Length of stay in programs

Most practitioners felt strongly that the learners should stay in programs as long as they are making progress. It was acknowledged that some learners do plateau in spite of interventions and supports. One practitioner noted that plateauing should be evident within 8 to 20 months. Another remarked:

It takes students a while to see that they have reached a maximum, but with guidance and support, some people can usually be redirected with some sense of accomplishment. This redirecting is not always without difficulty and resentment, however.

Another factor that impacts on length of stay is the delivery model, e.g., individualized versus group. Sometimes colleges themselves put ‘roadblocks’ in the way of learners. Post secondary programs, for example, have raised the eligibility requirements resulting in fewer options for learners. Outside influences too must be considered. How long a learner remains in a program must take into account the local labour market situation and the overall state of the economy, “There’s no sense pushing people through the system, say for employment, if there are no jobs to go to.”

Learners raised many of the same concerns. While most (42 out of 60) agreed that they be should given a time limit to complete their programs, they also felt certain factors needed to be considered, e.g., type of learning style, the age of the learner and workload. One learner commented, “Each person learns at different levels. Do not push people to understand. They are already here to help themselves.”

Conduct of Learners

Policies stress that learners have the right to an environment free of discrimination and harassment according to the Human Rights Code. Learners are generally expected to behave in a professional manner befitting their goal of post secondary or employment. The policies specifically ask learners to:

• become familiar with and abide by college policies, e.g., during orientation, through handbooks
• identify any necessary accommodations, such as technologies for learning disabilities
• conduct themselves in a manner that advances their academic progress, e.g., using classroom time appropriately
• show respect for others and avoid disruptive behaviour that interferes with the learning of others, e.g., talking too loud, using vulgar language, bringing children to class, bringing food or beverages into the classroom, or using walkmans or cell phones.