All of the Bridging the Gap sites had a Project Co–ordinator whose job it was to ensure each client had their needs met, that all logistics flowed smoothly, that the Community Learning Network was developed and running smoothly, that all the partners understood and fulfilled their roles and responsibilities, that all financial and other records were kept accurately and that liaison and communication among all the partners was open, clear and responsive. She (they were all female) was tasked with ensuring the project was a success in their region. In the estimation of the evaluator this is a crucial role. There was some discussion about the Academic Instructor also acting as the Project Co–ordinator, but every Academic Instructor thought this would be impossible, and the evaluator agrees.

The personal support from the Project Co–ordinator that most participants required to succeed at Bridging the Gap was considerable and is one of the key differences with this program. It understands clients have social and personal barriers and challenges that they cannot work through on their own, in addition to educational ones. As Project Co–ordinators reports demonstrate, a considerable amount of their (and the Academic Instructor's) time was spent on this. Changing the attitudes and beliefs of clients about themselves and "the system" was one of the successes of the program.

As well, there are considerable logistical and communication demands of this program that were met by the Project Co–ordinators. The Project Co-ordinators enabled the CLNs to function at a higher level, as the Project Co–ordinators would carry out the tasks of the CLN in most cases. Most of the CLNs, with the exception of Burgeo, considered the role of the Project Co–ordinator very important.

That being said, it is possible (and was done in Zone 15) for one Project Co–ordinator to run two Bridging the Gap sites, as long as they have staggered start and end dates and are close geographically (no more than 150km by road) to each other. This maximizes the time of the Project Co-ordinator and spreads the Project Co–ordinator cost over more participants.

The second reason the costs are higher is because of the individualized training. Again, this is a key ingredient to success for this project. The clients have not completed high school, and many have no interest or intent in completing it and going on to post–secondary training. However, Bridging the Gap enables them to cross that hurdle by taking training geared to their academic level, based on a specific workplace, integrated with required life skills, and balanced with equal time to practice their skills in the workplace. It can not be understated how important it is to both the employment partner as well as the clients to have this individualized training and curriculum development. It truly makes it a holistic and seamless approach to learning and working and is based upon principles of adult education. It is, however more expensive to design, develop and deliver training for each iteration of Bridging the Gap.