Annual Review 2024-25

Building Our Capacity: A Shared Vision for System Renewal

At OISE Continuing and Professional Learning (CPL), capacity building isn’t a one-time project—it’s a sustained, deliberate practice. Capacity is ultimately about performance—how people and systems adapt, improve, and sustain impact under pressure. It’s how we respond to complexity with clarity, to system fatigue with renewal, and to uncertainty with structure. And this year, more than ever, it has been our call to action.

Throughout 2024–25, CPL staff met with school leaders, system administrators, faculty, and facilitators across Ontario and around the world. What we heard was clear: education systems are under pressure. Leaders are retiring faster than they can be replaced. Newer educators are stepping into high-responsibility roles without the networks or training to thrive. Staff morale is fragile. Professional isolation is growing. And while AI and digital tools dominate headlines, what educators say they need most is time, trust, and support.

In the face of these challenges, CPL’s approach has been to plant deep roots. Our Fellowships, EduTours, Communities of Practice, and global system-improvement initiatives have one thing in common: they are designed by educators, for educators. We recognize that growth doesn’t happen in isolation—it happens in teams, in relationships, and through the intentional design of learning that meets people where they are.

This year, we expanded our embedded work in school boards and post-secondary institutions, not just delivering professional learning, but co-creating the structures that help it stick—job-embedded, context-aware, and focused on the problems that matter most.

In 2025–26, CPL will launch its Workplace Learning & Development (WLD) framework: a career-mapping approach that spans the lifecycle of professional learning. From entry-level to specialized certification and leadership development, WLD provides a clear, adaptable roadmap for individual and organizational growth.

The WLD model reflects the reality of today’s workforce: learning needs to be accessible, timely, and transformative. It needs to support onboarding and upskilling, but also succession planning and innovation. And it must connect people—not just to content, but to each other.

Capacity building is, by nature, a hopeful act. It presumes that people can grow, systems can improve, and that with the right support, transformation is not only possible—it’s inevitable. This belief fuels our work. And it will guide us in the year ahead. 

Making Space for What Matters: Capacity, Context, and Connection in Ontario Schools

Across Ontario, school boards are grappling with deeply intertwined challenges affecting their capacity to foster professional growth and support student success. Joe Romano, Associate Director at OISE CPL, highlights that time and opportunity for community-building and professional learning have become scarce under current system strains. Staffing shortages have made it difficult for teachers to participate in collaborative initiatives such as Professional Learning Communities (PLCs), and the few remaining opportunities tend to be heavily structured, leaving little room for organic, meaningful connection. 

Improvement planning, once rigid and template-driven, is now returning to a more autonomous, locally contextualized model. While this offers schools greater ownership and accountability, Joe notes that the quality and creativity of plans vary widely depending on leadership style and board culture. Boards that empower principals to reflect local needs—such as those prioritizing entrepreneurship, pathways programming, or experiential learning—are seeing stronger alignment between school goals and student/community realities. 

At the same time, the anticipated digital transformation in education has stalled. Joe observes that despite earlier surges in ed tech and AI conversations, most boards are refocusing on “back-to-basics” priorities like literacy and mathematics, and re-emphasizing hands-on, experiential approaches over purely digital solutions. Technology is now seen more as an enabler, not the centerpiece, of learning strategies. 

Staff well-being and morale remain pressing concerns. Although many boards are now explicitly naming staff well-being as a strategic priority, the systemic pressures—talent shortages, shifting expectations, and resource limitations—have contributed to low morale and declining engagement. Leaders who succeed are those who act as buffers, protecting staff from external noise and helping them refocus on students’ needs. 

OISE CPL’s relational work—visiting schools, highlighting local successes, and fostering collaborative networks—has provided much-needed validation and recognition for educators navigating these complex pressures. Looking ahead, Joe stresses the urgent need to invest in leadership development to build a resilient new generation of principals and system leaders capable of guiding Ontario schools through their next chapter of renewal. 

“When improvement planning becomes a checkbox exercise, it hinders creativity and obscures local context. Empowering schools to reflect their unique communities makes the work more meaningful.”

Joe Romano, CPL Associate Director (and former School Principal)

Reimagining Innovation and Lifelong Learning: 
Reflections from the NAEL Conference, Reykjavik 

At the 2024 Nordic Adult Education and Learning (NAEL) Conference in Iceland, CPL Executive Director Dr. Elisabeth Rees-Johnstone delivered a compelling keynote on the intersection of adult learning, lifelong learning, and innovation.

