the downtown core of the provincial capital. The Okanagan campus consol-
idates delivery of its programs and courses in the hub of Kelowna. The
Chilliwack campus serves as a regional training centre for the Fraser Valley,
with offerings that include the Justice and Public Safety Career Preparatory
Program for Aboriginal Learners and the Canadian Forces Medical Techni-
cians’ program. All these regional facilities partly fulfill the Institute's pledge
to operate province-wide while it delivers courses as close to learners’ homes
as possible. Online instruction is another crucial way the JIBC reaches out
into the province’s vastness and delivers such vital safeguards as wildfire-
disaster management. And the Institute exports its learning techniques and
systems and exchanges personnel with ten countries—among them China's
administrative region of Hong Kong, where paramedics were familiarized
with the protocols of the Institute’s Emergency Medical Assistant Level II
program.

As for those groups of people scattered around the New Westmin-

Ine regione: Okenageri ster campus, the visitor could be unwittingly waltzing into a crime-scene
Campils in Keloting simulation, one of the basics of police work. These clusters seem to be
offers courses for fire awaiting some signal. Seconds later, the action starts. It is all so sudden,
jighiers, paramedics the untrained eye misses the first moves. Before anyone has any idea what’s
Gat oraergency inecicd happened, one or two individuals of each group are sitting or lying flat on
respcers atu Gelivers the grass or concrete, face down, hands cuffed behind their backs, all in less
conveniently iocatec time than it takes to read about it.

cusloriiizes’ taining ay Brief as this action is—as it turns out, a scenario that is part of a
tha institute's Centre course in Arrest and Control Tactics—nothing is left to chance, especially
jor Counseiing cnd not the seemingly unsavoury characters now sitting uncomfortably on
Communic: Sufety. the ground. So exacting are these true-crime simulations that the Police

Academy hires professional actors—the young Michael J. Fox was one—to
play the suspects. A few remarkably talented police personnel might cross
over to the dark side in these little dramas, turning themselves into the
perpetrators they encounter on the beat.

Graduates of the Institute from various Divisions build on what they
have learned in such carefully detailed role-playing. First they become solid
professionals, better trained than they would have been not so many years
ago. The standard venue then was “the back room,” listening to seasoned
veterans tell war stories. With the headstart conferred by the JIBC’s innova-
tive and wide-ranging learning methods, they tend to become leaders in
their professions and, with time, in their communities. After, say, a mid-
career month-long sojourn of teaching or upgrading skills at the Institute, a
fire fighter will return to his or her home station, passing on new techniques
at the local level.

“In the JIBC learning model,” says the Institute's Education Plan, “a
range of delivery modes and types of interactions are used to help learners
achieve transfer of learning and apply the skills, knowledge and judge-