Thank you so much, Madam Chair.
I'll answer the member in this way. I want to say, first of all, that each student's circumstances are quite unique, and within each country there are different kinds of issues that students face, even some going down to access to high-speed Internet. The universities have very quickly pivoted. Only a very small number of courses actually have an in-person component right now—in arts and in certain labs. We knew that we were going to have to ensure that our students—by far the majority—were able to continue their programs. We have faced a number of issues. In fact, at York, we even did an entire laptop rollout program whereby we purchased thousands of laptops and made those laptops available to students who didn't have access to the technology.
There also have been various issues around content in different countries, and we have to negotiate all of that, but what was imperative was ensuring that we made sure students could continue in their programs and that we were going to pivot to a digital reality. Even when in-person comes back, we will still be maintaining huge components of that digital reality.
We're also doing a great deal in the experiential education digital reality. We had all of our students in Lassonde engineering and the Schulich school of business, for example, partner with the City of Toronto and a ShopHERE program, where they work side-by-side with small and medium-sized businesses to help them convert their whole goods and services into a digital reality.
These are just a couple of the examples of what we have been doing to ensure we can continue high-quality delivery, make that commitment to the talent we'll need for the future and negotiate the different issues that our students have, depending on the countries they're in, such as how lectures have to be offered to ensure the students have that in-person experience, even if it's a virtual in-person experience.