Through the Dual Credit Program, high school students have the opportunity to attend college and earn a credit at both institutions. Students take a college or apprenticeship course that count towards a certificate, diploma or degree program.
Dual credit programs are intended to assist secondary school students in completing their OSSD and support a successful transition to college and/or apprenticeship programs. The courses are offered in a variety of interest areas and potential career paths. Some of the courses are lab or shop based with hands-on experiences, while others provide a lecture style format in a college classroom.
Eligibility
Students may be eligible if they are:
- At risk of not graduating from high school.
- Enrolled in a Specialist High Skills Major.
- Enrolled in the Ontario Youth Apprenticeship Program.
- Returning to high school to get their diploma.
- Interested in exploring career pathways, including apprenticeships.
- Looking for help with the transition to college or an apprenticeship program.
Why Take Dual Credit
The Dual Credit Program was introduced to meet a number of important goals that are critical to student success and achievement including:
- Introducing students to a variety of career options.
- Getting a head start on a career in a field of interest.
- Helping students make appropriate career choices before they enter full-time post-secondary school.
- Assisting students in completion of their Ontario Secondary School Diploma.
- Experiencing a college environment.
- Easing the transition from high school to college.
- Acquiring skills that can be used over a lifetime.
Read more about the Dual Credit Program as explained by Algonquin College.
Timeline for Dual Credits
Fall - Course run from September to December, 1 day per week, typically 3 hours
Winter - Courses run from February to May, 1 day per week
Spring - Course run from May to June, 1 day per week
Contact Us
For more information contact your school’s Guidance Counsellor.
Resources
Read more about the Dual Credit Program, as explained by: