Jusfice Institute
Of
British Columbia

1981-1986

A PLAN FOR THE FUTURE

PHASE m

nWhere no plan is laid, where the disposal of time is surrendered
merely to chance •.•• chaos will soon reign.n
Victor Hugo

JUSTICE INSTITUTE
OF
BRITISH COLUMBIA
PHASE III
EDUCATIONAL 5 YEAR PLAN
1981 - 1986

JANUARY 1982

Copy Number
Issued to

Jusfice Institute
Of

Principal
Phone (604) 224-2311
4180 West 4th Avenue, Vancouver, B.C. V6R 4J5

[ itish Columbia
19 January, 1982

'!he Honourable Brian R.D. Smith
Minister of Education
Parliament Buildings
Victoria, B.C.
V8V 1X4
Dear Mr. Smith:
On behalf of the Justice Institute Board, I am pleased to submit
our Educational Plan for 1981 - 1986 (Phase III).
This document represents considerable input from major clients of
the Institute and is submitted for your consideration. It is our
hope that it will provide the base from which the annual academic
and financial plans for the Institute will emerge.
Yours truly,

R.J. Stewart
Chairman of the Board

TABLE OF CONTENTS
PAGE
PART I
I

Foreword

1

II

Introduction

3

III

Mission and Goals

5

IV

The Role of the Justice
Institute of British Columbia

7

The Organization of the Justice
Institute of British Columbia

11

I

Introduction to Divisional Plans

14

II

Divisional Plans

v

PART II

(A)
(B)
(C)
(D)
(E)

Corrections Academy
Emergency Health Services Academy
Fire Academy
Police Academy
Educational Services Division

17
24
33
39
46

I

Aggregate Academic and Financial Plans

55

II

Analysis - Implications and Alternatives

61

III

Summary and Conclusions

67

PART III

FOREWORD
The Justice Institute of British Columbia was established as a
post-secondary educational institution on the 28 April , 1978
under the College and Institutes Act.

In January of 1979, the

Ministry of

each

Education

requested

from

institution

in

the

Province a comprehensive five year educational plan.
In response
to this request, the Board of the Institute endorsed a planning
process

involving

three distinct phases.

Phase I,

which com-

menced early in 1979 and was completed in May of 1980, reviewed
historically and chronologically all of the activities and planning that preceded the establishment of the Institute as a Crown
Corporation in 1978.
The document reviewed the planning for the
development of a centralized training facility as a part of the
Ministry of Attorney General (justice training centre) and
concluded by identifying the major issues that would require
resolution as training delivery responsibilities moved from within the Ministry of Attorney General to a post-secondary educational institution with an expanded mandate and a more autonomous
status.
Phase I was circulated within the Ministry of Attorney General
and the Ministry of Education for discussion and consideration.
Subsequent

to consul tat ion with

all

interested

parties

on

the

recommendations in Phase I, the Phase II report, "Recommendations
for Action", was tabled with the Board of the Institute on the 19
November, 1980. It was subsequently acted on by the Board on the
20 January, 1981. 'lhe Phase II Report consolidated the relationship of the Institute with its clients and established an organizational framework through which the Institute would honour its
mandate for training and educational programming for the wider
justice and public safety community.

08Dec81/aj
ADMINl/Plan 1
,. .

This document constitutes Phase III of the five year planning of
the Institute.

It reflects the consolidation achieved in Phase

I and II of the plan and establishes an accurate projection of
growth for the period 1981-1986.
Phase III has been developed
in

consultation

with

the

major

client

populations

of

the

Institute and presents as realistically and pragmatically as possible an assessment of the Justice Institute's plan to satisfy
the demands for training in compliance with its designated provincial responsibility.
'l'ne plan represents

a

clear determination on

the part of

the

Institute to embark upon a period of growth and development that
will enhance
clients

the

present opportunities

to acquire the manpower

available

to our major

training required

by

them for

the maintenance of the highest level of public service in the
fields of justice and public safety.
'llle endorsement of this plan by the Board of the Institute, the
Ministry

of

Attorney

Services Branch,
mission,
Emergency

General

(the

Off ice of the Fire Commission er,

Support Services Branch);
Health

Corrections

Services

Branch,

Court

Pol ice Com-

the Ministry of Health

Commission);

and

the

Ministry

(the
of

Education will represent a major step in the process of establishing for the Institute a method of institutional planning that
integrates the variety of client training needs and the public
responsibilities

of

the

Institute

efficient delivery system.

08Dec81/aj
ADMINl/Plan 2

into a

sound,

effective

and

INTRODUCTION
The development of this initial five year plan provides the opportunity for a more formal expression of the ongoing planning
activities of the

Institute~

What

follows

offers all who are

interested an opportunity to assess the growth and development of
the Institute and to contribute to the direction and the
ophy that is proposed for the future.
The plan is not cast in bronze.
within society,

philos-

The accelerating pace of change

the growing complexity of the future and the ef-

fects of current political and economic considerations, all contribute to a planning environment that at best can be described
as tentative.

Therefore, this document is to be considered an

attempt to anticipate the future and plan for it within the parameters of today's knowledge.
Our planning process will strive, however, to reduce elements of
surprise.
In order to achieve this we have committed the
Institute to establishing our planning mechanisms around the concept of "joint action" and "open communication".
our "best guess" at the future.

What follows is

If at times the document sounds

explicit or categorical, it is because the assumption of a definitive position allows more clarity to be achieved through the
evaluation process and subsequently a more enlightened adjustment
of the plan. Our intent, therefore, is to make explicit the proposed educational direction which will guide the Justice Institute for the next five years.
The plan projects the manpower
requirements for training identified by the major clients of the
Institute;

it

establishes

a

data

base

upon

which

financial

projections will be made; and it def in es more clearly the role
that the Institute will perform within the broader network of
higher education in the province.

08Dec81/aj
ADMINl/Plan 3

)

The process that has produced this plan has been lengthy and has
required a considerable investment in time from many individuals.
These efforts will hopefully result in a consensus on the training and educational direction of the Institute and encourage
increased understanding of, and participation in, the further
refinement

and

plans.

Gerald B. Kilcup
Principal

08Dec81/aj
ADMINl/Plan 4

development

of

annual

academic

and

financial

MISSION STATEMENT
"'!be Justice Institute of British Columbia, as a post-secondary
educational institute, provides leadership and coordination to
support, develop and deliver a wide range of training, professional

and

educational

programs

and

services

for

people

working

within the field of justice and public safety in the community.
These programs and services are designed to improve the quality
of

justice

and

public

safety

for

all

citizens

of

British

Columbia."
GOALS
I

To develop and provide programs,

courses of

instruction and

services consistent with the identified needs of,
A) the Corrections Branch of the Ministry of the
General,

Attorney

B) the Court Services Branch of the Ministry of the Attorney
C)

General,
the Emergency

Health

Services

Commission

of

British

Columbia,
D) the Fire Commissioner of British Columbia, and
E) the Police Commission of the Province of British Columbia.
II To develop and provide

courses of

instruction and

services

consistent with the identified needs of,
A) other components of the Ministry of the Attorney General,
B) other. ministries of the government in justice and public
safety related areas, and
C) private agencies and community groups engaged in justice or
public safety activities.

08Dec81/aj
ADMINl/Plan 5

III To provide opportunities through continuing education for the
community to participate in activities that promote a better
understanding of justice and public safety issues.
IV

To develop a cooperative system of coordination between the
Institute's own programs and those of other institutes,
colleges, universities,
organizations.

08Dec81/aj
ADMINl/Plan 6

public schools

and

community based

THE ROLE OF THE INSTITUTE
The approved Mission and Goals Statement of the Justice Institute
has been translated into four roles.
These roles have been differentiated according to the various functions that the Institute
performs.

'Ibey clarify the

fundamental

purpose

for

which

the

Institute was created and provide a focus for understanding the
interaction of the

Institute within the B.C.

system of higher

education,

provincial

Attorney General,

and

the

Ministries

of

Health and Education.
1.

THE TRAINING ROLE IN JUSTICE AND PUBLIC SAFETY

This function of the Institute is client oriented and structured
to deliver training programs and services that meet the identified needs and established standards of the Ministry of Attorney
General,

the Ministry of Health and other ministries of govern-

ment or public agencies within the fields of justice and public
safety. '!be relationship is contractual. It requires the development of an annual training and financial plan approved and
funded by the client and a facilities and support services plan
approved by the Board of the Institute and funded through grants
from the Ministry of Education.
The main clients of the Institute are:
A) Ministry of Attorney General - Corrections Branch
- Court Services Branch
- Police Commission
- Fire Commissioner
- Support and Regulatory
Services Branch
- Land Titles Service
- Personnel Service

08Dec81/aj
ADMINl/Plan 7

B) Ministry of Health

- Emergency Health
Services Commission

C) Other ministries of government or public agencies engaged
in providing
public.

justice

or

public

safety

services

to

the

- Ministry of Environment
- Ministry of Transportation
and Highways
- Ministry of Labour
- Conservation Branch
- Motor Vehicle Branch
- Safety Engineers
- Environment Canada
- Human Rights Commission
- Off ice of the Rentalsman
2.

THE EDUCATIONAL ROLE IN JUSTICE AND PUBLIC SAFETY

'!his

function

of

the

Institute

is

oriented

to

the

expanded

justice and public safety community and the public at large.

It

provides programs and educational services directly related

to

issues of justice or public safety on contract or by the payment
of tuition.

Opportunities will be provided for interested indi-

viduals

agencies

or

to

expand

their

skill,

understanding

and

knowledge of justice and public safety issues.
Within this five year plan the following examples demonstrate the
commitment of the Institute to respond to this responsibility.

08Dec81/aj
ADMINl/Plan 8

- Integrated Management Programs,
- Community Programs,
- Human Resources and Private Agency Programs,
- Justice Programs offered in conjunction with
other Colleges and.Institutes,
Public Safety programs offered in conjunction with
other Colleges and Institutes,
- Justice and Public Safety courses and programs offered
to the general public directly through the Institute.
3.

