Academic Regulations

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Background

  1. Registration
    1. Distance Learning
    2. Residential Learning
  2. Deferral or Withdrawal
    1. Deferal - Prior to the Programme Beginning
    2. Withdrawal - During the Programme
  3. Learning Management System
    1. Moodle
  4. Communication
    1. Learner Responsibilities - Distance Learning
    2. Personnel Responsibilities - Distance Learning
  5. Evaluations
  6. Learning Disabilities
  7. Learner's Research
  8. Conduct
    1. General Principles
    2. Academic Integrity
    3. Generative Artificial Intelligence
  9. Misconduct
    1. Serious Incidents
    2. Academic Misconduct
    3. Unsatisfactory Progression
  10. Progress Review Processes
    1. Counselling Process
    2. Progress Review Board
  11. Teaching Language/a>
  12. Prizes and Awards
  13. Prior Learning Assessment Equivalency
  14. Course Report
  15. Course Critique
  16. Archives
  17. Annex A - Learner Unit Agreement Form
  18. Annex B - Registration Form
  19. Annex C - Programme Deferral/Withdrawal Form
  20. Annex D - PRAR & PRB Form
  21. Annex E - Academic Integrity Statement
  22. Annex F - Counselling Form
  23. Annex G - Convening Order (PRB)

Background

This document is intended for Canadian and international learners, staff and other stakeholders involved with the Chief Warrant Officer Robert-Osside Profession of Arms Institute (Osside Institute). It brings together the academic regulations and directives that apply to all learners enrolled in the following programmes:

  1. Intermediate Leadership Programme (ILP);
  2. Advanced Leadership Programme (ALP);
  3. Senior Leadership Programme (SLP); and
  4. Senior Appointments Programme (SAP).

1. Registration

1.1 Distance Learning

1.1.1 100 days prior to the beginning of the distance learning (DL) phase of the programme, the DL coordinator creates the serial in GUARDIAN.

1.1.2 90 days prior to the beginning of the programme, the Canadian Defence Academy (CDA) issues the instructional message inviting selected learners to register for the DL serial to which they are invited.

1.1.3 The selected learners must complete the unit agreement form (Annex A) and submit it to the DL coordinator who registers and assigns them to a group for the programme serial.

1.1.4 Each programme’s control document (Training Plan/Syllabus) determines the maximum of learners per group. The DL coordinator must inform the head of the Professional Military Education Department (PMED) of the number of groups created and the number of learners enrolled for each serial and programme as soon as possible, to facilitate the process of allocating groups to teachers.

1.1.5 60 and 30 days prior to the beginning of the DL phase of the programme, the DL coordinator sends the list of selected, but still unregistered, learners to CDA.

1.1.6 Subsequently, CDA informs career managers (CM) and Level 1s of unregistered learners.

1.1.7 Between the issuance of the instruction message and the beginning of the programme, any withdrawal or addition to the list of invited learners to the DL phase must be authorized by CDA.

1.1.8 Learners may be enrolled by the DL coordinator phase up to 10 working days before the beginning of a serial under the following circumstances:

  1. the maximum number of registrations for that serial has not been reached, while respecting the limit of learners per group; and
  2. to replace learners who have formally withdrawn from the serial, while respecting the limit of learners per group.

1.1.9 Any requests for additions beyond the 10 working days before the beginning of a serial must be approved by the Chief Instructor (CI) as recommended by the head of the PMED.

1.1.10 The PMED head is responsible for providing the DL coordinator with the list of teachers who will be assigned to a serial of a DL phase of the programme.

1.1.11 The PMED head shall designate the language of instruction assigned to each teacher.

1.1.12 No later than 10 working days prior to the beginning of the programme, the DL coordinator sends the preliminary list of registered learners to the programme head, the PMED head, and the Moodle manager.

1.1.13 International learners are registered by CDA through the Director Military Training Cooperation (DMTC) for a non-NATO country, or the Military Training and Cooperation Program (MTCP) for a NATO member country.

1.2 Residential Learning

1.2.1 100 days prior to the beginning of the residential learning (RL) phase of the programme, the RL coordinator creates the serial in GUARDIAN.

1.2.2 90 prior to the beginning of the programme, CDA issues the instructional message inviting selected learners to register for the serial of the RL phase to which they are invited. This excludes foreign learners.

1.2.3 The selected learners must complete the registration form (Annex B) then submit it to the RL coordinator who registers the learners according to their first official language.

1.2.4 60 and 30 days prior to the beginning of the RL phase of the programme, the RL coordinator forwards a list of selected, but still unregistered learners to CDA.

1.2.5 CDA informs the CM and Level 1s of unregistered learners.

1.2.6 Between the issuance of the instructional message and the beginning of the RL phase, any withdrawals, or additions to the list of learners invited to a serial of the RL phase must be authorized by CDA.

1.2.7 Learners may be registered by the RL coordinator up to 3 weeks prior to the beginning of a serial under the following circumstances:

  1. the maximum number of enrollments for that serial of the programme has not been reached, while respecting the limit of learners per syndicate; and
  2. to replace learners who have formally withdrawn from the programme, while respecting the limit of learners per syndicate.

1.2.8 10 working days prior to the beginning of the serial, the RL coordinator sends the list of registered learners to the programme head, directing staff, Moodle manager as well as the front desk to reserve quarters and rations.

1.2.9 The Moodle manager creates learner accounts and registers them on the RL phase programme page.

1.2.10 10 working days prior to the beginning of the RL phase, the programme head and platoon commanders (if applicable) send their welcome letters to the learners.

1.2.11 International learners are registered by CDA through the Director Military Training Cooperation (DMTC) for a non-NATO country, or the Military Training and Cooperation Program (MTCP) for a NATO member country.

2. Deferral or Withdrawal

2.1 Deferal - Prior to the Programme Beginning

2.1.1 Any learner who declines the instructions message to register in a programme and any learner formally registered who wishes to defer their enrollment prior to the programme beginning, must:

  1. complete the Deferral/Withdrawal form (Annex C);
  2. submit the form to their chain of command (CoC) for approval; and
  3. send the completed form to their CM.

2.1.2 Once signed the CM is responsible for sending the form to CDA.

2.1.3 CDA informs the coordinator of the given phase of the programme of the learner’s withdrawal.

2.1.4 The coordinator withdraws the learner from the programme, informs the Moodle manager, the programme head, as well as the PMED head and the directing staff/teacher.

2.1.5 A Progress Review for Administrative Reasons (PRAR) is not required in the case of a deferral before the beginning of the programme. Any repetitive request for deferral or withdrawal may be reviewed by a PRAR.

2.2 Withdrawal - During the Programme

2.2.1 Any learner who wishes to withdraw during the conduct of a programme must:

  1. inform the directing staff/teacher so that the programme head provides them with the Deferral/Withdrawal form (Annex C), while informing the coordinator of the given phase; and
  2. complete the Deferral/Withdrawal form, submit it to their CoC for approval and send it back to the programme head.

2.2.2 The programme head sends the completed form to the CM.

2.2.3 Once signed, the CM is responsible for sending the form to CDA.

2.2.4 CDA informs the coordinator of the given phase of the programme.

2.2.5 The coordinator of the given phase withdraws the learner from the programme informs the Moodle manager, the programme head, as well as the PMED head and the directing staff/teacher.

2.2.6 In the event of a withdrawal during the programme, a PRAR will be initiated by the programme head.

2.2.7 A PRAR is a procedure used by the Osside Institute to process a request to defer or withdraw from a programme for the following reasons:

  1. operational;
  2. personal;
  3. compassionate;
  4. medical;
  5. repetitive request for deferral or withdrawal; and
  6. any other extraordinary circumstances.

2.2.8 Once the learner has indicated their intention to withdraw, the programme head completes the Progress Review for Administrative Reasons form (Annex D) and a CF-377 form with mention of incomplete performance. The forms are then forwarded to the following individuals for signature:

  1. standards director;
  2. CI;
  3. Commandant of the Osside Institute; and
  4. Learner.

2.2.9 A copy of the CF-377 form is sent to the learner's home unit.

2.2.10 In accordance with CF Pers Instr 01/16 - NCM Professional Development Leadership Programmes Administrative Procedures, para 6.6 Deferments or para 6.7 No Shows any repetitive request for deferral or withdrawal may be reviewed by a Progress Review Board (PRB).

3. Learning Management System

3.1 Moodle

3.1.1 The DL and RL phases of the programmes are supported by the Moodle learning management system.

3.1.2 The Moodle manager creates the user accounts for the directing staff/teachers and learners.

3.1.3 Following the hiring or the assignment of a teacher, the PMED head is responsible for the Moodle access requests.

3.1.4 Following the posting of a member of the directing staff, the programme head is responsible for the Moodle access requests.

3.1.5 10 working days prior to the beginning of a DL phase serial, the coordinator sends the preliminary list of learners and assigned groups to the Moodle manager.

3.1.6 The Moodle manager is responsible for:

  1. creating the Moodle page of each group based on the Master Programme;
  2. creating the learners’ Moodle accounts; and
  3. registering learners to the Moodle page of their respective groups.

3.1.7 The directing staff/teacher of each group of the DL phase is responsible to make the Moodle page available no later than 0800hrs on the first day of the serial.

3.1.8 The PMED head is responsible for the management, maintenance and updating of the Moodle Programme Masters for the DL phase of the four programmes of the Osside Institute.

3.1.9 The directing staff/teacher is responsible and accountable for the management of the Moodle page for their respective groups.

4. Communication

4.1 Learner Responsibilities - Distance Learning

4.1.1 The Osside Institute expects learners to respect:

  1. the personnel of the Osside Institute;
  2. other learners;
  3. the instructions included in the programme documents; and
  4. the programme’s deadlines.

4.1.2 No later than 7 working days prior to the beginning of the DL phase, the programme head sends a welcome letter to communicate their professional expectations to the learners.

4.1.3 No later than the Wednesday of the week before the programme begins, the directing staff/teacher sends learners a welcome message containing general information about the DL phase.

4.1.4 Submission deadlines are designed to offer a steady workload throughout the duration of the programme. A learner can get ahead, but it remains at the directing staff/teacher's discretion whether to correct an assignment submitted before the deadline.

4.1.5 Open, continuous and effective communication is essential to a successful experience on the DL phase of the programme. The information listed below is considered essential and must be passed on to the directing staff/teacher as quickly as possible to prevent an unwarranted counselling process. The learner must:

  1. indicate any change in contact information;
  2. indicate their intention to withdraw from the programme;
  3. indicate the periods during which they will not be able to communicate with the directing staff/teacher; and
  4. request an extension for a scheduled assignment.

4.1.6 In exceptional cases, an extension of up to 5 working days can be granted by the directing staff/teacher. Any extension that goes beyond 5 working days must be approved by the programme head. A counselling process will be initiated if the agreed date is not met.

4.2 Personnel Responsibilities - Distance Learning

4.2.1 Directing staff/teachers are required to monitor the progress of learners in their assigned groups. They must be able to provide information about the progress of a learner when requested by management.

4.2.2 Such information includes, but is not limited to:

  1. the dates when assignments were submitted by the learner;
  2. the dates when marking guides were returned by the directing staff/teacher;
  3. the result and content of the evaluations for all assignments; and
  4. email exchanges between the learner and the directing staff/teacher.

4.2.3 The directing staff/teacher is responsible to inform the programme head and the PMED head of any situation that raises doubts about a learner’s capability to fulfill programme expectations, for example a lack of communication, late or missing assignment submissions and any other difficulties.

4.2.4 The directing staff/teacher must use the approved marking guides for each programme to assess assignments. They must use the assessment criteria without modifying them to ensure fairness between learners. Detailed explanations must be provided to justify the results granted.

4.2.5 The completed marking guide must be sent to the learner within 10 working days following the deadline, or the assignment’s submission date if an extension was granted. If for operational reasons, in the case of an authorized leave or for temporary duties, a directing staff/teacher is unable to respect this deadline, they must inform learners under their responsibility in advance. In case of a prolonged leave from work, they must designate a point of contact for this period and activate their mailbox out of office replies.

4.2.6 Directing staff/teacher must clearly identify their availability and communicate any change to the learners.

4.2.7 All emails and phone messages transmitted to a directing staff/teacher must be answered within 2 working days. If for operational reasons, in the case of authorized leave or for temporary duties, they are not able to respect this deadline, they must clearly inform learners under their responsibility in advance. In case of a prolonged leave from work, they must designate a point of contact for this period and activate their mailbox out of office replies.

