Colleges and Institutes Canada

Colleges and Institutes Canada, commonly known as CICan, is a national voluntary membership organization representing Canada's publicly funded college and institute sector. Its members include colleges, institutes, polytechnics, CEGEPs, university colleges, and other post-secondary institutions with a college mandate, as well as Indigenous Institutes of Education. The organization works across Canada's provinces and territories and serves as a collective voice for institutions whose missions commonly combine teaching, technical and vocational education, applied research, employer engagement, and community development. The association was established in 1972 as the Association of Canadian Community Colleges, following earlier national work on the role of community colleges. Its creation gave the emerging college sector a body able to communicate with the federal government and national stakeholders. Although education is primarily a provincial and territorial responsibility in Canada, CICan has engaged federal departments on issues involving skills, labour-market development, research, immigration, international development, Indigenous education, and workforce participation. It has also represented the sector in international cooperation and development initiatives. CICan's activities extend beyond advocacy. It facilitates collaboration among member institutions, provides professional and leadership development, supports applied research and innovation, shares sector knowledge, and administers or contributes to domestic and international programs funded largely through government partnerships. These activities allow individual colleges and institutes to participate in projects that address practical workforce and community needs while drawing on a national network. The organization expanded its policy role during the 1990s, including advocacy for greater access by colleges and institutes to federal research programs. The sector's eligibility for Canada Foundation for Innovation funding in 1997 was an important recognition of the research capacity developing within colleges and institutes. During the 2000s, CICan broadened its work in Indigenous education, immigration integration, international development, and employment-oriented education. It also participated with Canadian institutions in the development of Tra Vinh Community College in Vietnam, a project later associated with Tra Vinh University. In 2014, the Association of Canadian Community Colleges adopted the name Colleges and Institutes Canada. The rebrand reflected a membership and mandate broader than the traditional community-college label, encompassing polytechnics, institutes, CEGEPs, and other forms of public college education. That year, CICan also introduced its Indigenous Education Protocol, a framework intended to encourage member institutions to improve educational outcomes for Indigenous learners and strengthen institutional commitments to reconciliation. CICan is governed by a board representing geographic regions, institutional leaders, and public-sector perspectives. The board appoints the President and Chief Executive Officer, who manages operations and implements the association's strategic direction. The organization has described its membership as including 127 institutions as of 2025, alongside associate members such as provincial and territorial associations, nonprofit organizations, and education or workforce-development consortia. During the COVID-19 pandemic, CICan moved many activities into virtual formats while continuing to support members. In the 2020s, it remained active in workforce policy and sector advocacy, including a long-term-care capacity-building initiative developed with Saskatchewan Polytechnic. CICan also publicly criticized aspects of federal changes affecting international student permits and the Post-Graduation Work Permit, arguing that abrupt policy changes could affect institutions, regional labour markets, students, and communities. Its present role is therefore a combination of national advocacy organization, member network, program administrator, professional-development platform, and intermediary between Canada's public college sector and governments, employers, communities, and international partners.

The institutional roots of Colleges and Institutes Canada lie in the expansion of community colleges in Canada during the 1960s. In 1967, the National Commission for the Community College in Canada examined the emerging sector and supported the idea of a national body capable of representing community colleges at the federal level. The Association of Canadian Community Colleges was subsequently established in 1972, with Alan Goldenberg identified as its first President and Chief Executive Officer. During the 1970s, the association developed a national advocacy function and built relationships with federal departments. While provinces and territories retain primary responsibility for education, colleges increasingly intersected with federal responsibilities involving employment, skills development, economic development, immigration, and international cooperation. The association therefore became a channel through which the public college sector could communicate common priorities nationally. In the 1970s and 1980s, the organization expanded into international cooperation and development work. It also became more involved in applied research, environmental initiatives, and international education. These activities reflected a widening understanding of colleges and institutes as institutions that not only deliver teaching, but also support employers, regional economies, innovation, and practical problem-solving. In the 1990s, the association moved its secretariat from Toronto to Ottawa. The relocation placed it closer to the federal government and other national organizations. A major policy objective during this period was securing recognition for college and institute research. In 1997, colleges and institutes became eligible for funding from the Canada Foundation for Innovation, an important development in the institutionalization of applied research capacity within the sector. The 2000s brought further diversification. The association increased its activity in Indigenous education, immigration-related programming, international development, and labour-market participation. It held its first Indigenous Education Symposium in 2006 and launched the Canadian Immigration Integration Project in 2007. It also advanced the Education for Employment framework, linking post-secondary education with workforce integration and employment outcomes. In international development, the association and Canadian member institutions contributed to the development of Tra Vinh Community College in Vietnam through a Global Affairs Canada-funded project. The institution later became Tra Vinh University. The organization adopted its current English name, Colleges and Institutes Canada, in 2014. The change from Association of Canadian Community Colleges acknowledged that the membership had evolved beyond the community-college category. Canada's public post-secondary landscape includes polytechnics, institutes, CEGEPs, university colleges, and Indigenous Institutes of Education, each with distinct regional and institutional roles. The same year, CICan introduced its Indigenous Education Protocol, providing principles for institutional work with Indigenous learners and for reconciliation-related action. During the COVID-19 pandemic, CICan shifted many meetings, learning activities, and member interactions to online formats. It continued to serve as a national convenor and advocate while colleges and institutes addressed rapid changes in teaching delivery, workforce needs, and community services. In 2021, CICan worked with Saskatchewan Polytechnic on the Building Capacity in Long-Term Care program, connecting the college sector to urgent staffing and capacity pressures in long-term care. In the 2020s, international education and immigration policy became prominent advocacy issues. CICan expressed concern in 2024 about federal changes to international student permits and the Post-Graduation Work Permit. The association argued that policy changes could have effects beyond individual institutions, including consequences for regional labour supply, local communities, and the ability of colleges to plan programs and partnerships. CICan is governed by a board comprising regional representatives, institutional leaders, and public-sector members. Its President and Chief Executive Officer is appointed by the board and is responsible for organizational administration and strategy. By 2025, the association reported a membership of 127 institutions across Canada's provinces and territories, with associate membership also available to aligned associations, nonprofits, and education or workforce-development consortia. CICan's contemporary identity combines national advocacy, member coordination, applied learning and research support, leadership development, government-funded program administration, and international cooperation.

• 2025

  Membership reported at 127 institutions

  [1]Colleges and Institutes Canadaen.wikipedia.org

  The association's described membership reached 127 Canadian public post-secondary institutions across all provinces and territories.

• 2021

  Long-term-care capacity program developed

  [1]Colleges and Institutes Canadaen.wikipedia.org

  CICan and Saskatchewan Polytechnic developed the Building Capacity in Long-Term Care program in response to workforce shortages.

• 2014

  Organization rebrands as Colleges and Institutes Canada

  [1]Colleges and Institutes Canadaen.wikipedia.org

  The Association of Canadian Community Colleges adopted the CICan name to reflect its broader institutional membership.

• 2014

  Indigenous Education Protocol introduced

  [1]Colleges and Institutes Canadaen.wikipedia.org

  CICan introduced a framework encouraging member institutions to improve outcomes for Indigenous learners and support reconciliation.

• 2007

  Immigration and employment initiatives expand

  [1]Colleges and Institutes Canadaen.wikipedia.org

  CICan launched the Canadian Immigration Integration Project and advanced its Education for Employment framework.

• 2006

  First Indigenous Education Symposium

  [1]Colleges and Institutes Canadaen.wikipedia.org

  The association convened its first Indigenous Education Symposium as its work in Indigenous education expanded.

• 1997

  Colleges become eligible for Canada Foundation for Innovation funding

  [1]Colleges and Institutes Canadaen.wikipedia.org

  Colleges and institutes gained eligibility for Canada Foundation for Innovation support, recognizing their developing research and innovation capacity.

• 1990

  Secretariat relocates to Ottawa

  [1]Colleges and Institutes Canadaen.wikipedia.org

  The association moved its secretariat from Toronto to Ottawa to strengthen federal-government and national-stakeholder engagement.

• 1972

  Association of Canadian Community Colleges founded

  [1]Colleges and Institutes Canadaen.wikipedia.org

  The national association that later became CICan was established to represent Canada's community colleges at the federal and national level.

• 1967

  National commission examines the community-college sector

  [1]Colleges and Institutes Canadaen.wikipedia.org

  The National Commission for the Community College in Canada examined the role of emerging community colleges and helped establish the case for national representation.

A national coordinating, advocacy, and program-delivery organization for Canada's public college and institute sector, positioned between member institutions, governments, employers, communities, and international development partners.

