Fostering self-direction in learners is seen as an important approach to enabling learners to take charge of their own learning. The program does this in a variety of ways. For example, each day, learners have one hour of self-study. This is considered accountable time. During that time, learners may:

• Practice typing.
• Finish assignments.
• Conduct research on the Internet.

The program uses volunteers to supplement formal instruction. To date, the program has had tutors for both Math and English—areas where staff and learners consider tutoring is most needed. Before hiring tutors, the coordinator interviews those who are interested. They have to provide a resume and undergo a Criminal Records Check. Tutor training is available for people new to tutoring.

This year, the two instructors have had to adopt a different approach to instruction, because of the increased numbers of learners. Learners rotate through courses in small groups of 10-15. While some are receiving formal instruction, others may be on self-study.

Learners are part of the decision making processes. At the beginning of each year, in September, learners and staff develop group “norms”. Everyone agrees on these ground rules, which are then posted in every class. Suggestions from learners are often incorporated into the program design. For example, at the suggestion of learners, and as a result of studying how teams work in the careers course, a new initiative began in 2003 that sees learners working in three teams: