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    Distance Learning

    ICS Canada

    In 1890, a newspaperman named Thomas J. Foster was one of the first to recognize that working adults with ambition needed a convenient way to learn advanced skills. He developed the distance-learning method as a way of helping anthracite coal miners become mine superintendents and foremen.

    This was the solution hard-working people around the country had been searching for! Miners would work a twelve-hour shift, then return home to study by candlelight, so they could gain the engineering knowledge they needed to earn promotions.

    By 1894, the school was enrolling students in Mexico, British America, and Australia. The school became a stunning success virtually overnight, enrolling more than a quarter of a million students in its first decade. More than 16,000 Canadians are currently studying with ICS Canada.

    As the world's leader in at-home education, ICS has maintained a tradition of excellence for more than 100 years. We're proud of our history and excited about our future. We look forward to helping you become a successful part of our next century of learning and accomplishment.

    Business Diploma

    Creative/Design Diploma

    Education Diploma

    Health Services Diploma

    High School Diploma

    Legal Studies Diploma

    Technology Diploma

    Trade Diploma

    ICS Canada is accredited by the Middle States Commission on Secondary Schools for most of our vocational-technical courses.

    The Canadian Education and Training Accreditation Commission
    ICS Canada is accredited by the Canadian Education and Training Accreditation Commission (CETAC). One of the most important characteristics of an accredited school is its ongoing efforts to improve course curricula, administrative procedures and student services. CETAC has a Federal Charter in Canada for the purpose of accrediting those private post-secondary vocational schools that demonstrate educational excellence.

    Quoting from its handbook, "The Canadian Education and Training Accreditation Commission (CETAC) is an independent branch of the National Association of Career Colleges. It has been responsible for institutional accreditation of private post secondary institutions in Canada since 1985."

         CETAC sees its mission as being two-fold:

    • To ensure the general public of the quality of a given institution and its courses.
    • To assist the institution in a continuous improvement of itself.

    To do this, CETAC schedules team visits, the members of which conduct an on-site investigation to verify data submitted by the institution in its self-evaluation report. In the course of its visit, the team interviews administration, staff, instructors and students, discussing the effectiveness of the institution's operations and educational courses.

    The CETAC team then compares its findings to the institution's self-evaluation report, previously submitted to CETAC, wherein the institution outlines its goals and its ability to meet its objectives. The CETAC team assesses the institution's effectiveness at fulfilling its mission, from the point of view of the students' best interest.

    The CETAC team may recommend certain procedures be instituted or changed before accreditation is granted for the standard five year period. However, once accreditation is granted, students can feel confident that they are enrolled in an institution meeting the highest academic and professional standards.

    ICS Canada is a member of the National Association of Career Colleges (NACC).

    International Association for Continuing Education and Training: The CEU

    As of January 1998, all ICS Canada diploma courses have been assigned CEU values by the International Association for Continuing Education and Training (IACET).

    The original intent of the national task force when it established the CEU (Continuing Education Unit) was to create a unit of measurement that could be used to quantify continuing education and training activities. This new unit of measure was designed to serve the diversity of providers, activities, and purposes in adult education. While standardizing the way in which learning activities were quantified, the task force sought to maintain the diversity and flexibility of continuing education and training. Based on a philosophy that the value of a learning experience is in the eye of the beholder, thousands of organizations have adopted the CEU because of its utility and recognition as a national standard.

    Since the inception of the CEU in 1970, there has been increasing emphasis on the CEU as a mark of quality assurance for learning activities. In response to that emphasis, the Council on the CEU, now the International Association for Continuing Education and Training, has undertaken several research projects leading to enhancements in the criteria and guidelines.

    Now in its third decade of use, the CEU serves a number of purposes:

    • a uniform unit of measure for continuing education and training
    • a nationally recognized unit of measure
    • a concept that can be used by different sponsors
    • a concept useful in a variety of learning formats
    • criteria by which the quality of learning activities are judged
    • a systematic means for course development and delivery
    • criteria by which educational sponsors are evaluated
    • a requirement for the documentation of learning experiences.

    Reprinted from The Continuing Education Unit:
    Criteria and Guidelines, 5th Edition

    International Association
    for Continuing Education and Training
    1200 19th St., N.W., Suite 300
    Washington, D.C. 20036


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