42,012

Data for 2002/03:
i. Licence/option agreements = 50
Ratio (#/$M) = 0.110
ii. U.S. patents issued = 27
Ratio (#/$M) = 0.059
iii. Start-up companies = 17
Ratio (#/$M) = 0.037
iv. Licence income received = $13.8M
Ratio ($/$M) = $30,203		 Maintain or increase Maintain or increase Maintain or increase
1  Total does not add due to rounding.

Objective 2:

A relevant and responsive post-secondary system.

To achieve this objective the ministry will pursue strategies to increase graduates in strategic skill areas such as health care, engineering, and trades. This will involve targeting a portion of the 25,000 student spaces that Government will add to the public system by 2010 to specific strategic skill programs. For example, in response to the need for more physicians in the province, an ambitious expansion of The University of British Columbia medical program is underway in partnership with the University of Northern British Columbia and the University of Victoria.

This objective will also be achieved through cooperation between the ministry and post-secondary institutions to ensure educational relevance, enhance student employability, and respond to regional economic needs. For example, the ministry has established an Oil and Gas Education and Training Consortium to bring together government, industry, and post-secondary institutions to provide advice on how to ensure that the training needs of this vital sector of the northern economy are met. Finally, the ministry will continue to provide improved labour market information and products to aid in program development and to assist students making educational choices.

Performance Measures:

Progress toward this objective will be tracked with four performance measures. The first is the number of student spaces in strategic skills programs. The second is the number of trainees in industry training. The third measure reflects how useful former post-secondary students believe their education was to their employment. The fourth measure is the unemployment rate for former post-secondary students.

Performance
Measures		 Baseline 2005/06
Target		 2006/07
Target		 2007/08
Target
16. Number of student spaces in identified strategic skill programs:        
i. Computer science, electrical and computer engineering programs. i. Baseline data for 2001/02:
4,624 targeted FTEs.1

Data for 2004/05:
7,109 targeted FTEs.		 i. 7,934 i. 8,034 i. Maintain or increase
ii. Social/child protection worker programs. ii. Baseline data for 2001/02:
976 targeted FTEs.

Data for 2004/05:
1,036 targeted FTEs.		 ii. 1,050 ii. Maintain ii. Maintain
iii. RNs, LPNs, and RCAs and other allied health programs.2 iii. Baseline data for 2001/02:
8,417 targeted FTEs.3

Data for 2004/05:
10,703 targeted FTEs.		 iii. 11,053 iii. 11,403 iii. 11,753
iv. Medical school programs. iv. Baseline data for 2001/02:
488 targeted FTEs.

Data for 2004/05:
584 targeted FTEs.		 iv. 680 iv. 776 iv. 872
17. Number of trainees in industry training. Baseline data for 2003/04:
25,479 (includes 14,676 registered trainees and 10,803 entry level trades participants).		 29,300 33,123 Maintain or increase.
18. Student assessment of usefulness of knowledge and skills in performing job. Baseline data for 2001/02:
76% of former college, university college and institute students found the knowledge and skills they acquired from their studies very or somewhat useful in performing their job (2002 survey).
88% of university baccalaureate graduates found the knowledge, skills and abilities they acquired from university to be very or somewhat useful in work (2002 survey).

Data for 2004/05:
77% (college, university college and institute 2004 survey) and 90%5 (university 2003 survey).		 Maintain a high level of student assessment (benchmark = 90%) or demonstrate performance improvement over time.4
19. Student outcomes — unemployment rate. Baseline for 2003/04:
9% of former college, university college and institute students were unemployed at time of survey (2003 survey).
6% of university baccalaureate graduates were unemployed at time of survey (2002 survey).

Data for 2004/05:
8.7% (college, university college and institute, 2004 survey) and 3.6%5 (university, 2003 survey).		 Maintain unemployment rate for former BC post-secondary students below rate for persons with only high school credentials or less.6
1  The baseline and target for this measure were adjusted to reflect improved data.
2  Registered Nurses (RNs), Licensed Practical Nurses (LPNs), and Residential Care Aides (RCAs).
3  The baseline and target for this measure were revised to reflect the mix of programs targeted for funding in 2003/04 and adjustments to individual institutional targets required to accommodate changes in labour market demand.
4  The target will be met if annual performance (plus margin of error) is above or equal to the benchmark, or if successive annual performance demonstrates overall improvement (based on trend line calculated from annual performance plus/minus margin of error).
5  Results for the university sector are based on responses from baccalaureate students who graduated in 1998 (five years out) and were included in the 2003 University Baccalaureate Graduate Survey.
6  The comparable 2003 British Columbia unemployment rate for population aged 18-29 whose highest level of educational attainment is a high school credential or less was 14.9%.
     
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