• Indigenous education and reconciliation framework · 2014

  Indigenous Education Protocol

  A set of principles for member institutions seeking to improve educational outcomes for Indigenous learners and strengthen institutional commitments to reconciliation. The protocol gives the association's members a shared reference point for planning, collaboration, and public accountability while leaving implementation to individual institutions and their communities.

• Immigration and workforce integration program · 2007

  Canadian Immigration Integration Project

  An initiative developed to help connect newcomers with information, education, and supports relevant to settlement and participation in Canada's labour market. It reflects CICan's role in applying college-sector capacity to national immigration and integration objectives.

• Workforce development framework · 2007

  Education for Employment

  A framework linking post-secondary education with employment, labour-market participation, and workforce integration. It emphasizes practical education and partnerships capable of responding to employer and community needs.

• Health-sector workforce program · 2021

  Building Capacity in Long-Term Care

  A program developed with Saskatchewan Polytechnic to address workforce and capacity pressures in long-term care. It illustrates CICan's project-based approach to mobilizing public colleges around urgent national and regional skills needs.

• 2014Indigenous Education Protocol

  Canada

  CICan promoted a shared institutional framework focused on Indigenous learner outcomes and reconciliation across the public college and institute sector.

  Outcome. The protocol became a national reference point for member institutions developing Indigenous education and reconciliation initiatives.

  Source
• 2007Education for Employment

  Canada · International partner markets

  CICan advanced an education-to-employment framework emphasizing workforce participation, practical training, and labour-market integration.

  Outcome. The initiative reinforced CICan's role in connecting college education with employment and development priorities.

  Source
• 2000Tra Vinh Community College development partnership

  Vietnam · Canada

  CICan and Canadian member institutions participated in a Global Affairs Canada-funded project supporting the development of Tra Vinh Community College using elements of the Canadian college model.

  Outcome. Tra Vinh Community College later became Tra Vinh University; the specific project completion date is not established in the supplied material.

  Source

• 2024

  Respond to federal international-student policy reformsStrategy

  Background

  Federal reforms changed international student permits and the Post-Graduation Work Permit program.

  Action taken

  CICan publicly communicated concerns about the effects of the reforms on institutions, students, regional labour markets, and communities.

  Aftermath

  The association continued its role as a national advocate for the college sector in federal immigration and international-education policy discussions.

  Source

• 2021

  Develop a long-term-care capacity initiativeOther

  Background

  Canada faced workforce shortages and capacity pressures in long-term care.

  Action taken

  CICan collaborated with Saskatchewan Polytechnic on the Building Capacity in Long-Term Care program.

  Aftermath

  The partnership applied college-sector training capacity to an urgent health and workforce challenge; detailed outcome measures are not established in the supplied material.

  Source

• 2014

  Adopt the Colleges and Institutes Canada identityStrategy

  Background

  The former Association of Canadian Community Colleges represented a membership broader than the traditional community-college category.

  Action taken

  The association rebranded as Colleges and Institutes Canada, or CICan.

  Aftermath

  The new identity better represented colleges, institutes, polytechnics, CEGEPs, university colleges, and related public post-secondary institutions.

  Source

• 2024

  CICan voices concerns about changes to international student permits and work eligibility[1]Colleges and Institutes Canadaen.wikipedia.org

  Regulation

  The association publicly raised concerns about federal reforms affecting international student permits and the Post-Graduation Work Permit program. Its statements emphasized possible consequences for post-secondary institutions, regional labour markets, and communities.

• 2021

  CICan and Saskatchewan Polytechnic develop long-term-care workforce initiative[1]Colleges and Institutes Canadaen.wikipedia.org

  Other

  CICan collaborated with Saskatchewan Polytechnic on the Building Capacity in Long-Term Care program, responding to workforce shortages and capacity needs in Canada's long-term-care sector.

• 2014

  Association of Canadian Community Colleges adopts the CICan name[1]Colleges and Institutes Canadaen.wikipedia.org

  Other

  The organization changed its public identity to Colleges and Institutes Canada, reflecting a broader membership that included colleges, institutes, polytechnics, CEGEPs, and related public post-secondary institutions.

• 2014

  CICan introduces the Indigenous Education Protocol[1]Colleges and Institutes Canadaen.wikipedia.org

  Other

  CICan introduced a protocol intended to guide member institutions in improving outcomes for Indigenous learners and advancing reconciliation.

1. 1Colleges and Institutes Canadaen.wikipedia.org
2. 2Colleges and Institutes Canada official websitecollegesinstitutes.ca