Drawing on Canadian and Scandinavian perspectives, Elisabeth explored how investments in pedagogy, technology, and institutional systems interact to shape the future of professional learning. 

While many attendees initially pointed to technology as the most powerful lever for change, Elisabeth challenged this notion. Drawing on UNESCO research and the work of OISE scholar, Prof. Michal Perlman she emphasized that the most impactful innovations come from investing in educators themselves. “Professionalization is the lever,” she asserted, prompting vibrant discussion about evolving approaches to professional development. 

The conference also deepened OISE CPL’s partnership with the University of South-Eastern Norway (USN), as Elisabeth co-facilitated a session exploring communities in practice— a reframing of the more familiar “communities of practice.”

This distinction highlights how shared inquiry within real contexts builds resilience, supports wellbeing, and fosters innovation across K–12 and adult learning environments.  

Attendees responded strongly to OISE CPL’s capacity-building model, praising it as “inspired” and “admirable.” The event surfaced new opportunities for cross-border collaboration, particularly in connecting researchers and practitioners more intentionally. As Elisabeth noted, “We have more in common than we do different,” reinforcing the value of global dialogue in tackling shared educational challenges. 

The conference affirmed the relevance of OISE CPL’s work on the international stage—and inspired new pathways to advance research-informed practice in adult and lifelong learning. 

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Deepening Impact Through Knowledge Exchange: Strengthening the IB Ecosystem in Norway 

OISE Continuing and Professional Learning’s long-standing partnership with the University of South-Eastern Norway (USN) continues to evolve into a robust model of cross-institutional capacity building. Originally launched to support Norway’s growing network of International Baccalaureate (IB) schools, this collaboration now anchors a broader, research-informed professional learning initiative that integrates global educational trends with local priorities. 

In October 2024, OISE CPL participated in the Knowledge Exchange Conference on IB Teaching and Learning (KECIBN), co-hosted in Drammen by USN and NIBS. The two-day event brought together 100+ educators, leaders, and scholars from across Norway and Canada to explore inclusive education, outdoor learning, and inquiry-based leadership.

The conference also launched a new phase of joint programming, previewing a 2025 community-of-practice workshop series facilitated by OISE’s Garth Nichols and supported by Norwegian faculty experts. 

Running from March to June 2025, these workshops focus on school improvement within a Norwegian context, blending IB pedagogy with national education priorities. Future phases will further localize and scale offerings across Norway through co-developed programs in outdoor education and inclusive practice. 

As this partnership enters its next chapter—with continued planning and innovation meetings scheduled in Norway for June 2025—it reflects OISE CPL’s commitment to building system-wide educator capacity through sustained international collaboration.  

Strengthening International Collaboration through EduTours 

Fostering Global Dialogue on Leadership, Innovation, and Professional Learning

OISE EduTours have become a cornerstone of global engagement, fostering rich, two-way exchanges between Canadian education leaders and international delegations. In 2024–25, this model welcomed education leaders from the Kingdom of Saudi Arabia and South Korea’s Daegu Metropolitan Office of Education, each visit deepening professional ties while showcasing Ontario’s distinct approaches to system improvement and educator development. 

These aren’t typical study tours. EduTours are thoughtfully designed, immersive professional learning journeys—created to surface new insights, prompt rich dialogue, and build professional relationships across cultures and systems. 

In January 2025, a delegation from Daegu explored educator capability and curriculum innovation in Ontario, with a particular focus on inquiry-based learning. Across three days, participants engaged with system leaders, visited Turner Fenton and Glenforest Secondary Schools, and examined Ontario’s evolving assessment practices, school improvement planning models, and integration of International Baccalaureate (IB) programming. A highlight was the in-depth discussion with IB educators and students at Peel District School Board—offering delegates a first-hand look at how IB principles are embedded in Ontario classrooms. 

In October 2024, the Saudi Ministry of Education joined OISE CPL for a five-day executive-level EduTour. The itinerary blended high-impact professional learning with cultural experiences, including sessions on research-practice integration, visits to schools like UTS and JICS, and a deep dive into Ontario’s system-wide improvement strategies. The delegation also explored topics such as digital innovation, educator professional development, and community-connected learning, with each day curated to balance reflection, exchange, and discovery. 

