post secondary education and future skills

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Ministry of post-secondary education and future skills contacts, general enquiries.

Telephone: 250 356-5170 Email: General Enquiries

Media Enquiries

Government communications & public engagement.

PO Box 9885 Stn Prov Govt Victoria, BC V8W 9T6 Ministry News B.C. Government Media Contacts

The directory is used to communicate with individual programs and employees within the ministry. Search the directory .

Honourable Lisa Beare Minister of Post-Secondary Education and Future Skills PO Box 9080 Stn Prov Govt Victoria, BC V8W 9E2 Send an e-mail to the Minister Phone: 250 356-0179 Fax: 250 952-0260

Bobbi Plecas Deputy Minister of Ministry of Post-Secondary Education and Future Skills  PO Box 9884 Stn Prov Gov Victoria, BC V8W 9T6

Send an e-mail to the Deputy Minister Phone: 778 698-4059

The B.C. Public Service acknowledges the territories of First Nations around B.C. and is grateful to carry out our work on these lands. We acknowledge the rights, interests, priorities, and concerns of all Indigenous Peoples - First Nations, Métis, and Inuit - respecting and acknowledging their distinct cultures, histories, rights, laws, and governments.

StrongerBC future skills grant

Explore eligible short-term skills training to further your career and upgrade your skills.

The information on this page is provided to you from the Ministry of Post-Secondary Education and Future Skills. 

What is the StrongerBC future skills grant program?

As part of the StrongerBC Future Ready Action Plan, government introduced the future skills grant program to support British Columbians, aged 19 or older, in accessing up to $3,500 in short-term skills training, aligned with skills and labour market demands as identified in B.C.’s Labour Market Outlook.

First introduced in Fall 2023 over 7,000 people accessed the future skills grant, helping people access training opportunities in industries such as health care, firefighting, cybersecurity and construction.   

The grant will continue to play a pivotal role in equipping individuals for current and future job markets, contributing to the province’s economic resilience and global competitiveness.

What’s new?

Starting in Fall 2024, institutions are offering an array of programs to equip learners with job-related skills for high-opportunity roles. Learners will have access to skills training opportunities to enhance their skills and competencies, increase their productivity, and advance in their careers.  People can choose from a list of over 300 programs and start training in September 2024. Registration for the fall 2024 semester has opened. 

To review StrongerBC future skills grant eligibility and information please visit here: WorkBC StrongerBC future skills grant .

For more information about the grant, email:  [email protected]

When a program is full, it will be removed from the list below.

British Columbia Institute of Technology

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Camosun College

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Capilano University

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Coast Mountain College

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College of New Caledonia

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College of the Rockies

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Douglas College

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Emily Carr University of Art and Design

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Kwantlen Polytechnic University

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Langara College

• Advanced Accounting
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North Island College

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Northern Lights College

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Okanagan College

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Royal Roads University

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Selkirk College

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Simon Fraser University

• Digital Transformation Management
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Thompson Rivers University

• Authorized Commercial Vehicle Inspection Program
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University of British Columbia

• Anti-Racism Micro-certificate
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University of Northern British Columbia

• Administrative Assistant Professional Certificate
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University of the Fraser Valley

• Building Services Worker
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Vancouver Community College

• Anti-racist Facilitation Training Addressing Anti-Indigenous Racism in Adult Learning Environments Award of Achievement
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Vancouver Island University

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The Future of Post-Secondary Education in the US

Exploring the impact of 50 years of change, and potential futures for post-secondary education

Education Intelligence Unit

250,000 fewer High School graduates from 2025 to 2030, increased online and hybrid learning, and a sharp rise in non-degree credentials mean big changes for US post-secondary education.

HolonIQ recently partnered with the American Council on Education (ACE) to review 50 years of change in the Carnegie Classification , situating decades of data in the broader context of US education, sometimes as far back as 1870. From high school graduates and women’s participation in higher education to evolving learning modalities and labor market shifts, change has been both fast and slow. Forecasts suggest that some of the biggest changes for higher education institutions are still to come.  

Looking back to the 1970s when development of the Carnegie Classification began, women made up approximately 20% of enrollments in US higher education. Today, women represent nearly 60% of total enrollments, broadly in line with the global average. In terms of race and ethnicity, over 85% of US college students were white in the mid-1970s, with college populations becoming gradually more diverse with each decade. Today, just over 50% of college enrollments come from white students, with the biggest growth in Hispanic students, who make up over 20% of enrollments and are forecast to grow as we approach 2030. 

Stretching back further, the growth of high school graduates over the last 150 years has been remarkable, and graduation numbers are set to increase up until 2025. From there, however, forecasts point to a decline of around 250,000 high school graduates between 2025 and 2030, with graduation numbers returning to around 2015 levels - essentially 15 years of lost growth. This has implications not only for universities, but for the broader workforce too.

Learning modalities may not have changed a great deal through the 20th century, but the last 10-20 years have ushered in new forms of learning and innovation, fast becoming the norm in some institutions. Transformation was already underway before the COVID-19 pandemic, with on-campus enrollments in higher education declining by around 10% since 2012 in favor of online and hybrid modes. Following the rapid shift to ‘emergency remote teaching’ during the pandemic, on-campus enrollments fell to less than 30% and have not returned to pre-COVID levels. With online and hybrid modes now becoming the dominant modes, the decline of purely on-campus learning is forecast to continue.

Adding to the changing landscape is the international student population. The US has long been a popular destination for international students, with the last decade showing huge growth from China and more recently, India. Despite losing some market share to popular destinations Canada, Australia and the UK, 1.2m international students are forecast in the US by 2030 , with India set to overtake China as the dominant cohort.

