Canada School of Public Service 2024–25 Departmental Results Report

• His Majesty the King in Right of Canada, as represented by the Minister of the Treasury Board, 2025

At a glance

This departmental results report details the Canada School of Public Service's accomplishments against the plans, priorities and expected results outlined in its 2024–25 Departmental Plan.

• Vision, mission, raison d'être and operating context

Key priorities

The Canada School of Public Service (the School) identified the following key priorities for 2024‒25:

• Leading the government's enterprise-wide approach to learning by providing a common, Government of Canada-specific curriculum that provides public service employees with skills unique to the craft of government and that enables them to exercise their responsibilities at all stages of their careers
• Developing and delivering leadership programs to produce high-calibre leaders who reflect the diversity of Canadian society, who have a whole-of-government perspective, and who benefit from the experience of leading-edge thinkers to foster leadership capacity in support of Canadians in an ever-changing and complex environment
• Developing and delivering learning products to empower public service employees to combat all forms of hate, discrimination, and workplace inequalities effectively, promote a shift in organizational culture and foster behavioural change, and support the Government of Canada's commitment to enhancing intersectionality, fairness, and inclusion
• Providing an expanding suite of learning products focused on digital and data literacy and service design to support the long-term, government-wide Public Service Skills Strategy, the Government of Canada's move towards improving service delivery, and to provide the public service with modern skills and a digital-first mindset to best support Canadians in a changing world
• Improving current learning design and delivery processes, modalities and practices to ensure optimal effectiveness, efficiency and learner experience, leveraging innovative approaches to achieve learning objectives, meeting the growing needs of public service employees.

Highlights for the School in 2024‒25

• Total actual spending (including internal services): $98,781,330
• Total full-time equivalent staff (including internal services): 614.

For complete information on the School's total spending and human resources, read the Spending and human resources section of its full departmental results report.

Summary of results

The following provides a summary of the results the department achieved in 2024‒25 under its main area of activity, called "core responsibility."

Core responsibility: Common public service learning
Actual spending: $71,018,720
Actual full-time equivalent staff: 459

For more information on the School's common public service learning read the "Results – what we achieved" section of its departmental results report.

From the Minister

As the Minister responsible for the Canada School of Public Service, I am pleased to present the School's 2024–25 Departmental Results Report.

This past year, the School continued to provide employees of the core public administration with the learning activities they need to deliver results for Canadians in a constantly evolving professional environment. To do so, the School expanded and updated its catalogue of learning products across its five business lines: Respectful and Inclusive Workplace, GC and Public Sector Skills, Indigenous Learning, Transferable Skills, and CSPS Digital Academy. Several new learning paths were also introduced to guide learners through topics such as values and ethics, leadership, policy, and digital, data, and service design, with more paths currently in development.

The School was also a strong supporter of the renewed focus on values and ethics in the public service this year. Through a combination of special events and new courses, videos and jobs aids, it developed a responsive curriculum to help employees live our shared values by promoting topics such as anti-racism, Indigenous languages and cultural revitalization, accessibility, and the foundational concepts of equity, diversity and inclusion.

Proactive collaboration and consultation also played key roles in the development of new courses and events this year. Following the principle of "nothing about us without us," learning designers worked with established employee networks and external partners to ensure that the School's learning content remains reflective of the diverse perspectives and lived experiences of public service learners.

Furthermore, the School experimented with new and engaging ways of delivering its learning content, including through gamification and by offering alternative formats generated with the help of artificial intelligence, as part of the School's ongoing commitment to providing a wide range of learning products that offer the highest quality of learning experiences.

I invite you to read this report for more specific details about how the Canada School of Public Service continues to demonstrate its unique value in providing public service employees with the skills and knowledge they need to fulfil their responsibilities in serving Canadians.

The Honourable Shafqat Ali, P.C., M.P.
President of the Treasury Board of Canada

Results – what we achieved

Core responsibility and internal services

• Core responsibility: Common public service learning
• Internal services

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

This core responsibility contributes to the domains of "good governance," "prosperity," "health," and "society" of the Quality of Life Framework for Canada. More specifically, it relates to the indicators "confidence in institutions," "representation in senior leadership positions," "Indigenous self-determination," "child, student and adult skills," "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.

It also supports the "fairness and inclusion" lens by providing public service employees with the skills and knowledge they need to deliver programs, policies and services.

Progress on results

This section details the School’s performance against its targets for each departmental result under Core responsibility: Common public service learning.

Table 1: Common learning is responsive to learning needs

Table 2: Quality common learning is provided to the core public service

Table 3: Common learning is accessible to all employees of the core public service

Table 4: Strengthened capacity across the core public service to use innovative approaches

The Results section of the Infographic for the School on GC Infobase page provides additional information on results and performance related to its program inventory.

Details on results

The following section describes the results for common public service learning in 2024–25 compared with the planned results set out in the School's departmental plan for the year.

Common learning is responsive to learning needs

Results achieved

This section presents the 2024–25 results for common public service learning, compared to the planned results outlined in the School's departmental plan for the year.

• Government of Canada and Public Sector Skills (636,955 course registrations)
  • In collaboration with community partners, the Government of Canada and Public Sector Skills business line offered 95 courses, including 15 new, redesigned or updated courses, and held 19 events to help support public servants in understanding their obligations as government employees. The fall Symposium on Values and Ethics drew the largest audience, with over 15,000 participants attending both in person and online. This two-day event, led by the Clerk of the Privy Council, explored the renewal of commitment to public service values and ethics, its connection to the Call to Action, its impact on daily work, and how to position for the future.
  • The business line collaborated with 23 government communities to ensure that Treasury Board of Canada Secretariat‑mandated training was accessible and that priority learning needs were addressed throughout the year. Learning priorities were mainly identified through two key processes: the business line's annual prioritization exercise with partners and its annual health check review, which leverages course performance data to evaluate the health and relevance of the curriculum.
• Transferable Skills (273,025 course registrations)
  • The Transferable Skills business line offered 187 courses, launched 80 new learning products, programs and events, namely 8 events, 9 in-house courses, 42 third-party courses, 8 micro-learnings, 3 learning paths and 10 initiatives to equip public service employees with portable knowledge and skills essential in and outside government. This included the Leadership Learning Path, which had over 3,700 registrations in its certificate option, and the Policy Analyst Learning Map, which had over 22,500 users. The National Managers' Community received a satisfaction rate of over 90% for its delivery of a comprehensive program for managers that included virtual and in-person events across Canada, networking, peer coaching, consultations, a monthly newsletter.
  • In January 2025, the School, through the efforts of the business line, launched the Certified Associate in Project Management (CAPM®) certification learning series. This series provides participants with the essential educational resources to prepare for the CAPM certification exam offered by the Project Management Institute.
• Indigenous Learning (95,373 course registrations)
  • The Indigenous Learning business line offered 14 courses and 13 events to help public service employees improve their cultural competency and increase their knowledge of the history, cultures and perspectives of First Nations, Inuit, and Métis, including their long-standing relationships with the Crown. Collaboration with Indigenous Elders, Knowledge Keepers, and partners remained a key element of this work. Relationships with Indigenous partners were further strengthened through active participation in internal and external committees, fostering engagement and co-development to support respectful and meaningful learning experiences.
  • The Indigenous Learning curriculum was expanded with several new components, including resources to support the implementation of the United Nations Declaration on the Rights of Indigenous Peoples Act and its associated action plan. A new learning portal was also introduced, focusing on Indigenous languages, cultural revitalization, and the Indigenous Languages Act. Additionally, the Learning Road Map for Managers of Indigenous Employees was developed to improve recruitment, retention, and inclusion efforts, and the Circle of Elders was established to offer cultural guidance and ensure that learning initiatives reflect distinctions-based Indigenous knowledge.
• Digital Academy (305,737 course registrations)
  • The Digital Academy business line expanded its suite of learning products to support digital, data, and artificial intelligence (AI) literacy, as well as modern government and service excellence across the Government of Canada. It offered 94 courses, launched and updated a total of 16 courses, designed and delivered 2 new programs, and expanded access to 12 third-party courses. Altogether, the Digital Academy curriculum featured 92 courses and 18 events during 2024‒25.
  • The business line maintained its commitment to supporting and aligning with government priorities. For instance, in November 2024, the Secretary of the Treasury Board made the School's course Discover Cyber Security (DDN235) mandatory for all core Government of Canada departments and required annual renewal. In February 2025, in support of this, the CSPS Digital Academy launched Cyber Security Quest (DDN247), providing a gamified learning alternative to DDN235 for annual recertification.
• Respectful and Inclusive Workplace (527,577 course registrations)
  • The Respectful and Inclusive Workplace business line delivered 32 courses and 9 events, along with 92 micro-learning products (such as job aids, videos, and podcasts) aligned with legal and policy drivers to advance equity, diversity, and inclusion (EDI). Key topics included foundational EDI concepts, accessibility, systemic racism, 2SLGBTQIA+ inclusion, healthy workplaces, mental health, harassment and violence prevention, and the prevention of hate, including antisemitism and Islamophobia.
  • New courses were introduced to support anti-racism and the fight against hate, including Addressing Antisemitism in the Workplace (INC135) and Addressing Islamophobia in the Workplace (INC136). These courses align with Canada's Anti-Racism Strategy 2024–2028 and Canada's Action Plan on Combatting Hate while also reflecting key legal frameworks, such as the Canadian Human Rights Act.