“These relationships are being intentionally nurtured into longer-term partnerships,” said Joe Romano, Associate Director at OISE CPL. “We’re already exploring shared pilot projects that will deepen collaboration and continue building educator capacity in both directions.” 

EduTours exemplify CPL’s belief in stepping beyond traditional classrooms to co-create impactful learning environments. By welcoming delegations into real-world school and system contexts—and offering opportunities to engage directly with Ontario educators, researchers, and students—CPL is investing in reciprocal learning that builds capacity at home and abroad. 

Strengthening Talent Pipelines: Strategic Faculty Development in Saudi Arabia 

In May 2024, OISE Continuing and Professional Learning (CPL) participated in the KSA–Canada Education Summit in Riyadh, furthering its role in supporting Saudi Arabia’s ambitious National Education Transformation Plan. Executive Director Dr. Elisabeth Rees-Johnstone and Associate Director Michael Cassidy engaged with senior leaders from the Saudi Ministry of Education (MoE) to co-design pathways for strategic faculty development—positioning OISE CPL
as a trusted knowledge partner. 

The Summit followed a Toronto-based delegation visit in February and served as a springboard for new initiatives aligned with the Kingdom’s national strategy to uplift teacher quality, elevate professional standards, and digitize education. Through a series of in-depth meetings with four MoE divisions—including the Education Research Centre and the National Institute

for Educational Professional Development—OISE CPL was invited to consult on professional learning frameworks, establish education research operations, and co-develop curriculum advisory structures. 

Crucially, these engagements are not short-term. Proposed initiatives span the next 6–72 months and include EduTours to OISE, the establishment of lab school networks, and the development of new research centres and professional learning institutes. 

This sustained collaboration reflects a shared commitment to system-level talent development—addressing the need for well-prepared K–12 teachers and educational leaders in Saudi Arabia. With
a focus on capacity building and research-informed implementation, CPL is actively contributing
to one of the most transformative education
agendas in the region. 

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“We have over 70 people that have traveled from Canada and we have over 70 Saudi institutions that are here to meet them, (this) shows (that) the desire, the appetite for that collaboration between our two countries in the education sector is very, very strong,””

Jean-Philippe Linteau, the Canadian ambassador to Saudi Arabia, (From article in Arab News, May 6, 2024)

Building Educator Capacity in Rwanda through Competency-Based Learning

In partnership with the Mastercard Foundation and the University of Rwanda–College of Education (URCE), OISE Continuing and Professional Learning launched a multi-year initiative to strengthen faculty development through a Competency-Based Education (CBE) framework. Rooted in participatory design, the initiative was co-developed with URCE to ensure the learning needs, contexts, and aspirations of Rwandan faculty remained at its centre. 

Spanning three phases, the program included over 75 hours of blended training, intensive in-person workshops in Kigali, and the creation of a scalable, instructionally-designed CBE Training Guide. Over 200 faculty members engaged in collaborative learning, portfolio development, and research-informed inquiry.

Champions—senior faculty trained as facilitators—led their peers through curriculum redesign, assessment alignment, and the use of educational technology to support active learning. 

Notably, this was the first time in URCE’s history that the entire College of Education gathered for professional development. The initiative also introduced research mentorship models and launched planning for a new certificate in eLearning and instructional design to meet Rwanda’s national digital learning goals. 

With its emphasis on co-construction, reflection, and sustainability, this collaboration not only advanced URCE’s teaching practices but positioned it as a national leader in faculty development. Plans for future expansion include the formalization of a Centre for Excellence in Teaching and continued joint innovation in online pedagogy. 

InnovED MicroLab: Where Opportunity Meets Systemic Change

As part of the University of Toronto’s 2025 Entrepreneurship Week, OISE’s InnovED Network of Practice hosted its first MicroLab: “Unlocking the Power of Systems Thinking & Root Cause Analysis for Education Systems Improvement.” Led by Curriculum and Learning Innovation Specialists Jenna Marinucci and Samantha Presutto Quercia, the session brought together education entrepreneurs to examine how innovation can be made meaningful, scalable, and responsive to the real challenges facing education systems. 

Participants explored how understanding stakeholders’ day-to-day realities can enhance empathy, relevance, and trust. As Sam shared, “The shift was from disruption to collaboration—seeing innovation not as something imposed, but as something that fits naturally into existing systems to enhance them.” With that foundation, participants used tools like the Iceberg Model and Ishikawa Diagram to uncover structural challenges and prototype solutions rooted in evidence and equity. 

