Canada School of Public Service 2025–26 Departmental Plan
- His Majesty the King in Right of Canada, as represented by the Minister of the Treasury Board, 2025
- Catalogue No.: SC100-9E-PDF
- ISSN: 2371-8382
From the Minister
The Honourable Shafqat Ali, President of the Treasury Board
As the Minister responsible for the Canada School of Public Service, I am pleased to present the School's Departmental Plan for 2025–26. The Canada School of Public Service is the Government of Canada's common learning provider, providing a wide variety of courses, events, programs, and learning tools that establish a strong culture of growth and learning within the public service.
This report outlines the School's key priorities and the results it is working to achieve to ensure that Canada's public servants have the tools they need to serve Canadians with excellence. In the coming year, the School will continue to advance the Government of Canada's priorities and work towards its vision of being the school of choice for public servants by providing the highest quality learning experience.
The School is working to develop strong leaders in the public service, particularly in support of the Good Governance domain of Canada's Quality of Life Framework. For example, the suite of learning products featured in its new Leadership Learning Path is designed to equip executives and aspiring executives with key leadership skills.
To provide employees with the skills they need to deliver a world-class public service, the School will also provide additional learning offerings on delegation, communication, and values and ethics. These programs, along with an expanded range of courses, videos, professional tools and events, are designed to promote a diverse and respectful public service based on its core principles of public trust and transparency.
The School also has an important role to play in the Action Plan for Black Public Employees. Through leadership programs and by adding new features to its Anti-Racism Learning Series, which focuses specifically on issues affecting racialized groups in the public service, it further supports the career development of Black executives.
To continue to support the United Nations Declaration on the Rights of Indigenous Peoples Act and to advance reconciliation with Indigenous Peoples, the School will strengthen its learning products that provide historical and contextual information to better enable public servants at all levels to serve members of the First Nations, Métis and Inuit people with fairness and dignity.
To reflect Canada's multicultural and diverse society, the School will continue consulting and collaborating with 2SLGBTQI+ communities, Indigenous people, Black and racialized Canadians, women, and persons with disabilities to ensure that its learning catalogue reflects the evolving perspectives and lived experiences of citizens across the country. It will also ensure that this learning material is accessible and barrier-free to public servants, while also expanding its reach to make this information more accessible to anyone who may also wish to learn.
To help public service employees drive Canada's digital government transformation, the School will expand its learning curriculum. This work aligns with the Government of Canada's recent Digital Ambition and the 2023-2026 Data Strategy for the Federal Public Service. As a result, the School will inform its learning priorities and decisions through robust data collection and analysis, taking into account the growing interest and concern around artificial intelligence and cybersecurity. It will also continue to identify the changing needs of its students and their behaviours, and address emerging issues before they become major challenges. Through this work, the School will continue to pursue its goals of offering shared learning for core public service employees and supporting them in fulfilling their responsibilities to serve Canadians to the best of their ability. To learn more about the Canada School of Public Service, its priorities and its goals for the year ahead, I invite you to read the 2025‒26 Departmental Plan.
The Honourable Shafqat Ali
President of the Treasury Board
Plans to deliver on core responsibility and internal services
Core responsibility and internal services
Common public service learning
Description
The Canada School of Public Service provides common learning to all employees of the core public service to serve Canadians with excellence.
Quality of life impacts
Common public service learning contributes to the Quality of Life Framework for Canada, impacting the domains of "Good Governance," "Prosperity," "Health," and "Society."
More specifically, it is related to the indicators "Confidence in institutions," "Representation in senior leadership positions," "Indigenous self-determination," "Child, student and adult skills," "Productivity," "Self-rated mental health," "Sense of pride/belonging to Canada," and "Positive perceptions of diversity," through the provision of common learning to all employees of the core public service.
Additionally, the School supports the "Fairness and Inclusion" lens by providing public service employees with the skills and knowledge they need to deliver programs, policies and services effectively. This includes ongoing conversations on values and ethics, raising awareness on Indigenous rights, cultures and perspectives and addressing issues like harassment, racism, and inclusion.
By equipping public service employees with the necessary tools and understanding, the School ensures that policies and services are designed to enhance the overall well-being of Canadians.
Indicators, results and targets
This section presents details on the department's indicators, the actual results from the three most recently reported fiscal years, the targets and target dates approved in 2025‒26 for common public service learning. Details are presented by departmental result.
Tables 1 to 4 provide a summary of the target and actual results for each indicator associated with the results under common public service learning.
Table 1: Common learning is responsive to learning needs
| Departmental result indicators |
Actual results |
Target |
Date to achieve target |
| Percent of learning priorities addressed annually |
2021‒22: 89.5%
2022‒23: 94.2%
2023‒24: 82.5% |
80% |
March 31, 2026 |
| Percent of learning products updated in accordance with the product life-cycle plan |
2021‒22: 100%
2022‒23: 100%
2023‒24: 100% |
80% |
March 31, 2026 |
Table 2: Quality common learning is provided to the core public service
| Departmental result indicators |
Actual results |
Target |
Date to achieve target |
| Percent of learners who report that their common learning needs were met |
2021‒22: 83.2%
2022‒23: 84.3%
2023‒24: 86.4% |
90% to 93% |
March 31, 2026 |
| Percent of supervisors who report improved performance of employees, in particular for those employees in management and leadership development programs |
2021‒22: 78.5%
2022‒23: 71.5%
2023‒24: 68.8% |
75% |
March 31, 2026 |
| Percent of learners who report that the facilitator/instructor was effective |
2021‒22: 94.7%
2022‒23: 95.2%
2023‒24: 96.6% |
95% |
March 31, 2026 |
Table 3: Common learning is accessible to all employees of the core public service
| Departmental result indicators |
Actual results |
Target |
Date to achieve target |
| Percent of employees of the core public service who access common learning annually |
2021‒22: 95.1% Endnote 1
2022‒23: 75.5%
2023‒24: 73.3% |
65% |
March 31, 2026 |
| Percent of employees of the core public service in the National Capital Region who access common learning annually |
2021‒22: 84.9%
2022‒23: 58.7%
2023‒24: 58.6% |
65% |
March 31, 2026 |
| Percent of employees of the core public service outside of the National Capital Region who access common learning annually |
2021‒22: 99.3%Endnote 2
2022‒23: 90.0%
2023‒24: 86.5% |
55% |
March 31, 2026 |
Table 4: Strengthened capacity across the core public service to use innovative approaches
| Departmental result indicators |
Actual results |
Target |
Date to achieve target |
| Number of demonstration and learning projects undertaken in collaboration with other departments and agencies each year |
2021‒22: 47
2022‒23: 83
2023‒24: 33 |
23 |
March 31, 2026 |
Additional information on the detailed results and performance information for the School's program inventory is available on GC InfoBase.
Plans to achieve results
The following section describes the planned results for common public service learning in 2025‒26.
1. Common learning is responsive to learning needs
Results we plan to achieve
- The Government of Canada and Public Sector Skills business line will support public servants in understanding their obligations and responsibilities as government employees through a wide range of learning products. This includes orientation courses for new employees and foundational training on values and ethics. It also includes functional training in areas such as human resources, finance and procurement, and training for managers on authority delegation. To provide high-quality and innovative products, the business line will collaborate with community partners and subject matter experts to identify priority learning needs based on existing gaps and government priorities, and will develop, validate and curate product content.
- The Transferable Skills business line will continue to collaborate across the public service with functional communities, horizontal organizations and other stakeholders, working transparently and using a coordinated approach to identify training needs and develop learning programs that support public service employees who respond to a rapidly changing and increasingly complex environment. Key priorities will include the support of leadership development through initiatives such as the Leadership Development Program for Black Supervisors and Managers, an intense, 8-week cohort-based program to support Black employees on their leadership journey.
- The Digital Academy business line will continue to address the evolving digital, data, and service design learning needs of public service employees to deliver modern, digital-era programs, policies and services. Priority areas for new learning content will be on artificial intelligence (AI), data, service design, cyber security, and digital competencies. Additionally, the business line will expand its learning opportunities for executives with the Executive AI Learning Accelerator Program for Executives.
- Through the Respectful and Inclusive Workplace business line, the School will deliver learning to support the implementation of legal and policy drivers aimed at advancing equity, diversity, and inclusion. Key topics will include foundational concepts in equity, diversity, and inclusion (for example, Gender-based Analysis Plus, unconscious bias, and combatting systemic racism and discrimination), accessibility, anti-Black racism, 2SLGBTQIA+ inclusion, healthy workplaces, mental health, harassment and violence prevention, and addressing forms of hate.
- The Indigenous Learning business line will support the Government of Canada's legal and policy obligations to implement section 35 of the Constitution Act, 1982, and the United Nations Declaration on the Rights of Indigenous Peoples Act (the UN Declaration Act) and further its commitment to reconciliation with Indigenous Peoples: First Nations, Inuit, and Métis. Through distinction-based courses, events and other learning products, it will help public service employees improve their cultural competencies and increase their knowledge of the history, cultures and perspectives of First Nations, Inuit, and Métis, including their long-standing relationships with the Crown. This work will contribute to fulfilling the objectives set out in the Truth and Reconciliation Commission's Call to Action 57 and addressing the UN Declaration Act Action Plan.
- The Executive Learning directorate at the School will complement the five business lines by equipping public service executives with the knowledge, competencies and skills they need to respond to government priorities and meet the current and future needs of Canadians. Executive Learning will support the Government of Canada's Action Plan for Black Public Servants by delivering a leadership development program to support the career development of Black executives. Through this program, Black executives will have the opportunity to deepen their understanding of leadership dynamics in the federal context, hone their leadership skills and competencies, and explore tools to support their career progression. In addition, these executives will explore approaches to leverage their lived experience to foster a more inclusive public service that is able to meet the diverse needs of Canadians.
- Learning priorities and decisions are informed by robust data collection and analysis. The School will continue to increase its data holdings and analytic capacity to not only identify key trends, learner behaviours, and emerging challenges, but to transform this data into actionable insights.
2. Quality common learning is provided to the core public service
Results we plan to achieve
- Engagement and consultation are fundamental to the development and delivery of high-quality learning products. To enhance curriculum development, the School will apply the "Nothing Without Us" principle so that initiatives are co-created with partners, interdepartmental learning advisory committees and subject matter experts, which includes individuals with lived experience. This approach fosters engagement, trust, and cultural competence among the public service.
- In order to create and deliver high-quality Indigenous learning, both the content (the "what") and the process used to create the content (the "how") are essential. The School will offer distinctions-based (First Nations, Inuit, and Métis) learning opportunities, building and maintaining relationships with Indigenous partners and organizations, and co-creating and validating content in consultation and cooperation with Elders, Knowledge Keepers, and Indigenous subject matter experts.
- Through the Government of Canada Data Community, the School will provide quality common learning to the core public service. Events such as the Data for Impact Series and the Government of Canada Data Conference will allow public service employees to learn more about key issues and case studies to support the implementation of the Government of Canada's 2023‒26 Data Strategy.
- The School will support executives and individuals aspiring to advance as senior leaders at key transition points in their career. Programming will support these leaders by deepening their knowledge of authority delegation and honing their competencies in areas such as relationship building and collaboration to support a whole-of-government perspective. In addition, programs create opportunities for leaders to gain insights from leading-edge thinkers to foster leadership capacity on themes such as artificial intelligence, innovation, and leading in complex and ever-changing environments.
- As it strives to provide public servants with accessible learning products of the highest quality and relevancy, the School will continue to refine and augment the scope of its data reporting tools to provide additional, real time, actionable performance data to business lines and enabling functions to guide decisions on individual learning products, overall curriculum development and updates.
3. Common learning is accessible to all employees of the core public service
Results we plan to achieve
- The School will release a new search engine for its catalogue of products that will improve the accuracy, speed, and relevance of search results, leading to a more efficient and satisfying learner experience.
- This search engine, along with additional tools, will be AI-enabled. The School will prioritize the responsible and sustainable use of AI aimed at enhancing the quality of its services to learners.
- The School will focus on new pathways and learning maps to allow public service employees to have easier access to comprehensive curricula on core Government of Canada skills and functions, including policy development, project management and leadership skills.
- Through continuous engagement and testing with learners, the School will continue to deliver barrier-free learning products. In its Accessibility Plan 2023−25, the School committed to 26 concrete actions to address barriers to accessibility. These actions include accessibility monitoring and improving the learning product review cycle.
- The School will test all its learning products for accessibility and will communicate with its vendor community to continuously drive towards improvements.
4. Strengthened capacity across the core public service to use innovative approaches
Results we plan to achieve
- The School will help public service employees understand and integrate emerging trends and technologies into their work and workplace by:
- Offering a newly redesigned CSPS Digital Accelerator program that will provide applied learning to public servants at scale on service design and collaborative problem-solving.
- Creating opportunities for experimental learning for executives, including through gamification scenarios and by continuing to leverage in-depth learning, which fosters the use of reflection, lived experience and lessons in known and unknown situations.
- The School will make available to the public a new version of its mobile app, Reconciliation: A Starting Point. This version will contain new videos of Indigenous senior leaders in the public service, enhanced navigation and features, and revised language and content, especially on the United Nations Declaration on the Rights of Indigenous Peoples Act.
- Through the National Managers' Community, the School will share resources to support public service managers across the country in the areas of new digital tools, digital competencies, and digital literacy. The National Managers' Community will encourage and support managers as they navigate the change management processes required to bring innovative tools and approaches to their teams.
- The GC Data Community, hosted at the School, will promote innovation across the Government of Canada by creating better awareness and uptake of innovative tools and applications that leverage data. For example, the GCDC Data Resource Hub and Toolkit Library on GCXchange will be further developed to promote the responsible collection and use of disaggregated data, as well as interdepartmental sharing on artificial intelligence tools.
Planned resources to achieve results
Table 5: Planned resources to achieve results for common public service learning
Table 5 provides a summary of the planned spending and full-time equivalents required to achieve results
| Resource |
Planned |
| Spending |
70,539,948 |
| Full-time equivalents |
483 |
Complete financial and human resources information for the School's program inventory is available on GC InfoBase.
Related government priorities
Gender-based Analysis Plus
In 2025‒26, the School will host learning events and launch new learning products that respond to the learning needs of public service employees.
The School will continue its collaboration with Women and Gender Equality Canada (WAGE) and other departments and agencies to develop and deliver learning products that support the Government of Canada's commitment to intersectionality, fairness and inclusion. These efforts will equip learners to uphold the goals, objectives, and indicators of the Gender Results Framework.
The School will develop approaches to bolster the application of a GBA Plus analysis, including systematic assessments of intersectionality as it relates to Indigenous Peoples in the design and redesign of learning products and collaboration with WAGE where appropriate. The School will also continue to foster learning on GBA Plus and intersectionality as it relates to Indigenous Peoples, climate change and other learning priorities.
United Nations 2030 Agenda for Sustainable Development and the UN Sustainable Development Goals
To support Canada's efforts to advance the Sustainable Development Goals of the United Nations 2030 Agenda for Sustainable Development, the School will continue to contribute to Canada's Federal Implementation Plan for the 2030 Agenda by:
More information on the School's contributions to Canada's Federal Implementation Plan on the 2030 Agenda and the Federal Sustainable Development Strategy can be found in our Departmental Sustainable Development Strategy.
Innovation
The School will continue to explore how generative AI tools can support operations and improve learning delivery for public service employees. The School will grow its understanding of the risks and opportunities of these tools and keep pace with the evolving digital landscape. Importantly, these tools will provide data-driven insights into both internal business processes and service delivery of learning products and will provide new awareness of how these practices can be improved. Implementation of business decisions stemming from AI-enablement will be governed through clear policies ensuring ethical use, transparency, accountability, data privacy, fairness, inclusivity, continuous monitoring, risk management, and adherence to legal frameworks.