To complement these five business lines, the Executive Learning directorate at the School offered a variety of resources, such as programs, courses, and events, designed to equip public service executives with the knowledge, skills and competencies they need to respond to government priorities and meet the evolving needs of people in Canada. Some examples follow:

• The School supported 5 cohorts in the Executive Leadership Development Program for talent-managed executives at the EX-01 to EX-05 levels, expanding their knowledge of Canada, Indigenous perspectives and the international context and accelerating the development of key leadership competencies for promising executives. Participants had access to one-on-one mentoring, case study work and action learning group sessions. A cohort of all-Indigenous participants was launched in the last quarter of the year.
• The School delivered two cohorts of a curated version of the Executive Leadership Development Program for 50 Black executives at the EX-01 to EX-02 levels in 28 departments and agencies.
• The School delivered an in-person offering of Orientation for Assistant Deputy Ministers (LPL117) to newly appointed assistant deputy ministers. Content included transition to the role and expectations; talent management; values, ethics and healthy workplaces; supporting your deputy minister; and managing key relationships.
• The School delivered 36 cohorts of key transition-to-role programs, including the Aspiring Directors Program and New Directors Program, and the Orientation for Directors General. This included regional sessions, as well as virtual and in-person delivery.
• The School delivered two offerings of Master Class on Strategic Resourcing, which is designed to help executives strengthen stewardship while navigating complex financial and operational decision-making.
• The School offered two virtual sessions of the Leadership Reflections Series, providing executives with a safe space to examine their leadership impact and resilience in times of complexity and change.

The Policy, Priorities, and Partnerships directorate at the School offered various resources designed to equip public servants with the knowledge, skills and competencies in the areas of geopolitics and national security and public administration that they need to respond to government priorities. Central to this work is building connections between departments, as well as between the federal public service and other institutions, such as Canadian universities. Some examples follow:

• The School delivered four cohorts of executive courses through the geopolitics and national security learning program at the EX-01 to EX-03 levels to expand knowledge and ability to assist Canada in positioning itself to thrive in the changing global order. Participants had access to mentoring with former Deputy Ministers, case study work and action learning group sessions.
• The School delivered 20 events, viewed by a total of more than 20,000 public servants, on topics such as governing during a time of complexity, geopolitics in the Indo-Pacific region, and democracy in practice.
• The School supported special initiatives, such as the 2024‒25 edition of the Jocelyne Bourgon Visiting Scholar Initiative and the National Student Paper Competition, which annually seeks, evaluates, and amplifies policy proposals from university-level students across Canada.
• The School collaborated on six policy initiatives with other government departments to strengthen policy skills and competencies through practical means while simultaneously moving government priorities forward.

Quality common learning is provided to the core public service

Results achieved

Engagement and consultation are essential to developing and delivering high-quality learning. To enhance curriculum development, the School applied the "nothing about us without us" principle. In this approach, learning priorities and products are co-created with people with lived experiences through interdepartmental learning advisory committees and various Government of Canada employee networks. For instance, the School:

• maintained continued engagement with employee networks such as the Federal Black Employee Caucus, Black Employees and Executives networks, the Muslim Federal Employees Network, the Jewish Public Servants' Network, the Public Service Pride Network, and the Network of Asian Federal Employees to validate and review prototypes of micro-learning products.
• chaired the Interdepartmental Committee on Indigenous Learning and the Indigenous Learning Sharing Network (an external committee whose membership includes universities, cities, and the National Centre for Truth and Reconciliation) to maintain connections with Indigenous voices that guide and validate the Indigenous Learning curriculum

In addition to the continuous improvement of learning products through its Learning Product Life-Cycle Plan, the School conducted compliance and quality diagnostic evaluations of its learning products based on industry standards. This led to recommendations for improving and modifying products to ensure optimal efficiency and effectiveness. A cross-functional team was established to assess the compliance and quality of School products against internationally recognized standards. Three high-enrollment courses underwent rigorous multi-level diagnostic evaluations, resulting in targeted recommendations and improvements.

The School enhanced the instructional design capabilities in its business lines with support from its Centre for Teaching and Learning by:

• launching a Learning Designer Development Program for instructional designers within the School
• developing and refining tools and providing research-based guidance on topics such as effective needs analysis, ethical AI-assisted content creation, learning formats and modalities, and both formative and summative evaluation strategies aimed at enabling more personalized learning
• experimenting with and providing coaching on various learning platform functionalities, including self-assessment tools, pre- and post-course exams, embedded survey tools, and intelligent agents

To improve its evaluation framework and align with contemporary evaluation methodologies, the School initiated a comprehensive review of best practices in learning performance evaluation in non-academic institutions. This included analyzing various industry models, consulting key figures from civil service schools in seven countries and engaging extensively with departmental learning centres throughout the Canadian public service.

The School introduced new pathways and learning maps, such as the Leadership Learning Path and the Policy Analyst Learning Map, to simplify access to comprehensive curriculums on core skills and functions for public servants. Additionally, the School launched five curated learning paths that organize digital learning products by theme (digital, cyber security, cloud, data and AI, and service design) to make digital more intuitive and accessible for the public service.

The Digital and Data Business Strategy, built on the pillars of learning, infrastructure, and culture, was also implemented in 2024–25. As part of this strategy, the School has embraced a data first mindset through education, governance, and the development of a strong sense of ethics and principled data applications. Centralized enterprise data visualization tools, delivered through governed and ethically designed self-serve platforms, are frequently used and were widely adopted, leading to a significant increase in data usage and fostering a stronger data culture within the School and among its external stakeholders.

Common learning is accessible to all employees of the core public service

Results achieved

In its Accessibility Plan 2023−25, the School committed to 26 concrete actions to address barriers to accessibility. These actions included accessibility monitoring, improvements to the learning product review cycle, and implementation of modern learning approaches such as gamification, neuro-learning and personalization in School products.

The School has made significant progress in raising accessibility awareness among federal public servants by providing learning products, tools, courses, and job aids that foster a workplace culture of inclusiveness for all employees. Collaborative efforts have focused on delivering updated, accessible training and events by integrating evolving assistive technologies into the digital learning platform.

The 2024 Accessibility Progress Report highlights the following advancements made:

• The School committed to representing persons with disabilities in learning products and courses authentically and respectfully by avoiding stereotypes and simplistic representations. All learning products are assessed for representative content as part of cyclical maintenance steps.
• The School is integrating accessibility into the design and life cycle of all learning products and ensuring that learning products are user-centred, focusing on accessibility needs and meeting accessibility standards.
• The School is increasingly incorporating neuro-learning and gamification to enhance accessibility and engagement in its training programs. Gamification involves adding game-like elements, such as points, rewards, and interactive challenges, to learning materials. This approach transforms traditional learning experiences into more interactive and stimulating ones, fostering a sense of achievement and encouraging progress. Designed with accessibility and inclusivity in mind gamification has received overwhelmingly positive feedback, with a satisfaction rate of 94%.
• The School is exploring AI and its potential to streamline repetitive tasks in course design. Additionally, testing is conducted on all learning products using built-in accessibility checkers.
• The School is exploring a conversational AI assistant to enhance accessibility through features like voice commands, natural language prompts, content summarization, and to support neurodivergent users. The aim is to remove barriers and create more inclusive digital engagement. The School provides tools such as screen readers, screen magnifiers, and speech recognition software to eliminate digital barriers and ensure all employees can confidently access and use information technologies.
• The School established a Digital Accessibility Hub to streamline learner requests for accommodations, adopting a "tell us once" approach. The School also delivered three highly specialized workshops on best practices in learning accommodations to its instructional designer community of practice.

Strengthened capacity across the core public service to use innovative approaches

Results achieved

The School strives to strengthen the capacity of the core public service to use innovative approaches. To this end, the School has continued to advance innovative learning approaches to drive change. Examples follow:

• The School has deployed AI-enabled solutions to pilot and measure the impact of these innovative technologies and the opportunities they present. In March 2025, the School launched SchoolGPT, a conversational tool that helps learners find relevant courses by describing what they want to learn in plain language with an AI-enabled agent.
• The School collaborated with Health Canada to build a game-based learning experience targeting youths. The goal of the experience was to promote environmentally friendly behaviours in various contexts. The School tested the experience with over 100 students in a high school setting and received positive feedback.
• The School explored various use cases for a virtual-reality (VR) learning content platform by focusing on five different flows to build and test. For instance, a visit to Resolute Bay was simulated through the VR headset, allowing users to travel to this remote area and interact with people and places to enhance their understanding of the realities faced by the Indigenous community there.

Through the GC Data Community, the School did the following:

• It continued to foster high impact innovation in community building, learning events, and projects. Notably, it enhanced the core public service's capacity to adopt novel approaches through timely learning events and the ongoing Data for Impact Series. Additionally, the School collaborated with Library and Archives Canada to triple the participation rate of the Information Management Backstage Pass event and supported Indigenous Services Canada's Transformational Approach to Indigenous Data.
• It improved on the GC Data Resource Hub with tool kits and learning resources by adding a special section on disaggregated data that was developed in collaboration with the Privy Council Office and Statistics Canada.
• It launched a new project to develop a GC Data Maturity Assessment Tool, which will allow organizations to have a common standard for defining and measuring their data maturity.

Adopting a learning-by-doing approach, the School collaborated with partners to showcase how innovative technologies and methods can advance public policy goals. The School hosted an online portal that provided practical examples of how specific innovations can be applied in the federal government. This portal demonstrated how particular issues can be addressed, along with the lessons learned, data methodologies and functional software demonstrations that accompany the solutions.

The School launched the latest iteration of the CSPS Digital Accelerator, which includes an ecosystem of self-paced courses and the 3-day Design Thinking Boot Camp. This immersive boot camp fosters collaborative group work for both individual learners and teams, who explore new ways of working to achieve service excellence and implementation while practising digital skills. The School also piloted the Executive AI Learning Accelerator, a five-day in-person program, in collaboration with the Privy Council Office and the University of Toronto's Munk School. The January 2025 cohort reported a satisfaction rating of 8.9 out of 10.

In February 2025, the ninth annual GC Data Conference attracted over 9,000 registered participants. This event, delivered in collaboration with Fisheries and Oceans Canada, tested a new platform to modernize large-scale hybrid event delivery and participation. The conference raised awareness and built capacity on key issues and included a keynote related to data visualization and the UN Sustainable Development Goals. Overall, both the participation rate (72%) and the satisfaction rate (87%) saw an increase compared to last year's conference.

Resources required to achieve results

Table 5: Snapshot of resources required for common public service learning

The Finances section of the Infographic for the School on the GC Infobase page and the People section of the Infographic for the School on GC Infobase page provide complete financial and human resources information related to its program inventory.