This MicroLab exemplifies InnovED’s commitment to entrepreneurial capacity building—equipping innovators with methods, mindsets, and networks to catalyze change in education, not just with ideas, but with insight.

From Aspiration to Action: Building Leadership Capacity through Embedded Inquiry

In 2024–25, OISE CPL scaled two high-impact leadership programs—the Education Leaders Program and the Professional Learning Fellowship—following successful pilot phases. Both reflect a shared goal: helping educators build sustainable, inquiry-informed leadership pathways. 

The Education Leaders Program continued in two distinct pathways: a Principal’s Qualification Program (PQP) for Ontario Certified Teachers, and an Education Leaders certificate program for teachers pursuing school leadership outside of Ontario. Across both, participants developed core leadership competencies and implemented context-specific improvement projects. 

Meanwhile, the Professional Learning Fellowship grew as a 14-week, inquiry-based experience supporting professionals to define challenges and design systemic solutions. Fellows engaged in structured seminars, collaborative feedback, and coaching from Experts in Residence. 

Sam Presutto-Quercia reflected on the impact: “Inquiry disarms people—it tells them they don’t have to have all the answers. Leadership becomes about facilitating learning and enabling change through process, reflection, and shared action.” 

Whether mapping stakeholder networks or prototyping change initiatives, participants developed as systems thinkers and human-centered leaders—skills increasingly vital in today’s complex education landscape. 

Collaborating for System-Wide Learning: OISE & TVO

The longstanding relationship between OISE and TVO is grounded in a shared origin story—both were created in the 1960s as part of a bold provincial vision to strengthen education through research, professional development, and public broadcasting. That legacy continues today through meaningful collaboration that mobilizes educational research, innovation, and digital learning at scale. 

Throughout 2024–25, OISE worked closely with TVO across a number of key initiatives. TVO played a prominent role in several of our EduTours and delegation visits, where international education leaders explored Ontario’s unique ecosystem.

Highlights included visits from the Ministry of Education of Saudi Arabia, the Daegu Metropolitan Office of Education in South Korea, and the University of Chile. In each case, TVO provided an immersive look at how Ontario is advancing digital learning infrastructure, self-directed high school programs, and educator supports—offering valuable insights that resonated with global reform efforts. 

TVO’s work aligns strongly with OISE’s focus on systems-level change, and our collaboration continues to highlight what’s possible when research, policy, and innovation intersect. As we look ahead, we are eager to deepen this relationship and explore new opportunities to co-develop learning models, build educator capacity, and support education systems in Ontario and around the world. 

Internal Capability Building: Production, Design, Facilitation

At OISE CPL, internal capability building isn’t just a support function—it’s a strategic imperative. Over the past year, we’ve invested deeply in our team’s capacity in course design, digital production, and facilitation. The launch of the Curriculum and Learning Innovation (CLIn) team, now celebrating its first anniversary, reflects this priority. This unit has brought new energy and structure to our development processes, helping us respond to complex client needs while reimagining how we work internally. 

From Sharjah to Toronto, our team has applied inquiry-driven methods to refine our tools, templates, and workflows—transforming even gig-based development work into a form of embedded workplace learning. We’ve bridged subject-matter expertise with advanced technical production and design capabilities, ensuring that our digital offerings meet high standards of accessibility, interactivity, and learner impact.

“We’re always testing, prototyping, and refining,” noted Sam Presutto-Quercia. “It’s never about arriving at a final product—it’s about shaping something responsive, usable, and grounded in real-world application.” 

Importantly, our commitment to capability-building goes beyond skill acquisition. It’s embedded in our culture. Whether walking colleagues through cost structures or supporting a colleague’s first instructional design project, every team interaction becomes a site for professional growth. The result? A dynamic, collaborative environment where excellence in facilitation, design, and production not only drives business outcomes—but models the very learning systems we help others build. 

Sustaining Capacity Through Communities of Practice & Inquiry-Driven Learning 

InnovED: A Networked Approach to Entrepreneurial Capacity

OISE CPL’s InnovED Network of Practice continues to evolve as a vibrant learning community—one that brings together educators, edu-preneurs, and system leaders committed to inquiry, experimentation, and transformation in education. Now entering its third year, InnovED engages members through MicroLabs, roundtables, and the Innovation in Action program—offering flexible, stage-based opportunities to convert ideas into meaningful, scalable solutions. 

In 2024–25, the Network emphasized three pillars: inclusivity, reflection, and relevance. It expanded intergenerational and multilingual programming and embedded the GROW coaching model to deepen reflective capacity. Sam Presutto-Quercia emphasized the importance of emotional and psychological safety in sustaining engagement: “These are spaces where people raise real challenges—building trust and belonging is essential for people to keep showing up.” 

Sam also highlighted a critical design insight: community members stay engaged when they see personal and professional stakes clearly reflected in the community’s shared goals. “Everyone needs a reason to be there—something they’re working on that the group helps make better.” Practical tools, templates, and structured peer feedback continue to serve as the community’s scaffolding, while the relationships within it create lasting momentum. 

By supporting inquiry as a career-spanning habit and building a bridge between entrepreneurial thinking and system awareness, InnovED is helping its members not just solve problems—but lead change with clarity, courage, and collaboration. 

Inquiry as Leadership Practice: Insights from the Professional Learning Fellowship

The Professional Learning Fellowship integrates a 14-week action inquiry process that enables educators to define, develop, and deliver meaningful change within their school or organizational contexts. Supported by skilled Facilitators and seasoned Experts in Residence (EiRs), fellows move beyond technical problem-solving toward more strategic, systems-aware approaches to leadership. 

This year, the revised structure of seminars created opportunities for Fellows to present their emerging ideas and receive targeted feedback—not just from peers, but from EiRs with lived experience navigating change in complex educational environments. These guided conversations prompted deeper reflection, with EiRs helping Fellows anticipate real-world challenges and refine their approaches for greater impact. 

As Sam Presutto-Quercia noted, inquiry reframes leadership as a facilitative, improvement-oriented practice: “It disarms people—you don’t have to have all the answers. It’s about the questions you ask.” Fellows were encouraged to explore macro and meso-level influences—sector trends, political conditions, and organizational systems—broadening their awareness beyond the immediate walls of their institutions. 

Through collaborative review, cross-sector examples, and embedded coaching, Fellows developed a more human-centered, distributed leadership stance—one grounded in humility, curiosity, and shared accountability for continuous improvement. 

Facilitation & Design: Our Global Signature

Across international projects—in Sharjah, Rwanda, and with our own internal teams—facilitation remains a cornerstone of our method. In Sharjah, we co-developed a suite of postgraduate and master’s-level leadership programs through a robust community of practice with SEA faculty. In Rwanda, our participatory design approach helped shape the Competency-Based Educator program,

using collaborative portfolio development and authentic assessment to build local capacity. Internally, these same facilitation strategies have informed how we mentor, coach, and develop teams—sustaining not just knowledge transfer, but a culture of inquiry and mutual accountability. 

Together, these interconnected efforts continue to fuel professional ecosystems that grow, adapt, and thrive.

The following 2024-25 statistics provide a brief overview of our performance across a number of key areas:

Professional Growth

Availability

Relevance

These performance indicators are aligned to Sustainable Development Goals (SDGs) and highlight how our work is grounded in equity, diversity, and inclusion while working to improve educator well-being, education quality, education work environments and operations, and education partnerships. 

Professional Growth 

Supporting educators’ career pathways and professional growth 

During our 2024-25 fiscal year, 4,032 learners participated in CPL courses, customized programs, and services. 3,532 enrolled directly in our courses, while 487 participated in closed enrollment (customized programs or services).

We issued 681 Certificates to learners, as well as 2,388 Records of Learning for learners to apply earned professional development (PD) credits toward further accreditation from various organisations, including the Ontario College of Teachers (OCT), the International Baccalaureate Organisation (IBO), the Canadian Council of Professional Certification (CCPC), and the Canadian Counselling & Psychotherapy Association (CCPA), and the Institute for Performance & Learning (I4PL) to name a few.

Availability

Widening opportunities & making participation easier

Top 10 locations by number of learners

• Canada
• Norway
• Rwanda
• China
• Hong Kong
• USA
• United Kingdom
• South Korea
• United Arab Emirates
• India / Singapore / Japan (tied)

Relevance

Making learning engagements relevant to current and emerging education domains / needs

Our courses equip education professionals with the skills, competencies, and professional standards needed to achieve and maintain a professional license or certification required for career advancement. Many of our courses and programs are accredited or approved by industry bodies.

