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ONCAT CAPACITY GRANTS support the development and implementation of learner-centric policies, practices and pathways at a single postsecondary institution.

Developing a Pre-Screening Tool for Prior Learning Assessment and Recognition 

Lead institution: Seneca Polytechnic 
Project summary: Develops a pre-screening tool for Prior Learning Assessment and Recognition. By leveraging technology to identify potential credit recognition and program requirements, the project will empower learners to better understand their options for postsecondary studies and career outcomes. 

Supporting Upskilling Opportunities for Healthcare Professions 

Lead institution: Fanshawe College 
Project summary: Supports upskilling opportunities within the healthcare sector by formalizing transfer pathways and expanding access to Prior Learning Assessment and Recognition. By recognizing prior work experience, this project helps bolster workforce capacity in healthcare professions. 

Empowering Learner Mobility by Offering Digital Credentials 

Lead institution: McMaster University 
Project summary: Implements a digital credential management system to streamline the distribution and verification of official documents. The project empowers learner ability by providing secure and centralized access to academic records, making it easier and faster to transfer between postsecondary institutions. 

Reducing Barriers to Postsecondary Programs through Prior Learning Assessment and Recognition  

Lead institution: Durham College 
Project summary: Creates a repository of Prior Learning Assessment and Recognition materials to expedite reviews for applicants with years of work experience. Improved PLAR efficiency will reduce the investment of time and money required by learners to gain additional education before returning to the labour market. 

Establishing a Diploma-to-Degree Transfer Pathway for Paramedicine 

Lead institution: Centennial College 
Project summary: Establishes a framework for transfer pathways from two-year diploma programs to three-year degree programs in paramedicine. In alignment with evolving care standards and labour market needs, this project will create equitable transfer opportunities for diploma graduates from across Ontario. 

Expanding Access to Co-operative Education for Transfer Students 

Lead institution: Brock University 
Project summary: Develops policies that help transfer students access co-operative education experiences. By considering the needs of transfer students in the design of work-integrated learning opportunities, the project will support successful transitions to employment in related industries.  

Creating Transferable Land-Based Learning Modules 

Lead institution: Shingwauk Teaching Lodge 
Project summary: Creates credit-bearing, land-based learning modules that recognize Indigenous-led experiential education as transferable within Ontario’s postsecondary system. The modules will be co-designed with community partners to improve learner mobility and broaden access to culturally grounded education. 

Streamlining Prior Learning Assessment and Recognition for Military-Connected Learners 

Lead institution: Algonquin College 
Project summary: Streamlines the Prior Learning Assessment and Recognition process for military-connected learners. By recognizing the skills and competencies that are acquired via military training and experiences, this project facilitates successful transitions to postsecondary programs. 

Removing Barriers to Admission and Expanding Transfer Opportunities  

Lead institution: York University 
Project summary: Improves learner mobility by converting admission pre-requisites into co-requisites for courses required by numerous in-demand programs. This project will not only remove barriers to admission for qualified applicants but also create more flexible scheduling options for transfer students. 

Integrating Data Sources to Improve the Transfer Student Experience 

Lead institution: Georgian College 
Project summary: Improves the accuracy, consistency and timeliness of transfer-related information, from application through to registration. By integrating data from several sources, the project will ensure that mobile learners are appropriately identified and supported throughout their postsecondary journey. 

Implementing Digital Credentials to Support Students 

Lead institution: Algoma University 
Project summary: Implements a digital credential management system to issue and manage transcripts, letters and other official documents. The project streamlines administrative processes, reduces costs and enhances student supports for students. 

Broadening Access to Prior Learning Assessment and Recognition in General Education 

Lead institution: Mohawk College 
Project summary: Develops a Prior Learning Assessment and Recognition process to align with themes that fulfill General Education requirements. By recognizing learning from previous employment and community experiences, this project will make PLAR more efficient, inclusive and accessible to learners. 

Building Capacity for Transfer Student Success 

Lead institution: Nipissing University 
Project summary: Builds capacity for the data infrastructure system used to monitor the enrolment and academic progress of transfer students. By improving digital systems, the project will facilitate coordination between departments and foster a more cohesive strategy for supporting transfer student success. 

Leveraging Artificial Intelligence to Improve Prior Learning Assessment and Recognition 

Lead institution: Humber Polytechnic 
Project summary: Leverages artificial intelligence to improve Prior Learning Assessment and Recognition processes. By rapidly reviewing applicants’ prior learning, the system will create personalized assessments that identify options to earn postsecondary credentials and transition to the labour market. 

Drawing on Indigenous Ways of Knowing for Prior Learning Assessment and Recognition  

Lead institution: Collège Boréal 
Project summary: Adapts tools for Prior Learning Assessment and Recognition by integrating Indigenous knowledge and teaching methods. Through workshops and consultations, the project will create inclusive processes that provide students with more equitable recognition for their diverse learning and work experiences. 

Enhancing Digital Credentials to Support Employment Transitions   

Lead institution: Carleton University 
Project summary: Enhances the functionality of a digital credential management system. By incorporating features that allow students to securely send transcripts and other official documents to employers, the project will expedite verification of credentials and accelerate entry to the labour market. 

Automating Workflows for Prior Learning Assessment and Recognition 

Lead institution: St. Clair College 
Project summary: Leverages integration with the student information system to automate Prior Learning Assessment and Recognition workflows. Through the creation of a central dashboard, the project aims to reduce processing time by 50%, improving student satisfaction and accelerating enrolment decisions. 

Establishing Transfer Pathways from General Arts and Science Diplomas  

Lead institution: University of Toronto Mississauga 
Project summary: Establishes transfer pathways from two-year General Arts and Science diploma programs into four-year, university-level degree programs. The development of standardized transfer pathways will reduce administrative barriers and help learners move seamlessly from college to university.  

Enhancing Transfer Credit Database to Support Learner Mobility 

Lead institution: Durham College 
Project summary: Enhances the functionality of a transfer credit database. By integrating application data with student information systems, the project will provide faster access to potential credit recognition and program requirements, empowering learners to make informed decisions about their options. 

INDIGENOUS INSTITUTES TRANSFER GRANTS  support the development and implementation of learner-centric policies, practices and pathways at a single Indigenous Institute. 

Expanding Access to Postsecondary Studies for Indigenous Learners