Related government-wide priorities

This section highlights government priorities that are being addressed through this core responsibility.

Gender-based analysis plus

In 2024‒25, the School continued to collaborate with various partners to create and provide learning products that align with the Government of Canada's commitment to an enhanced approach to intersectionality, fairness, and inclusion. Examples include:

• The School collaborated with Women and Gender Equality Canada, Parks Canada and members of the Archipelago Management Board (Gwaii Haanas National Park Reserve, National Marine Conservation Area Reserve, and Haida Heritage Site) to present the learning event Gender-based Plus in Action: Respect, Relationships, and Intersectional Leadership in Gwaii Haanas.
• The School refreshed the foundational course Introduction to Gender-based Analysis Plus and developed a comprehensive intersectionality learning suite, including a foundational course, Introduction to Intersectionality course, in collaboration with subject matter experts. This suite will offer an engaging learning pathway designed to support public servants in deepening their practice in confidently applying intersectional Gender-based Analysis Plus approaches in their work.
• The School collaborated with the Public Service Commission to coordinate a successful event, Supporting Employment Equity, Diversity and Inclusion Through Staffing. This event aimed to enhance human resources specialists' understanding of the Public Service Employment Act that support the organizational diversity and inclusion objectives of the Employment Equity Act.
• The School chaired the Interdepartmental Committee on Indigenous Learning and the Indigenous Learning Sharing Network (external committee that includes universities, cities, and the National Centre for Truth and Reconciliation, among others) to maintain connections with Indigenous voices that guide and validate curriculum.
• The School launched its first Circle of Elders with First Nations, Inuit, and Métis Elders and Knowledge Keepers.
• The School fostered relationships with Indigenous partners and organizations throughout the year to identify Indigenous priorities and perspectives and to validate and co-create learning products.

The School collaborated with individuals with lived experience and representatives of diverse employee networks to co-develop new learning offerings, guided by the "nothing about us without us" principle. These offerings were grounded in intersectionality, disability inclusion, and the Quality of Life Framework for Canada as foundational design principles.

The School's engagement included consultations with employee networks and offices such as the Federal Black Employees Caucus, Black employee and executive networks, the Muslim Federal Employees Network, the Jewish Public Servants' Network, the Anti-racism Ambassadors Network, Infinity, the Public Service Pride Network, the Network of Asian Federal Employees, the Office of the Special Envoy on Preserving Holocaust Remembrance and Combatting Antisemitism, and the Office of Canada's Special Representative on Combatting Islamophobia. External partners, including the Friends of Simon Wiesenthal Center for Holocaust Studies and the National Council of Canadian Muslims, also supported the development and validation of content that authentically reflects the communities they serve.

United Nations 2030 Agenda for Sustainable Development and the Sustainable Development Goals

The School has made significant strides in providing learning that is accessible any time, anywhere, on any device by consistently leveraging its robust online learning platform. The ongoing focus on digital-first approaches for content development and delivery methods further solidifies the School's dedication to sustainable practices while simultaneously enhancing access and the learning experience. In 2024‒25, the School demonstrated its commitment to accessible and effective learning by delivering 98% (438) of its 446 learning products virtually, while the remaining 2% (8 courses) were provided in person to best meet specific learning objectives.

The School continues to offer foundational courses in core areas of public management and administration ‒ such as values and ethics, financial management, procurement, and orientation to the public service ‒ that help new and existing public service employees understand how government operates and what is expected of them. In 2024‒25, the School updated its orientation to the public service and authority delegation training. By maintaining and continuously improving these core courses, the School supports a values-driven, accountable, and effective public service.

The School continued to contribute to learning about sustainable development priorities by offering learning material in support of climate action and sustainability in government operations. This included training on green procurement, training for real property specialists on high energy performance in federal buildings and other courses to help achieve government operations that are net‑zero, resilient and green.

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 its Departmental Sustainable Development Strategy.

