Like any memorable moment in our lives, be it the day you graduate, take on your first job or relocate, I remember so clearly my first week as a new President. Three days in o the job, I addressed my colleagues from across the institution on the topic of “Leading in the Age of Disruption.” Little did I know at the time that just over six months later, we would be facing a global pandemic, and the single, largest disruption in Centennial’s 55-year history, one that resulted in our doors being closed to students for 111 consecutive days before reopening to a small number of students requiring time in our labs and workshops to graduate. In the wake of COVID-19, the programs we offer, the learner experiences we create, the curriculum we deliver, the pedagogies we employ, the structures and systems we design, the ways we work together, and the ways we finance ourselves, have all been turned on their heads.

Unquestionably, our role as educators has come in o sharper focus: we have an obligation to nurture and enable the next generation of global leaders to play a vital role in the rejuvenation of our communities, nations, and the planet as a whole. In the wake of COVID-19, changes of extraordinary speed and scale are reverberating across all industries and employment sectors. We must stay ahead of this current and ensure our students graduate with the career-focused technical skills, professional training, and resilient mindset needed to thrive in a rapidly shifting, global job market.

Vocational colleges are well placed to deliver on these lofty goals given our close connections with industry partners, local businesses and community organizations. And speaking of close connections, over 95% of Canadians reside within 50 kilometres of a college location – meaning that Canada’s colleges are firmly embedded within the communities they serve. Indeed, Centennial was part of the “community college” movement launched in the 1960s to prepare the baby boom generation for employment and increase the province’s competitive edge.

When Centennial opened its doors in 1966, we recruited instructors from industry to teach applied courses such as business, technology and welfare services. For students who previously could only choose between university study and manual labour, Centennial provided a new path to fulfilling careers. Since those early days of providing education and training, it now also supports re-skilling, entrepreneurship, research, and innovation, and plays a critical role in community development. In response to COVID-19, for example, we supplied local frontline healthcare workers with Personal Protective Equipment, strengthened food security in local neighbourhoods, and partnered with our local hospital system to open one of the city’s busiest vaccination sites on campus.

A college’s role within the community matters. At this time of tremendous uncertainty, when so many have suffered real hardship, have had their confidence knocked and their plans thwarted, our students and communities are counting on us to help them through these challenging times. Maintaining strong ties with the communities we serve builds trust in the institution. And that’s critical, for our incoming students are entrusting us with their precious resources of time and money, with the expectation that their education will prepare them for meaningful work that will ultimately lead to transformed circumstances for themselves and for their families.

Employers and businesses also trust that we will provide students with the knowledge and skills required to tackle the complex issues facing their industries today, and help their organizations remain agile, sustainable, and competitive. In response to the wide-ranging impacts of the pandemic and the shifting higher education landscape, Centennial has embarked on an ambitious transformation strategy, which highlights employer relations as one of our emerging areas of excellence. This means doing groundbreaking work, training and applied research with small to medium enterprises, and working hand-in-hand with industry leaders to ensure our programs are relevant to the rapidly evolving needs of today’s marketplace.

Organizations and economies around the world are facing potentially overwhelming obstacles in the coming years, and the impact of an already underskilled workforce is being exacerbated by the pandemic.

By 2030, the demand for skilled workers is projected to outstrip supply, leading to a global talent shortage of over 85.2 million people, as reported in a survey conducted by Manpower Group Global.

As we contemplate the long road to post-COVID economic recovery and the urgent need for skilled workers worldwide, technical and vocational education and training is more relevant than ever. Yet one of the challenges we face in our sector is demystifying TVET and firmly establishing our reputation for excellence. 

I note that Chen Ziji, Director-General of the Department of Vocational and Adult Education within China’s Ministry of Education, has stressed that equitable enrolment and employment systems must be improved to ensure vocational students enjoy the same opportunities as other postsecondary students regarding enrolment at higher education institutions, job hunting, remuneration and promotion. 

Here in Canada, college programs have sometimes been perceived as being less academically demanding than university programs. This could not be further from the truth. We offer a wide range of specialized, rigorous and highly competitive programs – from aerospace engineering to paramedicine to 3D animation to culinary arts. The college/university divide that once existed in Canada is becoming a relic of the past. Indeed, attracted by our industry-relevant offerings and our reputation for academic excellence, we’ve seen tremendous growth in the number of university graduates pursuing postgraduate studies at Centennial. Today, 37 per cent of our students hold a previous university degree!

The perception of what vocational and technical education is and where it can take you is changing – but we must continue to advocate for our students and our sector, and clearly demonstrate how we’re helping to meet industry needs and address the growing global skills gap. And colleagues, this is where the internationalization of technical and vocational education and training, or TVET, comes in o its own. For rather than one country or institution delivering in their own spaces, on their own terms, with their own employees, taking TVET global, facilitates an exchange of methods and approaches, ideas and people, coming together to generate a rich mix of pedagogy, new forms of hybrid and online delivery, a diverse array of learners, and exposure to different ways of knowing and doing.

These principles come to life in Centennial’s partnership with Suzhou Centennial College (SCC as it is fondly known). The first and only Canadian institution approved by the Chinese government to deliver Canadian postsecondary programs and confer Canadian diplomas in China, SCC is uniquely positioned to trailblaze the internationalization of TVET.

Take, for example, bringing together a diverse array of learners and perspectives. Since 2015, SCC has attracted over 3,770 full-time students from around the globe and led to the governments of Panama and South Korea sponsoring students to study Mandarin and culture at SCC to strengthen people-to-people relations, build global competencies and strengthen students’ employability skills. Studying in another country and another culture, whether it be a student from China studying with us here in Toronto, or a Panamanian or Canadian student enrolled at SCC, the opportunity these students have to expand their worldview is immense. You can’t put a price on that in terms of students’ personal growth and development, and strengthening their global connections and understanding.

Indeed, that combination of interpersonal skills and personal development (creative and critical thinking, problem-solving, teamwork, and communication) with career-focused technical and professional training is exactly what employers are seeking. So, while in the curriculum we focus on nurturing these interpersonal skills, we also work directly with industry to provide that hands-on learning experience, and SCC couldn’t be better placed to do that, given its proximity to Suzhou Industrial Park, the second largest industrial park in China. 

A key example of this is SCC’s Software – Engineering program, The Industrial Internet Laboratory of Suzhou Centennial College established jointly by SCC and Elco Electronics. In this e-training setting, engineers work as tutors, faculty teach theory, employees impart practical skills and students experience a seamless link between campus and the worksite. To paraphrase President Peng of SCC, by establishing a real-world industrial internet environment, we are helping our students make a smooth transition to employment, while fueling the development of the digital economy, and industrial internet in Suzhou.

And to prepare students for the future of work, SCC will soon be offering micro-credentials – flexible, modern and concise learning experiences focused on industry needs and designed to upskill the global workforce. These micro-credentials will be delivered across a range of sectors, including engineering, business, transportation, hospitality and tourism, the arts, and health studies.

Whether we’re delivering curricular and co-curricular experiences within face-to face or digital settings, in Canada or in China, we need to do more than just meet learning outcomes – it’s all about the quality of the learning experience. Students, from here on out, will be expecting industry-relevant course content, greater flexibility in terms of program delivery, and meaningful experiential learning opportunities. In addition to leveraging online and virtual learning environments, we must, especially in this increasingly virtual world, find new ways to connect students with one another, facilitate their networking, wellbeing and career aspirations, and leave them inspired, motivated and wanting to build upon these experiences. This focus on the learning experience is at the heart of the Centennial advantage formula: academic excellence today, career success tomorrow, and global leadership for life.

At the beginning of my remarks, I spoke about leading in the age of disruption.

Without a doubt, the disruptive impacts of the pandemic will be felt within our institutions for years to come, but this is just one in a series of disruptions we are facing as a global community. Complex social, cultural, political, environmental, technological, demographic and workforce changes are unfolding at an exponential rate, and it is imperative for us to apply the lessons we’ve learned so far, adapt accordingly, and stay ahead of the curve.

Colleagues, via TVET, we are in a unique position to equip the next generation of global graduates with the international experience, language abilities, cultural competencies and leadership skills needed to help restore and strengthen economies and contribute to solutions. Our shared belief in the power of education transcends languages and borders, and by coming together to share our ideas, perspectives and insights, we can build a bright and hopeful future for our students, the most important people in our educational world. Thank you for listening – and I hope you enjoy the remainder of your conference!

Dr. Craig Stephenson,
President and CEO, Centennial College