THE SERVICE ROLE IN JUSTICE AND PUBLIC SAFETY

This

function

of

the

Institute

identifies

the

ancillary

resources that are available to the public or major clients of
the Institute that support and complement educational and training activities.
It provides the vehicle through which the Institute offers psychological services, media and library resource
services,

program development,

personnel

resources planning services to agencies
justice and public safety system.
4.

assessment,
and

and human

employees

of

the

THE LEADERSHIP AND ADVISORY ROLE IN JUSTICE AND PUBLIC
SAFETY

Th is function places the Institute in a relationship with other
post-secondary educational

institutions

in B.C.

The

Institute

provides advice, leadership and expertise to enhance the delivery
of justice and public safety related programs to the entire provincial community.

'Ibis role involves the Institute in an advi-

sory capacity to government, to other colleges and institutes, to
Police

and

Fire

Departments,

to

the

Emergency Health

Services

Commission, and to the ministries of Attorney General, Health and

08Dec81/aj
ADMINl/Plan 9

Education on issues in which it holds expertise. 'Ibis role also
constitutes a focal point for applied research in areas related
to justice and public safety that from time to time may arise.

\

08Dec81/aj
ADMINl/Plan 10

THE ORGANIZATION OF THE INSTITUTE
Figure 1 presents the organization of the Institute and its
external network of relationships. '!be four Academies primarily
but not exclusively service role #1.
'Ihe Educational Services
Division primarily but not exclusively services roles #2 and #3.
All divisions of the Institute service role #4.

08Dec81/aj
ADMINl/Plan 11

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PART II

PAGE
I

Introduction to Divisional Plans

14

II DIVISIONAL PLANS
(A) Corrections Academy
(B) Emergency Health Services Academy

17
24

(C) Fire Academy
(D) Police Academy
(E) Educational Services Division

33
39
46

08Dec81/aj
ADMINl/Plan 13

INTRODUCTION TO DIVISIONAL PLANS
The provision of training to the major clients of the Institute
must be guided by explicit policies and procedures.
These policies and procedures, which are the responsibility of the Institute,

will be derived

major clients.

through

a

process

of

consul tat ion

with

To this end, the Board has authorized the estab-

lishment of Agency - Institute Coordinating Committees as the
vehicle for the development, coordination and maintenance of program and policy-related issues.
With in the pol icy framework described above,

specific

training

plans will be developed within the divisional structure of the
Institute in consultation with major clients and referred to the
Agency - Institute Coordinating Committee for a formal ratification.
In order to maintain both quality and consistency between Institute programs and client needs, effective internal and external
coordinating mechanisms will be standardized. The long term provision of

training

services

to our major clients

is dependent

upon the development and maintenance of appropriate courses and
programs within an acceptable economic pattern.
Practitioners
therefore, within the major client groups, must participate
the

detailed

curriculum

issues of specialized

planning

process,

particularly

in

where

training or province-wide certification,

regulation or standardization are involved.

This participation

will be through Curriculum-Development Committees established by
the divisions of the Institute which in turn will be advisory to
the Agency - Institute Coordinating Committees.

08Dec81/aj
ADMINl/Plan 14

..

Following

the

development

and

approval

of programs,

tation is the responsibility of the Institute.

implemen-

Program implemen-

tation through a variety of delivery methods such as direct instruction, simulations, self study, field training, computerbased education,
individualized learning packages, outreach
services and distance education will be utilized as vehicles of
delivery wherever they can preserve quality and content within a
viable framework of economic responsibility.
To complete the cycle

from policy development

through

program

development to program implementation, it is necessary to make
provision for program evaluation.
This refers specific.ally to
means whereby the Institute and the major clients receive feedback on the effectiveness and efficiency of various training programs.
In the broader context, the evaluation process will apply
to all educational and training services provided by the Institute to its major clients.
In a more specific sense, it will
also apply to a single program or component of a program. In the
context of limited resource allocation, the evaluation process
assumes significant importance as it becomes the means whereby
rational decision-making can be applied to issues of program
review, resource allocation and program revision or termination.
From this perspective, program evaluation is clearly a joint
responsibility of the Institute, its clients and the Ministry of
Education.

Considerable attention must be given to ensure that

this function is carried out regularly and appropriately.
The
focal point for evaluation will be the Agency-Institute
Coordinating Committee.
The following divisional five year plans outline program and service objectives, current levels of program and service delivery,
and intended program development.
The review and adjustment of

08Dec81/aj
ADMINl/Plan 15

this plan will be an activity to which a high priority is attached.
It is at this point that the aspirations of each client,
the Ministry, and the Institute are recast in the form of annual
academic, capital and operating plans.
The transition of long
range program plans into annual academic and financial plans and
subsequently

into

actual

delivery

activities

constitutes

the

measure by which the Institute will achieve its objectives and
fulfill its role. Much attention must be directed to the continual

review

of

both

the

plan

and

the

structure

and

practices

through which the Institute organizes the limited available resources to achieve its established goals and honour its contractual obligations to its major clients.

08Dec81/aj
ADMINl/Plan 16

CORRECTIONS ACADEMY
GOAL
To provide a range of training and development courses and related staff development services to ensure that Corrections Branch
employees are able to carry out the duties of their positions in
an efficient and competent manner and are provided with opportunities for growth and advancement.
HISTORY
In September 1967,

the Corrections Branch Training Academy was

established at the Vancouver Island Regional Correctional Centre.
Four full-time instructors were responsible for operating a variety of training programs consisting of a six week basic training
program and a number of advanced training programs for correctional officers and principal officers.

In May 1970, the Train-

ing Academy was moved to Pierce Creek Camp located in the Chilliwack Valley and for next five years the Branch training programs
were offered at that site.
Training for Community Corrections Officers began in 1960.

'Ihe

location of the school moved from the Corrections headquarters to
the New Haven Correctional Centre to the Marpole Training Centre
in South Vancouver.

Until 1974, the two training schools oper-

ated somewhat independently.

In 1974, the administration of the

training school was irttegrated and a training centre was established in Burnaby with a satellite school at the Marpole Training
Centre.
In

1974,

justice

the

Corrections

training

08Dec81/aj
ADMINl/Plan 17

groups,

Branch,

in

contributed

conjunction
to

the

with

planning

other
for

an

integrated justice education centre in the province.
establishment of

the

Justice

Institute of

British

With the

Columbia

in

April 1978, the Corrections Branch moved all its training staff
and programs from the Burnaby and Marpole locations in September
1978 and became a division of the Justice Institute of British
Columbia.

Over a period of approximately twenty years the Cor-

rections Branch moved from a position of having a non-existent
training system to a comprehensive and sophisticated training
system offering a broad range of training programs and services
for all levels of Corrections Branch staff.
POPULATION SERVED
The Corrections

Branch of the Attorney General's Ministry con-

s is ts of 2,064 permanent employees and approximately 200 auxiliaries.
Of the total Corrections Branch complement, 1325 are employed in correctional institutions, 410 in probation and community services, 95 in excluded management positions, and 235 in
administrative support positions.
It

is

projected

that

the

institutional

inmate population will

remain relatively constant for the next five years and therefore
any increase

in staff will be the

result of collective agree-

ments, more staff required for a constant work level, or for the
establishment of new facilities.
It

is

projected

that

the

community

offender

population

will

remain relatively constant with a slight increase during the next
five years.

As the emphasis in B.C. Corrections, for the past

ten years, has been to utilize community-based alternatives

as

opposed to institutional sentences, it could be anticipated that
the number of corrections employees
working
as
probation
officers,

family

and probation

interviewers will

next five years.
08Dec81/aj
ADMINl/Plan 18

court counsellors,

community service officers

increase moderately during

the

In addition to training courses, the Justice Institute may be
contracted by the Corrections Branch to provide a number of related services such as an
studies research and the
packages.

assessment centre, competency-based
development of distance learning

TRAINING PLAN
Each year the Corrections Academy establishes a set of specific
objectives and priorities to reflect the changing needs and
requirements of the Corrections Branch of the Ministry of the
Attorney General.
The training needs are determined by conducting a comprehensive
training needs analysis in the fall of each year to determine
both the numbers of persons requiring recruit training and the
content priorities for advanced training.
In addition to offering training programs to Corrections Branch employees, the Corrections Academy will develop the capacity to offer programs to
private agencies, community groups, and other government agencies
(Rentalsman's Office, Ministry of Human Resources,
Corrections

staff)

that have

similar

training

and Federal

needs

to

those

addressed within the Corrections Academy.
PROJECTED GROWTH
The following chart,

Figure

2,

indicates the projected student

training day mix for the next five years and the projected cost.
'lhese projections are based upon an expectation for growth, tempered by an appreciation of the current economic climate.
'lhrough
the
zero
based
budget ting
procedures
additional
resources, if available, could be utilized to improve and
increase training within the Correction field.

08Dec81/aj
ADMINl/Plan 19

CORRECTIONS ACAIEMY
1981-86 Academic and Financial Projections

-

BUDGET PROJECTIONS
PROGRAMS
1981-1982

STUDENT
TRAINING DAYS

RECRUIT

5,500

570,075

124,685

ADVANCED

2,300

238,395

52' 141

MNGMT. & SPECIAL

1,200
9,000

124,380
932,850

27,204
204,030

RECRUIT

5,700

649,857

142,110

ADVANCED

2,800

319,228

69,804

MNGMT. & SPECIAL

1,000
9,500

114,010
1,083,095

24,930
236,844

RECRUIT

5,900

739,919

161, 778

ADVANCED

3,100

388, 771

85,002

MNGMT. & SPECIAL

1,000
10,000

125,410
1,254,100

27,420
274,200

RECRUIT

6,100

841,495

183,376

ADVANCED

3,400

469,030

102,544

MNGMT. & SPECIAL

1,000
10,500

137,950
1,448,475

30,160
316,080

RECRUIT

6,300

955,962

214,011

ADVANCED

3,800

576,612

129,086

MNGMT. & SPECIAL

1,000
11,100

151,740
1,684,314

33,970
377,067

Min. of A.G.

Min. of Ed.

TOTAL

STUIENT
TRAINING
DAY COSTS
Min. of A.G.
103.65
Min. of Ed.
22.67

1,136,880

1982-1983
Min. of A.G.
114.01

1,319,939

Min. of Ed.
24.93
* + 10%

1983-1984
Min. of A.G.
125.41

1,528,300

Min. of Ed.
27.42
* + 10%

1984-1985
Min. of A.G.
137.95

1,764,555

Min. of Ed.
30.16
* + 10%

1985-1986
Min. of A.G.
151.74

2,061,381

Min. of Ed.
33.17
* + 10%

Figure 2
* 10% is added to the Student Training Day Costs in anticipation of annual inflation.

08Dec81/aj
ADMIN1/Plan 20

The projections indicate a trend towards gradual growth of student

training days

categories.

in

both

the

recruit

and

advanced

training

It is anticipated that training staff will remain

relatively constant and

that

there

will

be

limited

funds

for

expansion. '!he Corrections Academy will continue with efforts to
provide on-site training whenever possible to minimize travel and
accommodation costs.

'!he table in Figure 2 includes both cen-

tralized and off-campus training.

Although short on-site courses

can be arranged for correctional institutions (providing training
relief funds are available), most probation officer training must
take place in a centralized location due to the wide geographical
spread between probation offices.

The Corrections Academy will

participate in public programs where funds and staff resources
allow.
It is anticipated that the Corrections Academy will contribute to corrections regional and district conferences by
assisting in organization and providing resource persons.
QUALITY
'!he content of every course is evaluated by utilizing an evaluation form which measures the relevancy of content, the degree to
which the session objectives were met, and the competency of the
instructor.

·In all recruit courses and in some advanced courses

examinations are utilized to examine knowledge gained and in some
cases pre and post tests to determine the results of the training.
Classroom size is 1 imi ted to twenty persons and training
sessions

emphasize

a

non-didactic

teaching

approach

utilizing

simulations, discussions and case studies whenever possible.

In

some courses,
intensive team-teaching is used with videodemonstrations, role plays and problem-solving discussion groups.

08Dec81/aj
ADMINl/Plan 21

Comprehensive lesson plans and outlines are developed for each
content session for basic training programs and all content is
circulated to field practitioners on a regular basis to ensure
relevancy and validity.
FACULTY AND INSTRUCTIONAL RESOURCES
The faculty of the Academy will all be on time-1 imi ted secondments from the Corrections Branch.
These instructors, topcalibre practitioners knowledgeable in their particular field,
will

gain

instructional

expertise

through

training

courses

offered at the Justice Institute at the beginning of secondment.
Content on most training courses will be offered by seconded
instructors, however, when funds are available and when in-house
expertise is not available, contracts will be arranged with outside consultants.
ADVISORY COMMITTEES
Bi-monthly meetings are held with Corrections Branch Staff Development Officers representing each of the six corrections regions
of the province. 'I.be management staff of the Corrections Academy
and

appropriate

faculty

also attend

these meetings

to discuss

pol icy issues, training needs, and the professional development
of trainers.

'Ibis group also takes responsibility for coordinat-

ing an annual training needs analysis process throughout the Corrections Branch after which priorities are set for the Corrections

Academy calendar.

Subsequent to the

endorsement of

the

Agency - Institute Coordination Committee the Corrections Academy
academic plan is presented to the Corrections Senior Branch
Management Committee to ensure that the plans for the next fiscal
year

are

management.

aligned

with

the

requirements

and

expectations

In addition, an on-going liaison is maintained

08Dec81/aj
ADMINl/Plan 22

of

between the Corrections Academy and the Human Resource Planning
and Development Division of the Corrections Branch to ensure that
the

academy programs

are meeting

the needs of the Corrections

Branch and to allow the academy staff to contribute to the development of Corrections policies and standards.
SPECIAL FACILITY REQUIREMENTS
A large number of Corrections Academy students are entitled by
collective agreement to travel costs, accommodation, and meals
while in attendance at Justice Institute training programs.

'!'he

present arrangement of transporting students to and from downtown
hotels is not only expensive ( $250, 000 per year) but tends to
detract from the learning environment and detracts from the positive gains that could be made by integrating students from all
div is ions in a common residential environment.
'l'herefore, the
need for a student residence on-site is a high priority.
Facilities are also required for physical fitness training, selfdefense training, and simulation areas.
SUMMARY
The Corrections Academy will show a slow and steady growth over
the next five years and continued effort will be made to improve
quality of training programs and ensure relevancy to the client
group.

'!he Corrections Academy proposes to expand the area of

on-site training at correctional institutions
capacity to 'utilize distance learning packages.

and develop the
A close liaison

will be maintained between the Corrections Academy of the
J.I.B.C. and the Corrections Branch to ensure that
all courses
and programs are reviewed annually for relevancy and quality.

08Dec81/aj
ADMINl/Plan 23

EMERGENCY HEALTH SERVICES ACADEMY
GOALS
(A) To develop and provide programs, courses of instruction and
services cons is tent with the identified needs of the Emergency
Health Services Commission under the authority of the Emergency
Health Services Act.
(B) To develop a network for teaching Basic Life Support to the
general public and first responders courses to the employees of
the

broader

justice

and

public

safety

community

in

British

Columbia.
HISTORY
Prior to March 1974, Ambulance Services were provided to British
Columbians through private enterprise.

With passage of the Emer-

gency

legislation

Health

Services

Act

came

the

Emergency Health Services Commission.

forming

the

One of the major responsi-

bilities of the Commission, outlined in section S(f) of the Act
is " ••• to recruit, examine, train, register and licence emergency
medical assistants" and the regulations respecting emergency medical assistants in British Columbia.
In the Vancouver area the Metropolitan Amb~lance Service operated
a

training school with

financial support from local municipal-

ties and Federal Manpower funding.

'!he Emergency Health Services

Commission built on the initial Metropolitan Ambulance Service
training program to provide and meet the expanded ambulance
service

for

developed

the

to

province.

meet

ambulance personnel.

08Dec81/aj
ADMINl/Plan 24

the

A progressive training program was

needs

of

both

the

part

and

full-time

The Commission approached the Justice Institute in October 1979
to inquire whether the Institute might house a two week training
program.

The initial contact led to further discuss ion on the

possibility of integrating the staff,

faculty and programs of-

fered by the Commission into the on-going operation of the
Justice Institute.
After lengthy negotiations a proposal to
establish the Emergency Health Services Academy as part of the
Justice

Institute was

submitted

to

the

Institute

December, 1979.
The Board recommended
Commission task force be established "to
plan,

financial plan,

Board on

12

that an Institute/
develop an academic

organizational plan and support services

plan" for 1980-81 for submission to the Emergency Health Commission and the Board of the Justice Institute.
The task force
report was accepted and the establishment of the Emergency Health
Services Academy was endorsed by the Board on 24 March, 1980.
The Order in Council transferring the training function from the
Commission to the Institute was passed on 11 August, 1980.
POPULATION
The population served by the Emergency Health Services Academy
consists of:
(1981-82)
- 2,312 part-time employees
- 677 full-time employees
- 27 temporary employees
- 86 relief attendants called "spareboard"
- 18 shift supervisors
- 6 zone coordinators

08Dec81/aj
ADMINl/Plan 25

In addition, the Academy acts as the administrative and educational resource for the Commission in its Advanced Cardiac Life
Support and Basic Life Support programs.
These programs are
oriented towards the medical community and lay public respectively. '!he objective of these programs is to have one in every five
physicians, and one in every five citizens in the province
trained in the respective programs.
PROGRAMS
The following training priorities have been developed by the Commission with the Institute for the next 5 years.
Maintain the certification of
Industrial First Aid
full-time employees.
Emergency Medical Assistant I
(part-time)
increase
availability of training while working towards decreasing
number of part-timers employed.
Emergency Medical Assistant II (full-time)
group so that:
a) it meets the loss due to

all
the
the

increase this
attrition;
b)

boosts understaffed stations; c) more communities have full-time
employees.
- Trauma (full-time) - increase the number of communities having
trauma attendants based on:
to

provide

a)

initial

call volume:

b)

and

maintenance

facility

able

ongoing

skills;

c) the support of the medical community.

- Advanced Life Support !. - increase modestly so
centers may receive this service.
- Advanced Life Support II service.

08Dec81/aj
ADMINl/Plan 26

a hospital

that

of

larger

maintenance of present levels of

Dispatch
formalize the dispatch
increase the number of dispatchers.

training

Infant Transport Team - maintenance of
modest increase to meet growing demand.
-

and

present

modestly

level

plus

First Responders - provide the basic course to other justice
and public safety personnel on a cost recovery basis.
Management
provide a tiered program for all levels of
supervisors to be spread over 5 years.
PROJECTED GROWTH

Figure 3 identifies by program the growth projected for the next
five years (1981-86) based on these priorities.

OBDecBl/aj
ADMINl/Plan 27

EMERGENCY HEALTH SERVICES
1981-86 Academic and Financial Projections

--

BUDGET PROJECTIONS
PROGRAMS

STUDENT
TRAINING DAYS

Min. of Health

Min. of Ed.

RECRUIT

7,700

306,245

174,559

ADVANCED

20,500
28,200

814,875
1£121,120

464,735
639,294

RECRUIT

16,070

1,044,550

400,625

ADVANCED

20,660
36,730

1,342,900
2,387,450

515,053
915,678

RECRUIT

17,000

1,215,500

466,140

ADVANCED

27,070
44,070

1,935,505
3,151,005

742,259
1,208,399

RECRUIT

18,990

1,493,563

572, 738

ADVANCED

18,020
37,010

1,417,273
2,910,836

543,483
1,116,221

4,027,057

RECRUIT

20,040

1,733,660

680,758

2,414,419

ADVANCED

21,920
41,960

1,896,299
3,629,959

744,622
1,425,381

2,640,921
5,055£340

TO?AL

STUIENT
TRAINING
DAY COSTS

1981-1982
Min. of Health
$39.75
1,760,414

Min. of Ed.
$22.67

1982-1983

3,303,128

Min. of Health
1 $65.00
Min. of Ed.
$24.93
* + 10\

1983-1984

4,359,404

Min. of Health
$71.50
Min. of Ed.
$27.42
* + 10\

1984-1985
Min. of Health
$78.65
Min. of Ed.
$30.16
• + 10\

1985-1986
Min. of Health
$86.51
Min. of Ed.
$33.17
* + 10\

Figure 3
1 Large increase in recruit training on campus where higher student training day costs
are incurred.
* 10\ is added to the Student Training Days cost in anticipation of annual inflation.

08Dec81/aj
ADMIN1/Plan 28

QUALITY
The students immediately upon completion of a program are evaluated by their ability to perform in the field.
The nature of the
profession the graduates perform is such that a large percentage
of the training is practically oriented. Classroom sessions are
liberally interspersed with hands-on approaches, simulations,
demonstrations and for some specialty areas, patient and hospital
and en-route familiarization.
The decision-making process concerning the patient's condition and progress is developed through
a patient/management process.
An exciting facet of the Academy
within the Institute is the integrated or cross-systems training
opportunities. Students from police, fire and ambulance services
can work side-by-side on simulated situations and follow-up with
discussion on each others' roles, responsibilities and capabilities.
INSTRUCTIONAL RESOURCES
The Emergency Heal th Services Academy's instructional resource
base is constructed in much the same manner as most of the other
'lbere are seconded faculty members and part-time
divisions.
specialty contracts as well.
'lhe projected expansion of training needs will necessitate an
increase of three nurse consultants hired on short-term contract
basis and four additional seconded instructors.
ADVISORY COMMITTEES
The complex mix of roles graduates must perform cover medicine,
nursing, rescue, transportation, communications, psychology, and
management.
The Academy relies heavily on advisory groups for

08Dec81/aj
ADMINl/Plan 29

_its course content. The following represents the advisory groups
providing input into Academy programs.
ADVISORY COMMITTEES
Agency - Institute Coordinating Committee
The group consists of representatives from senior administration
of _both
organizations and provides the Director with the overall
,_
training needs, parameters, and policies within which to work.
It meets quarterly.
Emergency Medical Council
This body of emergency physicians chaired by the Program Director
- Advanced Life Support Programs provides medical input into the
course content and also monitors advanced life support operations
in the field. It meets monthly.
Standards of Care Committee
A group of advanced life support attendants and emergency physicians and an Academy representative provide ongoing monitoring of
the care patients receive. They in turn recommend to the Academy
inservice programs for advanced life support personnel. It meets
monthly.
Advanced Life Support II Continuing Education Committee
This group provides recommendations on continuing education needs
of ALS II attendants in order to meet their recertification cri(ALS I and II attendants must recertify every three
teria.
years.)

08Dec81/aj
ADMINl/Plan 30

Specific Program Advisories

~

Advisory committees are formed to develop and evaluate new programs.
Two are presently operating~ an Air Evacuation Program
Advisory, and a Dispatcher Program Advisory Committee.

- Instructional Support
The Academy realizes the value of support services in all its
programs.
The clerical support staff are encouraged to enrich
their roles through involvement in the program development and
delivery.

We rely heavily on the library and media centers to

support the self-directed programs we produce.
These programs
are print-based in the form of learning packages.
This makes a
word processing function a critical instructional support.
The
Academy recognizes the need to keep abreast with the learners and
their environment and is working towards interactive television
and video disk as a delivery method.
These will be natural outgrowths of the current print and video tape instructional support.
SPECIAL FACILITY REQUIREMENTS
The rapid growth of the Emergency Heal th Services Academy with in
the Justice Institute is most dramatically evident in its requirement for specialized facilities. Already classroom space is
at a

premium.

Library and particularly the media centre are

experiencing a growing demand.
Residential accommodations and
student support within local hotels are a major financial exThis issue will continue to be a bottleneck at the
pense.
Justice Institute until on-campus residences are developed.

08Dec81/aj
ADMINl/Plan 31

. -_· .

.•

• ,.

•·

• •

•

,.

.•

••

i

l•

SUMMARY
The Emergency Heal th Services Academy is rapidly becoming the
leader in Canada for the development and training of emergency
medical practitioners.
Visitors from across the country have
sought advice and council on how programs of the E.H.S.A. might
be extrapolated to other jurisdictions.
'Ibis rapid growth over
the past few years will continue until the training requirements
of the Emergency Health Services Commission are achieved.

08Dec81/aj
ADMINl/Plan 32

FIRE ACADEMY
GOALS
1. To develop and provide training programs and courses of instruction that meet the requirements of the fire service agencies
of the province of British Columbia consistent with section
3 ( 3) ( b) of the Fire Services Act, "establish, in consul tat ion
with the advisory board and subject to the minister's approval,
minimum standards for selection and training of fire services
personnel;".
2. To establish a resource for the upgrading and dissemination of
all academic and

technical knowledge

in areas

related

to

fire

suppression and prevention.
3. To coordinate and deliver supervisory a nd management training
programs that meet the organizational requirements

of the fire

service agencies of the province of British Columbia consistent
with the Fire Services Act.
HISTORY
In 1975 the report

to the Attorney-General

entitled

"The Fire

Fighting Services in B.C.", by Hugh L. Keenleyside, recommended
the establishment of a provincial fire academy.
In April 1978,
the Justice Institute of B.C. was directed by Order in Council to
include within its terms of reference the development of a Fire
Academy to respond to the fire services training needs of the
province.
In a statement to the Board of the Institute, the
Attorney-General, the Honourable Garde B. Gardom, said:

J
08Dec81/aj
ADMINl/Plan 33

"The establishment of a training academy for the
fire services, from recruit to senior management
levels, is an important facet of the overall
re-structuring of B.C.'s fire services." ••• "To
establish and maintain uniform quality fire
services, we need a central facility to plan,
develop and deliver training and to ensure that
every fire fighter in B.C. receives the best, most
professional instruction available today."
In

1979,

Institute.

a

Fire

Academy was established as

a

division of the

Consultation with all major representatives of

the

fire services community, including the Office of the Fire Commissioner, resulted in the development of a basic academic plan funded by the Ministry of Education and Ministry of Attorney-General
that initiated the delivery of training programs to the fire services community in September 1979.
POPULATION SERVED
Th e

B.C.

Fire

Service

is

comprised

of

6,000

volunteer,

2,500

paid, and approximately 500 industrial members, for a total complement of some 9 ,000 fire service personnel in the province.
This collective force,

although individualized by the community

or industry which they serve, is responsible for all fire protection within the province with the exception of forests, which is
under the jurisdiction of the B.C. Forest Service.
Each branch of the fire services, paid professional, volunteer or
industrial, share common training needs,

e.g.,

fire prevention,

fire investigation, leadership, management, suppression, and industrial fire specialists .

08Dec81/aj
ADMINl/Plan 34

ADVISORY STRUCTURES
Advisory committees have been established

by

the

Fire

Commis-

sioner for all major program areas:
Volunteer Training, Fire
Investigation, Industrial Fire Protection and Basic and Advanced
specialist

training.

Attorney General have

All

courses

funded

by

the

curriculum approved

committee chaired by the Fire Commissioner.
mittee

is

comprised

of

recognized

experts

the
by a

Ministry

of

curriculum

Each advisory comin

their

respective

fields plus representation from the Fire Academy of the Institute
and Fire Commissioner's office.
'lhe Agency - Institute Coordinating Committee will meet regularly
to formally modify and approve all planning

and

policy

issues

related to the maintenance of contractual agreements.
TRAINING PROGRAMS
Basic Recruit Training (Proposed for commencement in 1982-83)
Volunteer Fire Fighter Training
- Fire Chiefs - Phase I through Phase III
- In-field Suppression Training
Advanced Training
- Leadership Development (Middle Mngmt) - Courses 201 through 205
- Leadership Development (Senior Mngmt) - Courses 301 through 305
- Courses I through III
- Fire Prevention
- Fire Investigation
- Instructional Techniques

- Courses I through III
- Courses I and II

- Industrial Fire Protection

- Courses I and II

08Dec81/aj
ADMINl/Plan 35

SPECIAL FACILITY REQUIREMENTS
In

addition

to

the requirements

for

a residential

facility on

campus (as per other divisions) the Fire Academy has a special
interest in the development of a fire burning ground and practical training centre.
in

the

five

These requirements have been included with-

year capital facilities

forecast

submitted by the

Institute and have been provisionally approved by the Ministry of
The burning site at the present time is a venture
Education.
shared with th e Pacific Marine Training Institute.
PROJECTED GROWTH
The

projected growth

for

the

years is described in Figure 4.

08Dec81/aj
ADMINl/Plan 36

Fire

Academy over

the

next

five

FIRE ACAIEMY
1981-86 Academic and Financial Projections

-

.;

BUDGET PRO.JECTIONS
PROGRAMS
1981-1982

STUDENT
TRAINING DAYS

RECRUIT

-

ADVANCED
VOLUNTEER

Min. of Ed.

TOTAL

-

-

-

3,275

287,381

74,244

2,062
5,337

180,941
468,322

46,745
120,989

RECRUIT

1,800

173,736

44,874

ADVANCED

6, 110

589,737

152,322

VOLUNTEER

4,450
12,360

429,514
1,192,987

110,938
308,134

RECRUIT

4,800

509,616

131,616

ADVANCED

6,810

723,018

186,730

VOLUNTEER

4,550
16,160

483,074
1,715,708

124,761
443,107

RECRUIT

6,200

724, 036

186,992

ADVANCED

6,810

795,272

205,389

VOLUNTEER

4,550
17,560

531,349
2,050,657

137,228
529,609

RECRUIT

7,000

899, 150

232,190

ADVANCED

6,710

861,900

222,570

VOLUNTEER

4,550
18,260

584,448
2,345,498

150,923
605,683

Min. of A.G.