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

In this section

• Description
• Progress on results
• Resources required to achieve results
• Contracts awarded to Indigenous business

Description

Internal services refer to the activities and resources that support a department in its work to meet its corporate obligations and deliver its programs. The 10 categories of internal services are:

• Management and Oversight Services
• Communications Services
• Legal Services
• Human Resources Management
• Financial Management
• Information Management
• Information Technology
• Real Property
• Materiel
• Acquisitions

Progress on results

This section presents details on how the department performed to achieve results and meet targets for internal services.

In 2024-25, the School continued to leverage technology to transform its internal services. New AI-enabled office software enhanced the accuracy and relevance of search results, introduced interactive support functions for employees, and increased efficiency in back-end operations. Financial dashboards using business intelligence software provided more accurate and timely financial data for management. New intranet portals improved access for employees to quickly find information on ongoing Government of Canada priorities. New automated intake forms simplified the process for employees to complete Conflict of Interest Attestations annually and ensured ongoing awareness of our duties under the Values and Ethics Code for the Public Sector and the Code of Conduct for the CSPS.

The School continued to integrate an equity, diversity and inclusion perspective into all advice and guidance provided by internal services. This included reinforcing a culture of inclusion by increasing efforts to recruit and retain persons with disabilities. Some of the steps taken in 2024–25 include:

• Ensuring that hiring practices were purposefully designed to eliminate barriers, including applying accessibility considerations throughout the staffing process.
• Incorporating the guidance and best practices of subject-matter experts on reducing barriers directly into job poster criteria and assessment tools.
• Ensuring that selection committees remained diverse and included board members who self-identified as persons with disabilities.
• Nominating an Inclusion Steward within the human resources team to provide dedicated expertise on equity, diversity, and inclusion.

The School also continued to support the promotion of both official languages (OL), via the CSPS OL Champions and the CSPS OL Action Plan 2022–2025, which served as the foundation of the School's efforts to strengthen bilingualism as both a right and a responsibility. Some key highlights for 2024–25 include:

• Supporting the work of the OL working group in identifying and addressing obstacles to French-language learning events, while ensuring both official languages were equally supported across learning programs.
• Redesigning and updating learning products to further align with the modernization of the Official Languages Act (OLA), ensuring that public servants are equipped to meet their linguistic obligations.
• Promoting values and ethics in the context of official languages by emphasizing fairness, respect, and integrity in all bilingual learning initiatives.

Resources required to achieve results

Table 6: Resources required to achieve results for internal services this year

The Finances section of the Infographic for the School on GC Infobase and the People section of the Infographic for the School on GC Infobase provide complete financial and human resources information related to its program inventory.

Contracts awarded to Indigenous businesses

Government of Canada departments are required to award at least 5% of the total value of contracts to Indigenous businesses every year.

The School's results for 2024‒25:

Table 7: Total value of contracts awarded to Indigenous businesses^{Footnote 8}

In its 2025–26 Departmental Plan, the School estimated that it would award 5% of the total value of its contracts to Indigenous businesses by the end of 2024–25.

The School manages an overarching procurement contract to support its learning delivery platform and to enable federal partners. This multi-tenancy approach delivers important efficiencies by reducing procurement cycles, avoiding duplication of compliance work for cybersecurity, accessibility and official languages, and sharing best practices for configuration and deployment. The total value of this contract increases annually, based on the rate of participation of new partner organizations. For 2024‒25, the total value of this contract was $18,620,971, which included both the School's requirements and those of federal government partners. This contract is reported as an exception from the School's total value of contracts awarded to Indigenous businesses as it includes values for services provided to other organizations.

Spending and human resources

In this section

• Spending
• Funding
• Financial statement highlights
• Human resources

Spending

This section presents an overview of the department's actual and planned expenditures from 2022–23 to 2027–28.

Refocusing Government Spending

In Budget 2023, the government committed to reducing spending by $14.1 billion over five years, starting in 2023–24, and by $4.1 billion annually after that.

As part of meeting this commitment, the School identified the following spending reductions.