Program inventory
Common public service learning is supported by the following programs:
- Learning
- Internal Services
Additional information related to the program inventory for common public service learning is available on the Results page on GC InfoBase.
Internal services
Description
Internal services are the services that are provided within a department so that it can meet its corporate obligations and deliver its programs. There are 10 categories of internal services:
- management and oversight services
- communications services
- legal services
- human resources management services
- financial management services
- information management services
- information technology services
- real property management services
- materiel management services
- acquisition management services
Plans to achieve results
This section presents details on how the department plans to achieve results and meet targets for internal services.
The School will provide access to AI tools to enhance the overall employee experience and allow them to focus on strategic activities. This includes continuing to streamline and automate back-office services to simplify and standardize processes, thus reducing inefficiencies.
The School will invest in the implementation of IT security monitoring tools to continue ensuring data protection, data integrity, security compliance, and trust, contributing the School's ability to achieve its objectives more effectively and create a secure and resilient digital environment.
Other technology investments will include the replacement of legacy audiovisual equipment and the evergreening of devices in order to ensure that the School's tools are modern.
The School will continue to develop its new information architecture and information management system across all branches to enhance collaboration, improve information availability and searchability, and streamline workflows.
Planned resources to achieve results
Table 6: Planned resources to achieve results for internal services this year
Table 6 provides a summary of the planned spending and full-time equivalents required to achieve results
| Resource |
Planned |
| Spending |
23,513,316 |
| Full-time equivalents |
178 |
Complete financial and human resources information for the School's program inventory is available on GC InfoBase.
Planning for contracts awarded to Indigenous businesses
Government of Canada departments are to meet a target of awarding at least 5% of the total value of contracts to Indigenous businesses each year. This commitment is to be fully implemented by the end of 2024‒25.
The School is committed to supporting Indigenous businesses through its procurement activities. Working with Shared Services Canada and Public Services and Procurement Canada, the School will prioritize Indigenous businesses for procurement requests, primarily in the areas of IT procurement.
Table 7: Percentage of contracts planned and awarded to Indigenous businesses
Table 7 presents the current, actual results with forecasted and planned results for the total percentage of contracts the department awarded to Indigenous businesses
| 5% Reporting field |
2023‒24 Actual result |
2024‒25 Forecasted result |
2025‒26 Planned result |
| Total percentage of contracts with Indigenous businesses |
8.06% |
5% |
5% |
Planned spending and human resources
This section provides an overview of the School's planned spending and human resources for the next three fiscal years and compares planned spending for 2024–25 with actual spending from previous years.
In this section
Spending
This section presents an overview of the department's planned expenditures from 2022‒23 to 2027‒28.
Budgetary performance summary
Table 8: Three-year spending summary for core responsibilities and internal services (dollars)
Table 8 presents how much money the School spent over the past three years to carry out its core responsibilities and for internal services. Amounts for the current fiscal year are forecasted based on spending to date.
| Core responsibilities and internal services |
2022‒2023 Actual Expenditures |
2023‒2024 Actual Expenditures |
2024‒2025 Forecast Spending |
| Common public service learning |
64,915,499 |
68,650,218 |
74,399,351 |
| Subtotal |
64,915,499 |
68,650,218 |
74,399,351 |
| Internal services |
23,947,240 |
26,126,943 |
27,517,568 |
| Total |
88,862,739 |
94,777,161 |
101,916,919 |
Analysis of the past three years of spending
A higher spending level over the last three years is mainly attributable to the increase in employee salaries following the renegotiation of collective agreements, the increase in funding for the Advanced Leadership Program initiative and, the increase acquisition of licenses for online learning products.
Table 9: Planned three-year spending on core responsibilities and internal services (dollars)
Table 9 presents how much money the School plans to spend over the next three years to carry out its core responsibilities and for internal services.
| Core responsibilities and internal services |
2025‒26 Planned Spending |
2026‒27 Planned Spending |
2027‒28 Planned Spending |
| Common public service learning |
70,539,948 |
62,384,143 |
61,790,326 |
| Subtotal |
70,539,948 |
62,384,143 |
61,790,326 |
| Internal services |
23,513,316 |
23,073,587 |
22,853,956 |
| Total |
94,053,264 |
85,457,730 |
84,644,282 |
Analysis of the next three years of spending
Over the next three-year planning period, the spending is anticipated to decrease due to the sunsetting of the funding for the Advanced Leadership program, and the Refocusing on Government Spending initiative.