STUIENT
TRAINING
DAY COSTS
Min. of
A.G.
87.75

589,311

Min. of Ed.
22.67

1,501,121

Min. of
A.G.
96.52
Min. of Ed.
24.93
* + 10\

2,158,815

Min. of
A.G.
106.17
Min. of Ed.
27.42
* + 10\

2,580,266

Min. of
A.G.
116. 78
Min. of Ed.
30.16
* + 10\

2,951,181

Min. of
A.G.
128.45
Min. of Ed.
33.17
* + 10\

1982-1983

1983-1984

1984-1985

1985-1986

* 10\ is added to the Student Training Day Costs in anticipation of annual inflation.
08Dec81/aj
ADMIN1/Plan 37

SUMMARY

The Fire Academy that this province has needed for so many years
has now been established.
While growth over the past few years
has been slow it is expected that a full range of training services for the fire agencies of the province could be in place by
1983-84.

'!he satisfaction of students and the confirmed positive

support of all departments in the province, paid and volunteer,
augers well for the eventual development of one of the finest
fire training academies in North America.

08Dec81/aj
ADMINl/Plan 38

...

THE POLICE ACADEMY
GOAL
(A) To develop and provide training programs and courses of instruction

consistent

with

the

identified

needs

of

the

police

programs

to

assure

community of British Columbia.
(B)

To

develop

and

provide

training

that

municipal police officers have a level of competence in skill,
knowledge and
understanding that meet the law enforcement
requirements of the Police Act and attending regulations.
HISTORY
Prior to 1975 there was no organized training of police officers
for municipalities operating their own forces within British
Columbia, with the exception of those serving in the Vancouver
Police Department.
The Vancouver force operated a training
academy geared to its own needs and, whenever possible, provided
space for recruits from other municipal forces.
In March

1975

the

B.C.

Police

College was

established

by the

B.C. Police Commission under the provisions of the Police Act.
The Commission's legislated function was "to establish, subject
to the approval of the Minister, minimum standards for the selection and training of constables; to establish and carry out, or
to approve and supervise, programs for the training and retraining of constables and persons who intend to become constables."
When the Justice Institute was established in 1978, the B.C.
Police College was one of several justice training organizations
to be consolidated under its jurisdiction.
As a division of the
Justice Institute, the College became the Pol ice Academy of the
J.I.B.C.

08Dec81/aj
ADMINl/Plan 39

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ L.,.......,...

In

1980,

after

discussions

with

groups, a set of training rules
Genera l .

police management
were proposed

and

labour

to the Attorney

The rules outline the training prerequisites for the

office of municipal constable: recognized eligibility for municipal constable by accommodating transfers from one municipal
department to another: created an exemption and challenge process
for experienced officers

from outside the province and defined

the relationship of the Justice Institute with
Commission and

the Municipal Pol ice Forces.

the B.C.
These

Police

rules were

signed by the Attorney General in February 1981 and were appendexed to the Police Act.
POPULATIONS SERVED
The

twelve municipal

police forces

in British

Columbia have a

complement of 1,845 police officers (1981).
It is estimated that
the population for initial or recruit training, considering
attrition

and

growth,

will

remain

relatively

stable

( 13 % per

year) with a modest expectation for growth over the five year
planning period.
The advanced and management training sections
will increase steadily for four years and then stabilize.
growth is designed

to provide a minimum of two weeks advanced

training to every serving member.
the

'lllis

These projections are based on

jurisdiction of the municipal police

forces

remaining geo-

graphically unaltered.
quired training should

They do not include the impact in reany municipality or region, not now

policed

service,

by

a

municipal

create

their

own

department.

PROJECTED GROWTH
The Academy will be required

to train the

peace officers from 1981 to 1986 (Figure 5).

following number of
Financial projec-

tions are based on 1981-82 student training day costs increased
by 10% per year to allow for
economies

that

integration.
08Dec81/aj
ADMINl/Plan 40

will

be

inflation

achieved

( 12-15%)

through

volume

and projected
and

program

POLICE ACAIEMY
1981-86 Academic and Financial Projections
BUDGET PROJECTIONS
PROORAMS
1981-1982

STUDENT
TRAINING DAYS

Min. of A.G.

Min. of Ed.

RECRUIT

21,350

1,351,039

484,004

ADVANCED
TOTAL
SVCS. ASSESS. CNTR.
- 240 CANDIDATES
$568.28

4, 150
25,500

262,675
1,613,714

94,080

+ 136,387

---

1,750,101

578,084

TOTAL

STUIENT
TRAINING
DAY COSTS
Min. of
A.G.
$63.28
Min. of Ed.
$22.67

2,328,185

1982-1983
RECRUIT

22,500

1,566,000

560,925

ADVANCED
TOTAL
SVCS. ASSESS. CNTR.
- 287 CANDIDATES
$625.10

6,960
29,460

484,416
-2,050,416

173,512

Min. of
A.G.
$69.60

2,229,819

--734,437

Min. of Ed.
$24.93
* + 10%

+ 179,403

2,961,256

1983-1984
RECRUIT

25,750

1,971,420

706,065

ADVANCED
TOTAL
SVCS. ASSESS. CNTR.
- 324 CANDIDATES
$687.61

8,352
34, 102

639,429

208_,215

---

222,785
2,833,634

914,280

Min. of
A.G.
$76.56

3,747,914

Min. of Ed.
$27.42
* + 10%

1984-1985
RECRUIT

29,750

2,277,660

897,260

ADVANCED
TOTAL
SVCS. ASSESS. CNTR.
- 385 CANDIDATES
$756.37

10,022
39,772

767,284
3,044,944

302,263

3,336,146

--1,199,523

+ 291,202

Min. of
A.G.
$76.56

4,535,669

Min. of Ed.
$30.16
* + 10%

1985-1986
RECRUIT

31,000

2,868,430

1,028,270

ADVANCED
TOTAL
SVCS. ASSESS. CNTR.
- 463 CANDIDATES
$832.00

12,026
43,026

1,112,765
3,981,195

398,902

+ 385,216

---

4,366,411

1,427, 172

Min. of
A.G.
$92.53

.

5,793,583

Min. of Ed.
$33.17
* + 10%

Figure 5
* 10% is added to the Student Training Day Costs in anticipation of annual inflation.

08Dec81/aj
ADMIN1/Plan 41

TRAINING PROGRAMS
RECRUIT TRAINING PROGRAMS
Peace Officers Basic Training
Peace Officers General Training
Spousal Awareness
ADVANCED TRAINING PROGRAM
Peace Officers' Advanced Training
Breathalyzer Technicians
Cardiopulmonary Resuscitation
Commanders Hostage/Barricaded Persons
Crime Prevention Practitioners
Effective Presentation
Firearms Instructors Training
First Level Police Supervisors Training
Fraud Investigation
General Investigation
Incident Investigation
Juvenile Officers
Major Crime Investigational Techniques
Negotiators Hostage/Barricaded Persons
Writing Skills
Arson Investigation Seminar
Financial Management Workshop
Police Act Seminar/Discipline Code
Police and the Media Workshop
Pre-Retirement Preparation Seminar
Stress and the Police Family Seminar
Complaint Takers and Radio Dispatchers Training
Breathalyzer Technician Refresher

08Dec81/aj
ADMINl/Plan 42

FACULTY AND INSTRUCTIONAL RESOURCES
Most of the Faculty and Instructional staff of the Police Academy
are serving municipal or R.C.M. police officers who have been
seconded to the Institute for a two year period with the option
of a one year extension.

Since 1980, when expertise could not be

found within the police service, or when a department was unable
to release an individual for secondment, contracts consistent
with the secondment model have been utilized. (Law, Research,
Development and Assessment).
ADVISORY COMMITTEES
The training rules under the Police Act stipulate that each municipal Chief Constable will appoint a Department Training Officer.
These officers and a designate of the R.C.M. Police Training
Branch of "E" Division, form the Advisory Committee to the
Academy.

Approximately nine times a year the committee meets to

discuss training standards and municipal requirements. Additionally the Police Academy discusses on a regular basis the direction of police training and other relevant issues with all municipal police chiefs.
The Director of the Police Academy, by
virtue of his position, meets regularly with the B.C. Police Commission to maintain an open and responsive communications link
for

program development and evaluation.

Police

Commission

Coordinating

The Institute -

Committee

formally modify all planning and pol icy
maintenance of contractual agreements.

meets

issues

annually

related

to

B.C.
to
the

The Academy provides non-instructional services to the municipal
pol ice community through its Assessment, Research and Development section.
These assessment services provide evaluations of
applicants for entry into the police service and provides

08Dec81/aj
ADMINl/Plan 43

-------------~...--·--·

assessments of prospective candidates
police service.

·-·· .. - -

for promotion within the

'!be section also assists in composing and admin-

istering promotional exams and is in the process of identifying
educational programs at other universities and colleges which may
be of benefit to police supervisors, managers and executives.
These programs, married to Academy courses, might lead to higher
certification and may eventually be recommended as prerequisites
for entering into the management tiers of the police hierarchy.
Finally, this section hopes to assist the career counselling services of B.C.'s secondary and post-secondary institutions and
advise them on the police function and describe desirable preparatory training and educational directions for students interested
in a policing career.
SPECIAL FACILITY REQUIREMENTS

A common

residential

An

firearms

indoor

facility

range

on

on

campus

campus

is

is
a

a

major priority.

facility

requirement

already approved by the Ministry of Education.
SUMMARY

The programs of the Police Academy are responding adequately to
the training needs of our clients.