5. Evaluations

5.1 As established in the training plan (TP) or syllabus, a DL learner who fails an assessment has a period of 2 working days to make the required amendments and resubmit an assignment. During the RL phase of a programme, the learner resubmits the failed assignment according to the re-test schedule. The directing staff/teacher must initiate a counselling process for all failures. If the learner does not believe that they will be able to respect these deadlines, the rules regarding extension requests normally apply.

6. Learning Disabilities

6.1 Learning disability accommodations may be requested in accordance with DAOD 5516-5 Learning Disability Accommodation during Recruitment, Training and Education. All accommodations must be approved by the Director Personnel Generation Requirements (DPGR) through the learner's CoC. This process must be completed before registration. The learning disability accommodations must be attached to the unit agreement form (Annex A) for the DL phase or the registration form (Annex B) for the RL phase.

7. Learner's Research

7.1 As part of the Osside Institute's programmes, learners may be required to conduct interviews with other Canadian Armed Forces (CAF) members to inform their assignments. The purpose of these exchanges is strictly to meet programme requirements, and they will be referred to as “personal communication”.

7.2 Should a project go beyond the above framework, the teacher will refer the learner to the PMED head, who will ensure that the RMC St-Jean research protocol is applied, in accordance with the following directives (if applicable):

  1. Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans - TCPS 2 (2022);
  2. DAOD 5061-0 Research Involving Human Subjects;
  3. DAOD 5061-1 Research Involving Human Subjects - Approval Procedures;
  4. DAOD 5062-0 Social Science Research; and
  5. DAOD 5062-1 Conduct of Social Science Research.

8. Conduct

8.1 General Principles

8.1.1 In accordance with DAOD 5019-0, Conduct and Performance Deficiencies, CAF members are responsible for their conduct and performance and the Osside Institute expects them to:

  1. meet established standards of behaviour in applicable regulations, codes of conduct, policies, orders, instructions and directives, including the DND and CF Code of Values and Ethics;
  2. meet established standards of performance in the execution of their duties, tasks and responsibilities, based on their current rank, military occupation, experience and position; and
  3. respect the dignity and value of all persons by treating them with respect and fairness at all times and in all places in accordance with the Canadian Human Rights Act.

8.2 Academic Integrity

8.2.1 The Osside Institute is committed to the principle of academic integrity and to providing a learning environment free from academic misconduct. According to the International Center for Academic Integrity, academic integrity is defined as a commitment to academic behaviour consistent with six core values: honesty, trust, fairness, respect, responsibility and courage.  

8.2.2 In the context of the Osside Institute, these values are aligned with those of the military ethos as stated in Trusted to Serve and Fighting Spirit, namely integrity and excellence.

8.2.3 Academic integrity is a shared responsibility between learners and all Osside Institute staff in order to:

  1. protect the credibility of the Osside Institute, its programmes and qualifications;
  2. support the development of competencies; and
  3. promote learner engagement and motivation in learning.

8.2.4 All Osside Institute staff and learners have an obligation to uphold these values.

8.3 Generative Artificial Intelligence

8.3.1 Considering the growing use of generative artificial intelligence (AI) in education, learners are required to sign a Statement of Academic Integrity (Annex E) for each phase of the Osside Institute's programmes.

8.3.2 Only the directing staff/teacher may authorize the use of generative AI in learning activities. If the use of AI is granted the learner must:

  1. indicate which AI is being used;
  2. verify the quality of the information generated; and
  3. explain how it is used in the learning activity.

8.3.3 The use of generative AI beyond the permissions granted by the directing staff/teacher will be considered as academic misconduct and will be subject to a PRB.

9. Misconduct

9.1 Serious Incidents

9.1.1 A serious incident represents any misconduct that may bring discredit to the CAF on the part of a learner including behaviours contrary, but are not limited to the following directives:

  1. DAOD 5019-0, Conduct and Performance Deficiencies;
  2. DAOD 9005-1, Sexual Misconduct Response;
  3. DAOD 5019-7, Alcohol Misconduct;
  4. CF Mil Pers Instruction 01/20 Hateful Conduct;
  5. DND and CF Code of Values and Ethics; and
  6. Canadian Human Rights Act.

