Thank you, Mr. Chairman. I wish there was a simple one-word answer that I could give Mr. Hawkins, but, in fact, the answer is, "it depends." If you want to become an engineer, you're going to have to have pure math. All of these courses, by the way, will end in a zero. So we're talking about 30s. So it'll be Language Arts, it'll be a 30-level course; the same with Experiential Science, it'll be a 30-level course. It will depend what field you're going into at college whether or not this course will help you get there. So for instance, rather than dissecting a frog, the course may involve dissecting a muskrat or something that's much more relevant to those of us in the North here. That's the sort of thing that we're doing.
We're trying to make sure that the Pathways Program is also designed to be a little more flexible in terms of exit points. It will allow somebody to exit to go on to college. It will allow somebody to exit to go into an apprenticeship, or it will allow somebody to exit directly into the world of work. That's one of the ways we're trying to make things more flexible.
We're also, at this point, distributing the course outline, the curriculum, to post-secondary institutions to get their take on it, just to make sure that what we're doing will be accepted by post-secondary institutions in the prerequisites for the courses that they set out. But again, it's going to come down to the actual course of study at the post-secondary institution whether or not each of these courses will be relevant. It's gotten to the point where when you move into the post-secondary education field now, it's gotten so specialized that you have to have taken exactly the right courses in order to get into a lot of fields of study. So students are going to have to be more and more aware of that requirement as they move through high school, as well.