They have expressed satisfac-

tion regarding the services rendered and the professional development opportunities afforded their staff through advanced training courses.
'!be aggregate of these positive evaluations makes
us vulnerable to be content to continue traditional trends and
from some points of view become stagnant.

However,

since

the

Academy has a role to play as a catalyst for change it must give
leadership in the exploration of alternatives to traditional
methods.

08Dec81/aj
ADMINl/Plan 44

The aggregate cost of police training is formidable. The looming
financial restraints anticipated may well require the Institute
to seriously explore training alternatives, in consultation with
the Police Commission and Ministry of Attorney General, to investigate what measures can be developed to maintain the current and
projected demands for training and services.

08Dec81/aj
ADMINl/Plan 45

EDUCATIONAL SERVICES DIVISION
FIVE YEAR PLAN 1981-86
GOALS
A.

To provide educational services to the Academies within the

Institute and other client groups consistent with standards set
for post-secondary institutions in British Columbia;
B.

To provide programs to the justice and public safety communi-

ty in B.C. in areas where it is appropriate for these programs to
be delivered on a cross-system basis;

c.

To provide administrative support to program areas that do

not

report

through

any of

the

four main Academies within

the

Institute;
D.

To bring coordination and a better cross-systems delivery of

programs and services to the Institute and the justice and public
safety community throughout British Columbia.
HISTORY
In response to expanding needs over the past three year period
the following sections have been established:
( i) Program Development

September 1978

(ii) Instructional Services
(iii) Community Programs

September 1978

(iv) Psychological Services
(v) Court Programs
(vi) Management Development Centre
(vii) Physical Education Services

08Dec81/aj
ADMINl/Plan 46

February 1979
October 1979
April 1981
April 1981
October 1981

From September 1978 to October 1981 the Division has grown from a
staff of three people and a

budget of

$112, 650 to a

twenty-eight peopi'e and a budget of $1,234,698.

staff of

Throughout this

period the division has attempted to develop the various sections
to meet the identified needs of the Academies and other justice
and

public

safety

client

groups

involved

with

the

Justice

Services

Division

Institute.
POPULATION SERVED
Commun ity Served
The

population

served

by

the

Educational

involves first all justice and public safety employees trained by
Municipal

Police

Forces

in B.C.,

B.C.

Corrections,

B.C.

Court

Services, B. c. Fire Services and B .-c. Ambulance Services.
In
total this amounts to approximately 17 ,600 people.
A second
population served by the Division involves a variety of justice
and public

safety private agencies

and

community groups

along

with a number of client groups who approach the Institute for
specific justice or public safety training.
To date this
involved a clientele of approximately 5,000 people.
A third population served by the Division involves a variety of
public programs
includes

the

that

are

open

to

all

citizens

of

total population of

the

province but

B.C.

This

tends to be

focused on specific areas or communities that can be serviced by
our limited staff resources.

08Dec81/aj
ADMINl/Plan 47

PROJECTED GROWTH
The projected growth for the Educational Services Division over
the next five years is described in Figure 6.

08Dec81/aj
ADMINl/Plan 48

EDUCATIONAL SERVICES
1981-86 Academic and Financial Projections
BUDGET PROJECTIONS
PROGRAMS
1981-1982

STUDENT
TRAINING DAYS

Clients

Education

TOTAL

COMMUNITY PROGRAMS

3,000

142,543

68,010

210,553

COURT PROGRAMS

3,300

325,000

74,811

399,811

LAND TITLES SCHOOL

620

52,000

14,055

66,055

MANAGEMENT IEVELOP.
CENTRE

2,000

85,459

45,340

130,799

8,920

605,002

202,216

807,218

COMMUNITY PROGRAMS

4,000

209,040

99, 720

308,760

COURT PROGRAMS

4,000

433,280

99,720

533,000

LAND TITLES SCHOOL

1,100

101,464

27,423

128,887

MANAGEMENT IEVELOP.
CENTRE

2,500

117,475

63,325

180,800

11,600

861,259

290I188

1I151,447

COMMUNITY PROGRAMS

4,500

258,660

123,390

382,050

COURT PROGRAMS

4,600

548,090

126, 132

674,222

LAND TITLES SCHOOL

1,100

111,606

69,320

180,926

MANAGEMENT IEVELOP.
CENTRE

3,000

115,040

82,260

237,300

13 ,200

1,073 ,396

401,102

1,474,498

STUIENT
TRAINING
DAY COSTS
Clients
$47.51
Min. of A.G.
$98.48
Min. of A.G.
$83.86
Clients
$47.72
Min. of Ed.
$22.67

1982-1983
Clients
$52.26
Min. of A.G.
$108.32
Min. of A.G.
$92.24
Clients
$46.99
Min. of Ed.
$24.93
* + 10\

1983-1984

Figure 6 (Page 1)

08Dec81/aj
ADMIN1/Plan 49

Clients
$57.48
Min. of A.G.
$119.15
Min. of A.G.
$101.46
Clients
$51.68
Min. of Ed.
$27.42

EDUCATIONAL SERVICES
1981-86 Academic and Financial Projections

--

BUDGET PROJECTIONS
PROGRAMS
1984-1985

STUIENT
TRAINING DAYS

Clients

Education

TOTAL

COMMUNITY PROGRAMS

5,000

316,100

150,800

466,900

COURI' PROGRAMS

5,300

694,61-8

159,848

854,466

LAND TITLES SCHOOL

1,150

128,340

34,684

163,024

MANAGEMENT lEVELOP.
CENTRE

3,000

170,520

90,480

261,000

14,150

1,309,578

435,812

1,745,390

COMMUNITY PROGRAMS

5,200

361,608

172, 484

534,092

COURT PROGRAMS

6,100

879,376

202,337

.

1,081,713

LAND TITLES SCHOOL

1,200

147,312

39,804

187,116

MANAGEMENT IEVELOP.
CENTRE

3,500

218,820

116,095

334,915

14,800

1,607,116

530,720

2, 137 ,836

STUIENT
TRAINING
DAY COSTS
Clients
$63.22
Min. of A.G.
$131.06
Min. of A.G.
$111.60
Clients
$56.84
Min. of Ed.
$30.16

1985-1986
Clients
$69.54
Min. of A.G.
$144.16
Min. of A.G.
$122.76
Clients
$62.52
Min. of Ed.
$33.17

Figure 6 (Page 2)

* 10% is added to the Student Training Day Costs in anticipation of annual inflation.

08Dec81/aj
ADMIN1/Plan so

...

LEVEL OF SERVICES
The level of service of the various sections is directed toward
serving the priorities of the Institute. First to provide educational

services

and

programs

to

meet

the

needs

of

our

major

client groupsi second the needs of other components of the Ministry of the Attorney General,

Health or other ministries of the

government, private agencies or community groups concerned with
justice

and

public

safety;

and

third

any

citizen

Columbia concerned about criminal, civil and social

in

British

justice and

public safety issues.
'nle educational services are available for all students attending
programs at the Justice Institute and on a contracted basis on a
province-wide level (i.e., library, media, psychological services, program development).
The program sections are available
on a province-wide basis with the majority being delivered at the
Institute

(i.e.,

Court Programs, Management Development Centre)

for recruit, intermediate and advanced level programs.
munity

Program section

is

working

toward

an

'lbe Com-

expanded outreach

program.

Within a few years it is anticipated that 50% , of the

programs

will

be offered

on

campus

and

50%

through

outreach.

This will also involve close co-operation with colleges interested in co-sponsorship and the Knowledge Network.
QUALITY
'lbe quality of the programs developed are monitored by a variety
of client advisory groups that are involved throughout the program from needs assessment to evaluation.

08Dec81/aj
ADMINl/Plan 51

Tne educational services sections (Library, Media, Program Development, Psychological Services, Physical Education) are designed
to assist all Institute programs increase their quality in areas
including needs assessment, design delivery and evaluation.
ADVISORY COMMITTEE
Each section has developed appropriate advisory committees to assist them in delivering the most appropriate programs and services required for their particular area. To date these include:
(i) Agency-Institute Coordinating Committee - Court Services
(ii) Agency-Institute Coordinating Committee - Land Titles
· Branch
(iii) Management Development Centre Advisory Committee
(iv) Instructional Services Advisory Committee
(v) Advisory Committees for each Community Program developed
FACULTY
The staff of Educational Services involves a dean, five program
directors, four co-ordinators, two librarians, three instructors
and thirteen support staff. All are permanent members of the
Justice Institute and are highly qualified a nd knowledgeable in
their particular field.

08Dec81/aj
ADMINl/Plan 52

SUMMARY
The growth of the Educational Services Division over the next
five years will mainly be dependent on the growth of the
Institute as a whole and the level of funding available from the
Ministry of Education. It is our intention to remain flexible in
our organizational structure and staffing so that we can continually adjust to the needs of the divisions within the Institute,
our client groups and the students both on campus and throughout
the province.

08Dec81/aj
ADMINl/Plan 53

PART I II

PAGE
I

Aggregate of Financial and Academic Plans

- 1981-86 Academic and Financial Plan Summary

(A)

Figure 7

( B)

Figure 8 - Program Mix by Student Training Days

58

Figure 9 - Program Mix by Financial Plan
1981-86 Student Training Day by Division
( D) Figure 10

59
60

( c)

-

55

II Analysis - Implications and Alternatives

61

III Summary and Conclusions

67

08Dec81/aj
ADMINl/Plan 54

ACAIEMIC AND FINANCIAL SUMMARY
1981 - 1986

-

BUDGET PROJECTIONS
ACADEMY/DIVISION
1981-1982

STUDENT
TRAINING DAYS

Min. of A.G.

Min. of Ed.

Min. of Health

TOTAL

CORRECTIONS STAFF
DEVELOPMENT DIV.