The School will continue to invest in the modernization of its digital learning platform. It will also develop, curate, and update its curriculum to ensure it meets the learning needs of public service employees and reflects governmental priorities.
More detailed financial information on planned spending is available on the Finances section of GC Infobase.
Funding
This section provides an overview of the department's voted and statutory funding for its core responsibilities and for internal services. For further information on funding authorities, consult the Government of Canada budgets and expenditures.
Graph 1: Approved funding (statutory and voted) over a six-year period
Graph 1 summarizes the department's approved voted and statutory funding from 2022‒23 to 2027‒28.
Text description of graph 1
| Fiscal year |
Total |
Voted |
Statutory |
| 2022‒23 |
88,862,739 |
65,558,125 |
23,304,614 |
| 2023‒24 |
94,777,161 |
73,086,025 |
21,691,136 |
| 2024‒25 |
101,916,919 |
72,967,446 |
28,949,473 |
| 2025‒26 |
94,053,264 |
72,771,803 |
21,281,461 |
| 2026‒27 |
85,457,730 |
68,752,369 |
16,705,361 |
| 2027‒28 |
84,644,282 |
67,938,921 |
16,705,361 |
Analysis of statutory and voted funding over a six-year period
Statutory spending is comprised of employee benefit plans, unspent revenues carried forward from the previous fiscal year in accordance with subsection 18(2) of the Canada School of Public Service Act, and projected revenues generated pursuant to subsection 29.1(1) of the Financial Administration Act.
Planned spending will decrease over the next three years due to the Refocusing Government Spending initiative and the sunsetting of funding for the Advanced Leadership Program. The School will continue to invest in its digital learning platform to ensure it remains modern and meets the needs and expectation of learners.
For further information on the School's departmental appropriations, consult the 2025‒26 Main Estimates.
Future-oriented condensed statement of operations
The future-oriented condensed statement of operations provides an overview of the School's operations for 2024‒25 to 2025‒26.
Table 10: Future-oriented condensed statement of operations for the year ended March 31, 2026 (dollars)
Table 10 summarizes the expenses and revenues which net to the cost of operations before government funding and transfers for 2024‒25 to 2025‒26. The forecast and planned amounts in this statement of operations were prepared on an accrual basis. The forecast and planned amounts presented in other sections of the Departmental Plan were prepared on an expenditure basis. Amounts may therefore differ.
| Financial information |
2024‒25 Forecast results |
2025‒26 Planned results |
Difference (planned results minus forecasted) |
| Total expenses |
116,451,258 |
108,650,901 |
(7,800,357) |
| Total revenues |
19,815,508 |
11,130,872 |
(8,684,636) |
| Net cost of operations before government funding and transfers |
96,635,750 |
97,520,029 |
884,279 |
Analysis of forecasted and planned results
Total expenses include amortization costs and costs related to services received without charge for accommodations, as well as the employer's contribution to employee benefit plans. Total expenses exclude those related to the acquisition of capital assets.
The increase in the net cost of operations is mainly due to the acquisition of licences for online learning products, offset by the reduction in budget due to the Refocusing Government Spending initiative and a decrease in revenue pursuant to subsection 18(2) of the Canada School of Public Service Act as the School does not forecast revenue carry-forward as part of planned results.
A more detailed Future-Oriented Statement of Operations and associated Notes for 2025‒26, including a reconciliation of the net cost of operations with the requested authorities, is available on the School's website.
Human resources
This section presents an overview of the department's actual and planned human resources from
2022‒23 to 2027‒28.