• 2024‒25: $1,273,000
• 2025‒26: $1,908,000
• 2026‒27 and after: $2,776,000

During 2024‒25, the School worked to realize these reductions through the following measures:

• Reducing the workforce naturally through attrition and redeploying resources to priority areas.
• Reducing costs by leveraging digital technologies.
• Streamlining external consulting by seeking expertise across government from public service executives.

Budgetary performance summary

Table 8: Actual three-year spending on core responsibilities and internal services (dollars)

Analysis of the past three years of spending

Total actual spending increased by $9.9M from 2022‒23 to 2024‒25. This is due to a $5.2 million increase related to an adjustment in the accounting method of revenues pursuant to subsection 29.1(1) of the Financial Administration Act, a $5.0 million increase for the acquisition of licenses for online learning products and a $1.5 million increase in salary due to signed collective agreements. This is offset by a decrease in spending of $1.8 million due to the Refocusing Government Spending initiative.

The Finances section of the Infographic for the School on GC Infobase offers more financial information from previous years.

Table 9: Planned three-year spending on core responsibilities and internal services (dollars)

Analysis of the next three years of spending

Planned spending will decrease by $9.4 million over the next three years due to a reduction of $4.1 million related to the sunsetting funding of the Advanced Learning Program and a reduction of $0.8 million related to the Refocusing Government Spending initiative. The School will invest in its digital learning platform to ensure it remains modern, meets the needs of public service employees and reflects governmental priorities.

The Finances section of the Infographic for the School on GC Infobase offers more detailed financial information related to future years.

Funding

This section provides an overview of the department's voted and statutory funding for its core responsibility and for internal services. Consult the Government of Canada budgets and expenditures for further information on funding authorities.

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.

Analysis of statutory and voted funding over a six-year period

Fluctuations in voted funding are attributable to the sunsetting funding for the Advanced Learning Program and the Refocusing Government Spending initiative. Fluctuations in statutory funding are related to funding received in respendable revenues resulting from initiatives with other government departments.

Consult the Public Accounts of Canada for further information on the School's departmental voted and statutory expenditures.

Financial statement highlights

The School's Financial Statements (Unaudited) for the Year Ended March 31, 2025.

Table 10: Condensed Statement of Operations (unaudited) for the year ended March 31, 2025 (dollars)

The 2024–25 planned results information is provided in the School's Future-Oriented Statement of Operations and Notes 2024–25.

Table 11: Condensed Statement of Operations (unaudited or audited) for 2023‒24 and 2024‒25 (dollars)

Table 12 Condensed Statement of Financial Position (unaudited or audited) as of March 31, 2025 (dollars)

Human resources

This section presents an overview of the department's actual and planned human resources from 2022–23 to 2027–28.

Table 13: Actual human resources for core responsibilities and internal services

Analysis of human resources over the last three years

The number of FTEs decreased from 2022‒23 to 2024‒25 due to the Refocusing Government Spending initiative and an increase in employee attrition.

Table 14: Human resources planning summary for core responsibilities and internal services

Analysis of human resources for the next three years

As a result of the Refocusing Government Spending initiative and efforts made to implement operational efficiencies, the number of required FTEs will decrease between 2025‒26 and 2026‒27 and stabilize thereafter.

Supplementary information tables

The following supplementary information tables are available on the School's website:

• Gender‑based Analysis Plus

Federal 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.

Corporate information

Departmental profile

Appropriate minister: The Honourable Shafqat Ali, President of the Treasury Board

Institutional head: Taki Sarantakis

Ministerial portfolio: Treasury Board

Enabling instrument: Canada School of Public Service Act, S.C. 1991, c. 16

Year of incorporation / commencement: 2004

Departmental contact information

Mailing address:

Telephone: 1-866-703-9598
Fax: 1-866-944-0454

Email: https://www.csps-efpc.gc.ca/contact_us/inquiries-eng.aspx

Website: Canada.ca/school-ecole

Definitions

Contact us Subscribe to the GCLearning newsletter

---

Features

Microsoft Word 365 Suite (TRN248)

GC Data Conference 2026

Review and Reflection Series

Follow:

• X
• YouTube
• LinkedIn
• GCLearning newsletter
• RSS