Andrzej Szeib Honoured with 2025 Award of Excellence

In 2025, Learning Experience Designer Andrzej Szeib was recognized with the Award for Excellence in Continuing and Professional Learning—an honour that highlights the impact of thoughtful design and facilitation in adult education. 

A valued member of the CPL team, Andrzej has contributed significantly to the development of professional learning programs that emphasize process, purpose, and inclusion. His work is rooted in research-informed practice and driven by a deep commitment to collaborative, inquiry-based learning. From supporting faculty to co-creating meaningful learning experiences for global educators, Andrzej consistently brings clarity, creativity, and care to every project. 

His colleagues describe him as a generous team player and a creative problem-solver—someone who designs with empathy and always keeps the learner’s experience at the centre. This award affirms what we at CPL already know: that great learning design is both an art and a craft, and Andrzej exemplifies both with distinction. 

InnovED at the 2025 True Blue Expo

At this year’s True Blue Expo, OISE CPL’s InnovED Network stood out as a dynamic force within U of T’s entrepreneurship ecosystem. Members confidently represented the network, articulating how InnovED’s inquiry-driven, non-linear approach to education entrepreneurship supports meaningful, iterative development—not just business acceleration. 

Two ventures—Indus Space and Edututor—were featured in the marketplace, showcasing science learning kits, inclusive tutoring strategies, and digital tools.

More than a showcase, the Expo became a living demonstration of the InnovED model: a collaborative, human-centered space where members shared stories, tested ideas, gained feedback, and forged real-world connections. 

Educators, entrepreneurs, and sector professionals alike discovered a unique space where product design meets social purpose, and where career transitions and community mentorship are not just possible—but encouraged. The InnovED presence at the Expo wasn’t just about visibility; it embodied the network’s ethos of partnership, possibility, and transformation through inquiry. 

Internal Achievements and Evolving Roles

2024–25 marked a period of renewal and expansion at OISE CPL. We celebrated the one-year milestone of our Curriculum and Learning Innovation team and welcomed new roles that reflect our evolving ways of working. From design-forward curriculum specialists to tech-savvy production leads, the talent we’ve brought in reflects our commitment to meeting complexity with creativity. 

The year also saw a diversification of roles across our CPL extended (CPLX) community—process facilitators, experts in residence, host instructors, and contributors bringing lived experience from both K–12 and post-secondary contexts. These changes, grounded in the wisdom of our late mentor Evelyn Wilson, ensure that we remain deeply connected to the field. 

This internal growth has not only strengthened our programs—it’s transformed how we collaborate. With curiosity, openness, and a shared sense of purpose, our team continues to build capacity from within, modelling the values we bring to every professional learning partnership. 

Framing 2025–26: Formalizing CPL’s Workplace Learning & Development Approach

As we look ahead to 2025–26, OISE CPL is poised to accelerate its evolution with the formal launch of a comprehensive Workplace Learning & Development (WLD) framework—one that reflects years of testing, mapping, and reflection. This initiative recognizes that professional growth doesn’t follow a single path. Instead, it responds to the realities of contemporary work: lateral transitions, hybrid roles, and shifts across sectors, from education to industry. 

Our WLD approach integrates talent development and organizational development, positioning professionals within systems that support their growth. We’ve mapped role-specific pathways—whether someone is deepening their expertise, moving into leadership, or shifting into a new domain. These pathways are designed to align with real organizational conditions and supported through on-demand learning, recognized credentials, and collaborative inquiry-based networks. 

Importantly, this isn’t just a conceptual framework—it’s a living system grounded in evidence, enriched by human connection, and designed to address today’s most urgent workforce challenges: talent attrition, fragmented pathways, and a lack of coherent development environments. It aims to support individuals and their organizations simultaneously, ensuring professionals not only develop skills, but also have the conditions to apply them. 

Looking ahead, WLD will be our foundation for programs that are thoughtful, adaptive, and genuinely useful—whether accessed independently or through partnerships. We are stepping confidently into a new chapter: one that elevates inquiry, honours the human loop, and embraces the complexity of how people learn, grow, and lead. 

“The WLD model reflects the reality of today’s workforce: learning needs to be accessible, timely, and transformative. It needs to support onboarding and upskilling, but also succession planning and innovation. And it must connect people—not just to content, but to each other..”

Dr. Elisabeth Rees-Johnstone, Executive Director, OISE Continuing & Professional Learning