9.1.2 Such behaviour will automatically result in a PRB if the programme head determines that there has been a serious incident that may bring discredit to the CAF. Learner's CoC will be informed immediately.

9.2 Academic Misconduct

9.2.1 As defined by DAOD 5019-6, Academic Misconduct and the Royal Military Colleges regulations, misconduct means any unethical or dishonest act or conduct in relation to training or education. Offences include cheating, plagiarism and all other forms of integrity misconduct, such as:

  1. give, receive, share, or utilize unauthorized information or unauthorized assistance. Unauthorized assistance includes the use of generative AI beyond permissions granted by directing staff/teacher;
  2. copying other learners' work or allowing other learners to copy their work;
  3. copying extracts from a text and passing them off as one’s own, without citing the source utilized;
  4. erroneous mention, failure to cite a source and misuse of quotation marks; 
  5. submitting a paper already submitted for another course without the directing staff/teacher’s permission;
  6. providing misleading or false statements regarding work completed;
  7. cooperating or collaborating without authorization;
  8. tampering with official documents, including electronic records;
  9. falsifying research or citations;
  10. impersonating a learner during a learning activity or an assessment. This includes logging onto any learning management system such as Moodle using someone else’s login and password;
  11. failing to acknowledge collaboration or outside assistance adequately;
  12. disseminating confidential information without authorization;
  13. disseminating course material, including digital or multimedia content, such as programme recordings, video capsules, PowerPoint presentations, etc. without authorization;
  14. hindering the learning activities of others; and
  15. aiding or abetting anyone in committing any form of an academic integrity violation.

9.2.2 Such behaviour will automatically result in a PRB if the programme head determines that academic misconduct has occurred.

9.3 Unsatisfactory Progression

9.3.1 Learners sometimes experience academic or personal difficulties that hinder the progression of their learning. Signs of unsatisfactory progress include, but are not limited to, the following behaviors:

  1. failure to follow instructions on learning activities and assessments as detailed by the directing staff/teacher;
  2. late and/or non-delivery of assignments within the prescribed deadlines;
  3. negligence in communications and/or extension requests;
  4. failure of an assessment as stipulated in the TP or syllabus;
  5. failure to demonstrate leadership qualities including, but not limited to, the following behaviours:
    1. adopting a negative attitude;
    2. lack of commitment to the programme; and
    3. non-participation in activities.

9.3.2 Such behaviours will lead to a counselling process that may result in a PRB if the programme head deems that unsatisfactory progress has been made.

10. Progress Review Processes

10.1 Counselling Process

10.1.1 The aim of the counselling process is to remedy unsatisfactory progress. It describes one or more shortcomings on the part of a learner, identifies measures to be taken to improve performance/conduct and sets out the consequences of a subsequent failure.

10.1.2 There are three levels of counselling, administered sequentially as required:

  1. level 1. Initiated by the directing staff/teacher for a first instance of unsatisfactory progress. The learner, programme head and/or PMED head will receive a copy of the counselling form (Annex F);
  2. level 2. Initiated by the programme head for a second instance of unsatisfactory progress. The learner, CI and commandant of the Osside Institute will receive a copy of the counselling form; and
  3. level 3. Initiated by the CI for a third instance of unsatisfactory progress. The learner’s CoC and the Commandant of the Osside Institute will receive a copy of the counselling form (Annex F). A level 3 counselling automatically leads into a PRB.

10.1.3 The programme head or CI may administer a second or third-level counselling immediately if deemed necessary.

10.2 Progress Review Board

10.2.1 According to the Canadian Forces Individual Training and Education System Manual - Volume 6: Conduct of Instructional Programmes (A-P9-050-000/PT-006), a PRB is required when important decisions must be made regarding a learner's future development, particularly if removal from the programme is being considered.

10.2.2 When a PRB is required, the programme head completes the PRB form (Annex F) and forwards it to the CI for signature and distribution.

Authority and Recommendation

10.2.3 The PRB makes recommendations to the commandant of the Osside Institute. As the decision-making authority, the commandant can choose to implement or not implement the board's recommendations. Recommendations include, but are not limited to, the following:

  1. removal from the programme with mention of incomplete performance to CF-377 form;
  2. removal from the programme with mention of failed performance to CF-377 form;
  3. resubmission of an assessment with comment to CF-377 form; and
  4. continue with the programme.

10.2.4 The commandant of the Osside Institute may request a review of the file by a superior commander. CDA Commander will act in this capacity.  

PRB Membership

10.2.5 The permanent members of a PRB are:

  1. the CI or their designated alternate, who will preside over the board;
  2. the programme head;
  3. a representative of the Standards Section; and
  4. the directing staff/teacher as required by the situation.

10.2.6 The board invites the learner, a representative of their unit and any other witnesses deemed relevant. The PRB president appoints the secretary. The secretary is responsible for the audio recording of the PRB, which is placed in the learner's file.

Required Documents

10.2.7 The following documents must be sent to the board’s members when applicable:

  1. the convening order;
  2. all relevant correspondence;
  3. counselling forms;
  4. completed marking guides;
  5. directing staff/teacher's notes; and
  6. any other relevant documents.

Learner’s Rights

10.2.8 According to the Canadian Forces Individual Training and Education System Manual - Volume 6: Conduct of Instructional Programmes (A-P9-050-000/PT-006) the learner has the following rights:

  1. review all information forwarded to the committee;
  2. talk to staff or fellow learners;
  3. prepare any materials they want to present; and
  4. present counter arguments, provide any supporting evidence, including witnesses.

PRB Procedures

10.2.9 Administrative procedures prior to the PRB - The programme head will provide the learner with the PRB documentation 2 working days before the committee meeting while obtaining an acknowledgement of receipt. The purpose of this procedure is to ensure that the learner:

  1. is notified of the PRB;
  2. understands the purpose, membership and procedures of the PRB;
  3. understands the potential consequences of the PRB's decision; and
  4. has all the necessary documents.

10.2.10 The board meeting will take place in the following sequence:

  1. introduction. The president invites PRB members to introduce themselves in turn; 
  2. preparation. Members review relevant documents, prepare questions and review the sequence of the meeting;
  3. explanation. The president invites the learner and their unit representative to join the meeting. The president informs the learner that the meeting will be recorded. The secretary begins recording. The president explains the reasons for the PRB.
  4. discussion. The president confirms that the learner has received, read and understood the documentation. The president invites the learner to speak about the reasons of the PRB. If applicable, the president invites witnesses called by the learner to join the committee for the duration of their presentation. The learner's unit representative is invited to speak. The president grants the opportunity to speak to PRB members in turn. The learner is invited to make a final comment. The president informs the learner of recommendations that may apply:
    1. removal from the programme with mention of incomplete performance to CF-377 form;
    2. removal from the programme with mention of failed performance to CF-377 form;
    3. resubmission of an assessment with comment to CF-377 form; and
    4. continue with the programme.
  5. the learner and their unit representative leave the meeting. The secretary stops the recording;
  6. deliberation/Recommendation. Board members deliberate and reach consensus on the final recommendation to be submitted to the commandant of the Osside Institute; and
  7. decision. The commandant reviews the board's recommendation and makes the final decision.

10.2.11 Administrative procedures following the PRB - Once the final decision has been rendered by the commandant, a signed copy of the PRB form (Annex F) will be sent to the learner and their CoC within 24 working hours after the committee meeting. The original copy will be archived by the Osside Institute. In the case of an international learner, a copy will be sent to DMTC for a non-NATO country or to MTCP for a NATO member country.

10.2.12 If the decision is to remove the learner from a programme, a CF-377 Course Report form will be completed and sent to the learner's unit.

Grievance

10.2.13 A learner who intends to file a grievance should notify their intention to their unit commanding officer. The National Defence Act provides: “29. (1) An officer or non-commissioned member who has been aggrieved by any decision, act or omission in the administration of the affairs of the Canadian Forces for which no other process for redress is provided under this Act is entitled to submit a grievance.” (QR&O, volume 1, chapter 7).

11. Teaching Language

11.1 In accordance with the Official Languages Act, learners have the right to receive individual instruction and education in the official language of their choice, either English or French.

11.2 The policies and procedures governing official languages in an instructional or educational setting are explained in DAOD 5039-6 Canadian Armed Forces Training and Education in Both Official Languages.

11.3 Learners are enrolled in a programme in their mother tongue by default. A learner may request training in the official language of their choice by indicating their preference in the GUARDIAN system (language of instruction) and in the unit agreement form (Annex A) for the DL phase or the registration form (Annex B) for the RL phase.

11.4 On the ILP, ALP and SLP, the groups and programme pages are unilingual, and the programme material is offered only in the language of the group. Learners must participate in programme activities in the language of the group.

11.5 For the SAP, groups are bilingual, and all mandatory material is offered in both official languages. Learners can take part in programme activities in the official language of their choice.

12. Prizes and Awards

12.1 The Chief Warrant Officer Dan Brissette Award was created to recognize academic excellence. It is awarded by a committee chaired by the Canadian Armed Forces Chief Warrant Officer (CAF CWO) to an ALP learner.

12.2 The CAF CWO Challenge Award is presented to one team of ILP learners for the quality of their interaction, research and recommendations in the context of the challenge. The winners are selected by the CAF CWO.

12.3 The Chief Warrant Officer Kevin West Award (CAF CWO between 2013 and 2018) is awarded annually to the directing staff/teacher who, by their implication within the Osside Institute, best reflects the following qualities:

  1. leadership;
  2. loyalty;
  3. vision;
  4. dedication;
  5. integrity; and
  6. innovation.

12.4 To highlight academic excellence and with the agreement of learners, the Osside Institute publishes papers selected by directing staff/teachers on the RMC Saint-Jean website (Osside Institute tab).

13. Prior Learning Assessment Equivalency

13.1 Prior Learning Assessment Recognition (PLAR) equivalencies may be granted by CDA HQ on case-by-case basis. A person who wishes to request a prior learning assessment and recognition complete the form Request for Prior Learning Assessment and Recognition (DND 2963-E) and send it to CDA:

  1. DWAN
    +CDA.PLAR NCM PD-DP MR
    ERA.ACD@CDA-ACD@Kingston
  2. Internet
    P-PLARNCMPD@forces.gc.ca

14. Course Report

14.1 In accordance with DAOD 5031-9 Course Reporting and Certificates, each learner will receive a course report (CF 377) upon completion of the programme (DL and RL phases) proving that they have received a CAF qualification.

14.2 One of the following performance results will be entered:

  1. pass;
  2. failed; and
  3. incomplete.

15. Course Critique

15.1 Course critiques are voluntary. They are submitted daily, weekly or at the end of the one of the programme phases by learners to obtain their feedback on learning activities, programme curriculum and administrative procedures.

16. Archives

16.1 DL phase directing staff/teachers must keep all email communications with the learners in their Outlook personal folder for a minimum of 24 months.

16.2 Once a DL phase serial is closed, the long-term archive of the programme documents is the responsibility of the Osside Institute Standards Section.

16.3 Each group's Moodle page is the main archiving repository for documents. At the end of a serial, directing staff/teachers must ensure that the following documents are saved in the Moodle dropboxes of their respective groups:

  1. the original versions of the assignment submitted by learners;
  2. corrected copies of assignments returned to learners; and
  3. detailed marking guides.

17. Annex A - Learner Unit Agreement Form

Annex A - Learner Unit Agreement Form, (Version PDF, 380 KB) This document is only available on the Intranet site

18. Annex B - Registration Form

Annex B - Registration Form, (Version PDF, 308 KB) This document is only available on the Intranet site

19. Annex C - Programme Deferral/Withdrawal Form

Annex C - Programme Deferral/Withdrawal Form, (Version PDF, 309 KB) This document is only available on the Intranet site

Annex D - PRAR & PRB Form, (Version PDF, 480 KB) This document is only available on the Intranet site

21. Annex E - Academic Integrity Statement

Annex E - Academic Integrity Statement, (Version PDF, 568 KB) This document is only available on the Intranet site

22. Annex F - Counselling Form

Annex F - Counselling Form, (Version PDF 297, KB) This document is only available on the Intranet site

23. Annex G - Convening Order (PRB)

Annexe G - Convening Order (PRB), (Version PDF, 285 KB) This document is only available on the Intranet site

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