Table 11: Actual human resources for core responsibility and internal services
Table 11 shows a summary of human resources, in full-time equivalents, for the School's core responsibilities and for its internal services for the previous three fiscal years. Human resources for the current fiscal year are forecasted based on year to date.
| Core responsibility and internal services |
2022‒23 Actual full-time equivalents |
2023‒24 Actual full-time equivalents |
2024‒25 Forecasted full-time equivalents |
| Common public service learning |
512 |
491 |
483 |
| Subtotal |
512 |
491 |
483 |
| Internal services |
194 |
189 |
178 |
| Total |
706 |
680 |
661 |
Analysis of human resources over the last three years
The number of full-time equivalents decreased starting in 2023‒24, due to the Refocusing Government Spending initiative, employee attrition, and the accomplishment of operational efficiencies.
Table 12: Human resources planning summary for core responsibilities and internal services
Table 12 shows information on human resources, in full-time equivalents, for each of the School's core responsibilities and for its internal services planned for the next three years.
| Core responsibility and internal services |
2025‒26 Planned full-time equivalents |
2026‒27 Planned full-time equivalents |
2027‒28 Planned full-time equivalents |
| Common public service learning |
483 |
480 |
480 |
| Subtotal |
483 |
480 |
480 |
| Internal services |
178 |
178 |
178 |
| Total |
661 |
658 |
658 |
Analysis of human resources for the next three years
As a result of the Refocusing Government Spending initiative and the accomplishment of operational efficiencies, the number of full-time equivalents is expected to stabilize between 2025‒26 and 2027‒28.
Corporate information
Departmental profile
Appropriate minister: The Honourable Shafqat Ali, President of the Treasury Board
Institutional head: Taki Sarantakis, President
Ministerial portfolio: Treasury Board
Enabling instrument(s): Canada School of Public Service Act, S.C. 1991, c. 16
Year of incorporation / commencement: 2004
Departmental contact information
Mailing address
Canada School of Public Service
373 Sussex Drive
Ottawa, Ontario K1N 6Z2
Canada
Telephone: 1-866-703-9598
Fax: 1-866-944-0454
Email: https://www.csps-efpc.gc.ca/contact_us/inquiries-eng.aspx
Website(s): https://www.csps-efpc.gc.ca
Supplementary information tables
The following supplementary information tables are available on the School's website:
Information on the School's departmental sustainable development strategy can be found on the School's website.
Federal tax expenditures
The School's Departmental Plan does not include information on tax expenditures.
The tax system can be used to achieve public policy objectives through the application of special measures such as low tax rates, exemptions, deductions, deferrals, and credits. The Department of Finance Canada publishes cost estimates and projections for these measures each year in the Report on Federal Tax Expenditures.
This report also provides detailed background information on tax expenditures, including descriptions, objectives, historical information, and references to related federal spending programs as well as evaluations and GBA Plus of tax expenditures.
Definitions
Definitions
appropriation (crédit)
Any authority of Parliament to pay money out of the Consolidated Revenue Fund.
budgetary expenditures (dépenses budgétaires)
Operating and capital expenditures; transfer payments to other levels of government, departments or individuals; and payments to Crown corporations.
core responsibility (responsabilité essentielle)
An enduring function or role performed by a department. The intentions of the department with respect to a core responsibility are reflected in one or more related departmental results that the department seeks to contribute to or influence.
Departmental Plan (plan ministériel)
A report on the plans and expected performance of an appropriated department over a three-year period. Departmental Plans are usually tabled in Parliament each spring.
departmental result (résultat ministériel)
A consequence or outcome that a department seeks to achieve. A departmental result is often outside departments' immediate control, but it should be influenced by program-level outcomes.
departmental result indicator (indicateur de résultat ministériel)
A quantitative measure of progress on a departmental result.
departmental results framework (cadre ministériel des résultats)
A framework that connects the department's core responsibilities to its departmental results and Departmental result indicators.
Departmental Results Report (rapport sur les résultats ministériels)
A report on a department's actual accomplishments against the plans, priorities and expected results set out in the corresponding Departmental Plan.
full-time equivalent (équivalent temps plein)
A measure of the extent to which an employee represents a full person-year charge against a departmental budget. For a particular position, the full-time equivalent figure is the ratio of number of hours the person actually works divided by the standard number of hours set out in the person's collective agreement.
gender-based analysis plus (GBA Plus) (analyse comparative entre les sexes plus [ACS Plus])
Is an analytical tool used to support the development of responsive and inclusive policies, programs, and other initiatives. GBA Plus is a process for understanding who is impacted by the issue or opportunity being addressed by the initiative; identifying how the initiative could be tailored to meet diverse needs of the people most impacted; and anticipating and mitigating any barriers to accessing or benefitting from the initiative. GBA Plus is an intersectional analysis that goes beyond biological (sex) and socio-cultural (gender) differences to consider other factors, such as age, disability, education, ethnicity, economic status, geography (including rurality), language, race, religion, and sexual orientation. Using GBA Plus involves taking a gender- and diversity-sensitive approach to our work. Considering all intersecting identity factors as part of GBA Plus, not only sex and gender, is a Government of Canada commitment.
government priorities (priorités gouvernementales)
For the purpose of the 2025‒26 Departmental Plan, government priorities are the high-level themes outlining the government’s agenda in the most recent Speech from the Throne.
horizontal initiative (initiative horizontale)
An initiative where 2 or more federal departments are given funding to pursue a shared outcome, often linked to a government priority.
Indigenous business (entreprise autochtone)
For the purpose of the Directive on the Management of Procurement Appendix E: Mandatory Procedures for Contracts Awarded to Indigenous Businesses and the Government of Canada's commitment that a mandatory minimum target of 5% of the total value of contracts is awarded to Indigenous businesses, a department that meets the definition and requirements as defined by the Indigenous Business Directory.
non-budgetary expenditures (dépenses non budgétaires)
Non-budgetary authorities that comprise assets and liabilities transactions for loans, investments and advances, or specified purpose accounts, that have been established under specific statutes or under non-statutory authorities in the Estimates and elsewhere. Non-budgetary transactions are those expenditures and receipts related to the government's financial claims on, and obligations to, outside parties. These consist of transactions in loans, investments and advances; in cash and accounts receivable; in public money received or collected for specified purposes; and in all other assets and liabilities. Other assets and liabilities, not specifically defined in G to P authority codes are to be recorded to an R authority code, which is the residual authority code for all other assets and liabilities.
performance (rendement)
What a department did with its resources to achieve its results, how well those results compare to what the department intended to achieve, and how well lessons learned have been identified.
performance indicator (indicateur de rendement)
A qualitative or quantitative means of measuring an output or outcome, with the intention of gauging the performance of a department, program, policy or initiative respecting expected results.
plan (plan)
The articulation of strategic choices, which provides information on how a department intends to achieve its priorities and associated results. Generally, a plan will explain the logic behind the strategies chosen and tend to focus on actions that lead to the expected result.
planned spending (dépenses prévues)
For Departmental Plans and Departmental Results Reports, planned spending refers to those amounts presented in Main Estimates. A department is expected to be aware of the authorities that it has sought and received. The determination of planned spending is a departmental responsibility, and departments must be able to defend the expenditure and accrual numbers presented in their Departmental Plans and Departmental Results Reports.
program (programme)
Individual or groups of services, activities, or combinations thereof that are managed together within the department and focus on a specific set of outputs, outcomes or service levels.
program inventory (répertoire des programmes)
Identifies all the department's programs and describes how resources are organized to contribute to the department's core responsibilities and results.
result (résultat)
A consequence attributed, in part, to a department, policy, program or initiative. Results are not within the control of a single department, policy, program, or initiative; instead, they are within the area of the department's influence.
statutory expenditures (dépenses législatives)
Expenditures that Parliament has approved through legislation other than appropriation acts. The legislation sets out the purpose of the expenditures and the terms and conditions under which they may be made.
target (cible)
A measurable performance or success level that a department, program or initiative plans to achieve within a specified time period. Targets can be either quantitative or qualitative.
voted expenditures (dépenses votées)
Expenditures that Parliament approves annually through an appropriation act. The vote wording becomes the governing conditions under which these expenditures may be made.
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