9,000

932,850

204,030

-

1,136,880

EDUCATIONAL SVCS.
DIVISION

8,920

Clients
605,002

202,216

-

807,218

EMERGENCY HEALTH
SERVICES ACAIEMY

28,200

-

639,294

1,121,120

1,760,414

FIRE ACAIEMY

5,337

468,322

120,989

-

589,311

POLICE ACADEMY &
ASSESSMENT CENTRE

25,500

1, 750, 101

578,084

-

2,328,185

76,957

3,756,275

1,744,613

1,121,120

6,622,008

538,699 Student
Contact Hours

-

1982-1983
CORRECTIONS STAFF
DEVELOPMENT DIV.

9,500

1,083,095

236,844

-

1,319,939

EDUCATIONAL SVCS.
DIVISION

11,600

Clients
861,259

290,188

-

1,151,447

EMERGENCY HEALTH
SERVICES ACADEMY

36,730

-

915,678

2,387,450

3,303,128

FIRE ACAIEMY

12,360

1, 192, 897

308, 134

-

1,501,121

POLICE ACADEMY . &
ASSESSMENT CENTRE

29,460

2,229,819

734,437

-

2,964,256

99,650

5,367,070

2,485,281

697,550 Student
Hours
Figure 7 (Page 1)

08Dec81/aj
ADMIN1/Plan 55

2,387,450

10,239,801

BUDGET PROJECTIONS
I

ACADEMY/DIVISION
1983-1984

STUDENT
TRAINING DAYS

CORRECTIONS STAFF
DEVELOPMENT DIV.

10,000

1,254,100

EDUCATIONAL SVCS.
DIVISION

13,200

EMERGENCY HEALTH
SERVICES ACADEMY

Min. Of A.G. Min. of Ed.

Min. of Health

TOTAL

274,200

-

1,528,300

Clients
1,073,396

401,102

-

1,474,498

44,070

-

1,208,399

3,151,005

4,359,404

FIRE ACADEMY

16,160

1,715,708

443,107

-

2,158,815

POLICE ACADEMY &
ASSESSMENT CENTRE

34,102

2,833,634

914,280

-

3,747,914

117 ,532

6,876,838

3,241,088

3,151,005

13,268,931

822,724 Student
Hours
1984-1985

l

CORRECTIONS STAFF
DEVELOPMENT DIV.

10,500

1,448,475

316,080

-

1,764,555

EDUCATIONAL SVCS.
DIVISION

14, 150

Clients
1,309,578

435,812

-

1,745,390

EMERGENCY HEALTH
SERVICES ACADEMY

37, 010

-

1 , 116,221

2,910,836

4,027,057

FIRE ACADEMY

17,560

2,050,657

529,609

-

2,580,266

POLICE ACADEMY &
ASSESSMENT CENTRE

39,772

3,336,146

1,199,523

-

4,535,669

118,992

8,144,856

3,597,245

2,910,836

14,652,937

832,944 Student
Hours
Figure 7 (Page 2)

08Dec81/aj
ADMIN1/Plan 56

.A. . .

BUDGET PROJECTIONS
'

ACADEMY/DIVISION
1985-1986

STUDENT
TRAINING DAYS

Min. of A.G.

CORRECTIONS STAFF
DEVELOPMENT DIV.

11,100

1,684,314

EDUCATIONAL SVCS.
DIVISION

14,800

EMERGENCY HEALTH
SERVICES ACADEMY

Min. of Ed.

Min. of Health

TOTAL

377 ,067

-

2,061,381

Clients
1,607,116

530,720

-

2,137,836

41,960

-

1,425,381

3,629,959

5,055,340

FIRE ACADEMY

18,260

2,345,498

605,683

-

2,951,181

POLICE ACADEMY &
ASSESSMENT CENTRE

43,026

4,366,411

1,427,172

-

5,793,583

129,146

10,003,330

4,366,023

3,629,959

17,999,312

Min. of Ed.

Min. of Health

OTHER

904,022 Student
Hours

SUMMARY IN PERCENT BY MINISTRY

Min. of A.G.

1981-82

55%

26%

17%

2%

1982-83

50.5%

25%

23%

1.5%

1983-84

51%

25%

23%

1%

1984-85

54%

25%

20%

1%

1985-86

54%

24%

21%

1%

Figure 7 (Paqe 3)

08Dec81/aj
ADMIN1/Plan 57

PROG?.A.~ ~IX

BY STUDENT DAYS FOR 1981 - 1986

11982 -

(

19831

POLICE ACADEMY

\

\

ACADEMY 7%
EMERGENCY HEALTH
SERVICES ACADEMY

EMERGENCY HEALTH
SERVICES ACADEMY
~

j 19Bl! - 1985 I

{·

(Ure I

'·
25Nov8,/aj
ADMUU/Plan 58

POLI CE ACADEMY

POLICE ACADEMY

34%

34%

I

I

PROGRAM HJX IV FINANCIAL PLAN FOR 1981 - 1986

j 1981 - 19C2 I

j 19!2 - 1983 J

{('·
POLICE ACADEMY

33%

FIRE ACADEMY

POLI CE ACADEMY

n

(
EMERGENCY HEALTH
SERVICES ACADEMY

I 1984 - 19851

33%

POLICE ACADEMY

POLICE ACADEMY

"-...EDUCATIONAL
'...SERVICES
·.,_DIV! SION

·,"

EMERGENCY HEALTH
SERVICES ACADEMY

(

pre 9
2SMo•l,/aj
ADMIH1/Plan 59

-

FIRE ACADEMY

16%

r A•,

•

,, N

.,.........
0:s "'
21
HO

..
0

..

~ ·

1•

CD

.. .. .. ..

0
0
0

0
0

0
0

0

I

I

...
."' ... ."' . . ..... ..... .°' . ."' ."'"' ."' .°'"' ."' . . .. .°' . . ."' .. . ,.
....

t::'

0

0

0

.~

...

~ ...
"' ...

0
0

0
0

..

C'
C'

C"

0

0

0
0

0
0

I

I

I

I

I

I

I

I

I

I

I

9,000
5.337

...
ID

0
0

e.920

0
0
0

I

I

C'I

0

0

C•
C'I

0
0

0
0

0
0
0

I

I

I

I

I

w

w

w

C'

0

0

0

0

0

0
0

0

0
0

I

I

I

0

I EMF.RGENCY HEALTH SERv.tCES ACADE MY
F' IRE AC M>l':MY

I POLICE ACADEMY
I EDUCATIONAL SERVICES DIVISION
I

"' ...

29,460

ID

0
0
0

0
0
0

I

POT.ICE ACADEMY

I

J4. 102

....

"'

"' "'...
ID

13. 200

)"

I
I FIRE ACADEMY

1-1

EMERGENCY HEALTH
SEPVlCES ACADEMY

ID
.... CD

al
•
I

t<
{IJ

"' ...

•J ID

CD

"'

...

ID
... CD

."'"'
.... '
.....
-:- "'
ID

CD

'='

I EMERGENCY ACAD
REA LTll
F.MY
SERVICE~

I FIRE ACADEMY

17.560

I POLIC~ ACADEMY

)9,772
14,150

--------------------------------------------------------------------------------·-----------11.100
-i CQRPF.CTIONS ACADEMY
41.960
18,260

:

I FIRE ACADEMY

14 .1100

J

IEMER ENCY HEALTH
SERV CES ACAl>EMY

I POI.ICE ACADF:MY

43.ou.
EDUCATIONAL

SF.RVI<:l~S

tit
t<
t:J
H

<
1-1
en
H

0

I EDUCATIONAL SF.RVICF.S DIVISION

DIVISION

-------------------------------------------------------------------------------------·~-----

...
"'m
fJ

Ii)

)"

I EDUCATIONAL SERVICES DIVISION

37,010

:z:
H
:z:

t:J

I POLICE ACADEMY

... -------------------------------------------------------------------------~------------------10.500
I CORRECTIONS ACADEMY

.......

:z:
i.-3
lll'

EDUCATIONAL SERVICES DIVISION

I

w ...

... w

t:J
ta!

i.-3

I

11,600

44 ,070
16,160

c

I FIRE ACADEMY

CORRECTIONS ACADF:MY
10,000
... ----------------------------------------------------------------------------------------------

ID
... CD

ti)

i.-3

EMERGE1'CY HEAL TH
SERVICES ACllDE MY

I

)6. 730
12.360

ID

N

------------------------------------------------------------------------------·---------i----CORRECTIONS ACADEMY
9.500

0\ I

w

w

0

1:•.'RRF:l.Tll'NS ACADEMY

ID ""

0

w

CD

28.200
25.500

:> CD

0

0

0

~.

0

0

ID t

"'

<:"

0
0
0

"'...,

ID
CD

CD

C'

0
0

..., :'

....CD

....

.....

0

•

.

'-;-··~

....-.

.. .. ,••
:s

-~~~

:z:

...

\0

m

°'

ANALYSIS - IMPLICATIONS AND ALTERNATIVES
The foregoing detailed forecast was developed utilizing the conventional

wisdom of organizational planning.

It

represents

a

position based on the premise that "tomorrow will be very much
like today".
'!'he planning process itself has emphasized the
extrapolation of quantitative variables that are descriptive of
the current and projected levels of training activity expected
It projects activity, its magnitude and its
for the Institute.
resource requirements within a framework that is both understandable and measurable against the economic and social realities of
the day.

If tomorrow is very much 1 ike today,

then it estab-

1 ishes a clear pattern for future growth and development. If not,
then as a linear view of the future, it will allow for the examination, articulation and evaluation of
futures and their respective implications.
A refinement

of

the

future

role

and

possible

growth

alternative

pattern

of

the

Institute must be within the context of the anticipated social,
economic and technological trends that are developing within the
province.
at

the

It is a reasonable projection that within five years,

present rate of

inflation,

we will

require

double

the

fiscal resources that we have today to maintain the present l evel
of training and education offered within the province.

It will

most likely be more than double since many estimates project an
average erosion of over 20% per year.

These losses from infla-

tion, salary increases and general recession will overbalance all
gains from tax monies or other sources.

Larger dollars will be

reflected within budgets but they will not reflect an increase in
usable resources or programs.

08Dec81/aj
ADMINl/Plan 61

Should we assume that these are short term economic problems and
not long term, and that they are reversible?
reas~n

for

anticipating

that

these

are

We think not.

long

term problems

One
is

based on the analysis of the severe national economic fluctuations
that,

that are now in evidence.
Economic forecasts indicate
for the next five years, periods of modest growth will

alternate

with

recess ion

(perhaps

even

world

wide depress ion)

depending on how well governments handle the problems of resource
management, slow economic growth and massive inflation.

Within

this context we can be sure that training and education will not
have first claim on the fiscal reordering of priorities that may
be necessary by our major client groups in the next few years.
At the time of writing, no political consensus is emerging on the
nature of either the problems or the solutions.
'lberefore, for
the next five years, we may not be able to predict with a great
deal of accuracy the future direction of post-secondary education
within the province.

However,

the growing economic and social

fluctuations suggest that our present funding problems will continue for quite some time and that the only solution may lie in a
total reordering of the system.
Within the larger post-secondary system of the province another
major concern must be faced.

We may have

reached

the maximum

percentage of income that the public and government is willing to
spend on training and education.
Over . time, the piece of pie
that higher education has been able to claim from the public sector has crept up and up and now there are signs that government
and the public are saying, "no more".

'lbe bottom line created by

this situation is that there can be no more "business as usual"
in education.

Less expensive and more innovative ways of provid-

ing education and services to
client groups must be found.

08Dec81/aj
ADMINl/Plan 62

a

.

the public and

to our specific

How can we, as a medium sized institution with a reasonably selective client group, respond to this long term, economic and
social crisis?
Some institutions, one as recently as October of
this year (1981), announced publicly that their strategy will be
to cut "everything" equally across the spectrum of services.
It
requires little wisdom to interpret that after a few years of
this strategy,

an

ins ti tut ion will not only be doing an

inad-

equate job in all areas but will further destroy public confidence in education and will not have made progress in dealing
with fundamental issues.
Nonetheless, where appropriate, a
conscious effort will need to be made to "tighten up" areas that
have enjoyed more than adequate funding.
Another approach will be to delete major chunks of our responsibilities - to say to the public, "we're not going to meet these
particular objectives any more - we don't have the money".
We
may have to renounce some of our current obligations in education
even if less expensive ways of course and program delivery can be
developed.

Clearly this will not be a popular position to take.

A major shift would cause enormously destructive conflicts within
the system as we collectively try to decide what to give up and
what to keep.
It may contribute to a major dysfunction in the
entire system since no-one accepts cutbacks in service easily.
However, reductions in services

to the public are a very real

issue fo r our major clients in the fire, health and police agencies.
'Ibey are forcing a reordering of priorities in which many
traditional roles and behaviours are being examined, reduced, and
in

some

cases,

abandoned

in

response

to

limited

economic

resources.
Somehow we in education must develop an approach to education and
training that is fiscally less expensive. We would suggest that
there are four thrusts that the Institute can pursue in concert
with the Ministry of Education and major clients over the next
few years.
08Dec81/aj
ADMINl/Plan 63

,

ALTERNATIVES
1. THE DEVELOPMENT OF THE MAXIMUM USE OF TECHNOLOGY.

The capital

intensive approach is historically the best proven way to reduce
costs.

Some futurists argue that within the next decade computer

assisted

instruction will be three times as productive at one-

half the cost.

(No-one has identified a system for making human

teachers three times as effective at half the cost.) The ability
to develop and
repetitive
travel,

utilize

teacher

facilities

technology would

directed

save

a

great deal

activity.

Savings

would

and major capital

investment.

of

include

'lbere

is an

enormous range of technological hardware that could be considered
under this heading and utilized in concert with the Open Learning
Institute, the Knowledge Network and regional colleges.
2.

THE

RESTRUCTURING

OF

PROGRAM

RESPONSIBILITY WITHIN THE PROVINCE.

ALLOCATION

AND

PROGRAM

This would involve designat-

ing specific programs to specific institutions and requiring students, wherever they may reside in the province, to register and
be serviced through the institution responsible for their respective

program.

development,

This

will

administration

require
and

a

centralization of program

control

but

will

allow

restructured decentralization of program delivery.

for

a

The prolifer-

ation of criminal justice and public safety programs across the
post-secondary

system

of

British

Columbia

was

documented

in

January, 1981, when the Justice Institute published the "British
Columbia

Post

Directory".

Secondary

Justice

and

'!he document constitutes

Public

Safety

135 pages

Program

outlining

the

various programs and courses that are offered by all the institutions, specifically in the justice area.
If this is any example
of what exists

in other program disciplines,

then

there

is an

overwhelming suggestion that even a modest restructuring designed
to erase duplication and establish uniform control could generate
enormous savings.

08Dec81/aj
AIX>tINl/Plan 64

...

-

The Institute has demonstrated its willingness to engage in discussions with the Ministry of Education and other institutions
that offer justice and public safety training to achieve this
end.
In May of 1981, the Institute produced on behalf of the
Provincial Coordinating Committee on Justice Education a "core
curriculum" for justice programs within the colleges of the
province.

To date this document has not received much debate or

discussion.
If

this

growing

emphasis

on

the

"provincial

role"

of

the

Institute is to continue, it will require policy direction from
the Ministry of Education.
3. THE GRADUAL SHIFT OF POST-EMPLOYMENT BASIC/RECRUIT TRAINING
PRESENTLY PROVIDED TO THE MAJOR CLIENTS OF THE INSTITUTE TO
'Ibis shift has a variety of major
PRE- EMPLOYMENT TRAIN ING.
implications and will require considerable discussion with our
major clients.

Such a shift, however, would place justice and

public

career/vocational/technical

safety

mainstream

of

other

training

career/vocational/technical

into

the

programs

and

include the student in the economic support of these program/s.
4.

THE

ESTABLISHMENT

APPRENTICESHIP

PROGRAMS

OF

POST

EMPLOYMENT

UNDER

THE

PROVINCIAL

TRAINING

AS

APPRENTICESHIP

BRANCH.
Th is alternative has the strong support of the Fire
Commissioner and is recommended as a model that could be pursued
for the professional fire services of the province.

'!be estab-

lishment of an Apprenticeship Program for the fire services would
open the opportunity to gain federal funds through Canada Employment and Immigration Commission.

08Dec81/aj
ADMINl/Plan 65

...

)

In
summary,
the
four
systematically over the
following results:

alternatives
above,
if
next five years, could

implemented
achieve the

1. systematically reduce and eventually eliminate program duplication and competition for public support within the system in
areas related to justice and public safety;
2. integrate provincial manpower planning in justice and public
safety areas into a comprehensive strategic delivery system
that

would

maximize

the

efficient

and

effective

use

of

resources across the province;
3. preserve the quality of programs through the establishment of
provincial standards;
4. achieve provincial accessibility by directing energy towards
the development, co-ordination and utilization of uniform
delivery strategies with the assistance of the KNCM, OLI, and
BCIT;

5. capitalize on
human

the maximum

resources

that

have

utilization
and

are

of

being

the

physical

developed

by

and
the

Justice Institute;
6. reduce some of the direct cost of training to major clients by
shifting the financial burden from post-employment recruit I
basic

training

to

pre-employment

training.

Within

the

present funding patterns of the Institute, this may decrease
client funding and increase funding through the Ministry of
Education or Ministry of Labour, but the net effect would be
to reduce public funding for these training activities.)

08Dec81/aj
ADMINl/Plan 66

SUMMARY AND CONCLUSION
The

aggregate

of

divisional

academic

and

financial

represented in Figures 7 through 10 (pages 55 - 60).

plans

is

'Ihese sum-

maries demonstrate that over the next five years the total output
of the Justice Institute will expand from 75,000 student training
days (525,000 student contact hours) in 1981-82, to 127,000
student training days (889,000 student contact hours) in 1985-86.
'lbe public resources required over the next five years to provide
this level of training within a traditional delivery system range
from 6.6 million in 1981-82 to 17.8 million in 1985-86. We are
prepared to proceed according to this pattern of growth if the
resources required are available.
However, we are more disposed
to pursue a pattern of development more in line with the alternatives proposed under the section of the
"Analysis - Implications and Alternatives".
Predictions

for

the 1980's clearly indicate

report

that

entitled,

institutional

growth within the College and Institute system will have to occur
with in

the

parameters of

a

decreasing

resource base.

If

the

Justice Institute is to grow according to the projected five year
pattern some other institutions of necessity must retrench.
Lester

C.

'1b urow

in

the

"Zero

Sum

Society"

states,

"we

have

become a society in which the losses and gains in economic standing add close to zero •••• each gain by one group comes at a cost
to others".
If this is indeed the ground rule for the future and
if we are to avoid a tomorrow of unprecedented chaos, there is
the need to establish an orderly way to consider, plan and implement change within the larger provincial system.

08Dec81/aj
ADMINl/Plan 67

----~~

-

--

....

-

'<(""';"

.•

·~ .

Our intent has been to engage in a deliberate speculaton about
the future and to establish a perspective · that will allow a
forward looking process of decision-making to occur.
'l'be forefathers of post-secondary education in this province displayed a
confidence in the future.
It was on that basis that they set
important events in motion.
We have attempted to initiate a
planning process that will,

( 1) take an integrated view of the

context in which education operates within the province,

(2) to

propose a strategy for quantitative and qualitative change, and
(3) to indicate a willingness to participate in a movement within
the province away from isolation and autonomy to the development
of a system of higher education in which the main feature will be
the

interdependence of institutions

in which the uniqueness of

each complements the whole.
To this end, we look forward to engaging in discussions that will
result in a more comprehensive five year plan for the Institute,
our clients and the Ministry of Education.

,.

·o aoec81/aj
ADMINl/Plan 68