Skills and credentials have also been a much-debated topic in higher education over the last few years, with increasing pressure on institutions to respond to skills shortages and calls from industry for universities to align learning more effectively with emerging technologies and workforce needs. Unsurprisingly, there has been huge change in the US since the 1970s in terms of sectoral and labor market shifts. In 1973, the biggest industry by far was manufacturing (18.6m employed) followed by trade, transportation and utilities (15.3m); in 2023, manufacturing has shrunk to 13m, and whilst trade, transportation and utilities has almost doubled to 28.9m, the biggest growth has been seen in private education and health services, which grew almost 5x over this period to become the second largest workforce in the US (25m). 

Looking ahead, the fastest growing occupations that require a bachelor's degree or higher are in health: Medical & Health Service Managers (28% growth) and Nurse practitioners (40% growth). Also set to grow, but from a smaller base, are STEM-related occupations including web developers (30%), Information Security Analysts (35%) and Data Scientists (36%).

At the same time, there are clear emerging signals that non-degree credentials are on the rise, and are estimated to be the most conferred award in US Higher Education in the next 10 years. 

The wage premium demanded by a bachelor’s degree may have reached its peak already; between 2019 and 2022, the percentage of potential students planning to pursue a non-degree program grew from 34% to 47%. In the workforce, 81% of employers think they should look at skills rather than degrees when hiring. 86% of students believe an industry certificate will help them stand out to employers when they graduate.

Billions of dollars in funding is now powering alternative credentials, with $25B in private capital allocated to ‘new’ models of learning and upskilling in the past 10 years, over two-thirds of this in Upskilling, 21% in Bootcamps and 10% in MOOCs. There has been a 211% increase in issued badges over the last 4 years, with 75m digital badges issued globally. University leaders see alternative and micro-credentialing as an important strategy for their institution’s future, with increasing numbers putting policies in place and 95% expecting micro-credentials to be integrated into most degree programs in the future.

The Carnegie Classification: Fifty Years of Change in US Higher Education was held live at the American Council on Education's Annual Meeting in Washington DC followed by a panel of experts about how the expanded Carnegie Classification categories will impact higher education and advance social and economic mobility. Ted Mitchell, President of ACE, Doug Lederman, Editor and Co-Founder of Inside Higher Ed, and Maria Spies, Co-CEO of HolonIQ joined a panel discussion moderated by Mushtaq Gunja, Executive Director of the Carnegie Classification systems to reflect on the presentation and discuss the future of Higher Education in the US and how the Carnegie Classification needs to consider these changes.

In this recent webinar , Maria Spies, Co-CEO HolonIQ and Hironao Okahana, Assistant Vice President & Executive Director of the Education Futures Lab at the American Council on Education shared a follow-up presentation covering the data and in conversation on the future of Post Secondary Education in the United States. Watch on-demand .

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The Future of Post-Secondary Education: On Campus, Online and On Demand

COVID-19 triggered a mass experiment in online education that will have a lasting impact on how and where Canadians learn. The abrupt change poses a fresh challenge for a Canadian higher-education system that was already preparing for an economic future that might look very different.

Over the span of a few weeks in March, Canada’s post-secondary institutions moved more than 2 million students online. The swift transition provided some early lessons: most students can learn from anywhere, and educational institutions have the ability to transform quickly.

As the urgency of managing the crisis shifts to securing Canada’s economic recovery, students looking to gain the skills to compete in the post-COVID world will demand more from digital education. Institutions should seize on this moment to give students and life-long learners greater flexibility in where, when and how they learn.

The higher-education system is about to become more competitive. Nearly every post-secondary institution on the planet has just made significant investments in online tools and methods. For Canada to remain a global education leader that continues to attract the world’s brightest, our institutions will need to differentiate themselves. This starts with cultivating the scale needed to make online leaning profitable; collaborations across the sector could give students more choices and specializations. The next step requires an inclusive approach to alternative learning – either experiential learning or micro-credentials – that gives students flexibility in how and where they obtain academic credits. At the same time, educators will need to integrate the tools of augmented reality and machine learning to personalize education.

Key Findings

Nearly 1.6 billion learners have been affected by national school closures

Amid the pandemic, 91% of the world’s students were displaced from the classroom. In Canada, more than 7 million students had to shift their learning style: 5.1 million in K-12, 1.2 million in universities, and 800,000 in colleges and polytechnics. The 540,000 students completing post-secondary education this year likely completed their programs remotely.

Canadian institutions historically lacked the resources or expertise to fully develop online learning

About 16% of university and 12% of college students learned primarily online in 2019 , while more than one-third of undergraduates had at least one course with blended learning. Despite wider usage of online tools, funding and staffing issues have hampered digital education at half of universities and colleges, more so among smaller institutions.

Canada’s advantage in international student attraction is at risk

New international student permits dropped by 45% in March (year-over-year) . Ongoing travel restrictions and visa-processing delays will likely stall international student arrivals in the coming months. These students pay about $6 billion in tuition alone to universities and colleges each year.

Digital spending comprised only 2.5% of global education expenditures pre-lockdown

Despite a 14x increase in EdTech venture capital since 2010, digital spending remains a small fraction of education budgets. Pre-crisis forecasts expected spending to reach 4.3% of budgets by 2025 . Investment activity has been concentrated in China and the United States. Last year they attracted 52% and 33%, respectively, of digital education investments.

Key Questions

1. Will the explosion of remote-based learning lead to more options for students?

The simple answer is ‘yes.’ The longer schools remain unable to teach the way they used to, the more sticky remote-based learning will become. Students and educators will want to retain the experiences and tools they like.

Post-pandemic, institutions can expect to have a tougher time attracting students. With students realizing they can learn from anywhere, institutions will need to show why their campus experience is different.

Online education has the potential to be a great leveler among institutions. Schools of any size, location or level can provide unique offerings through online education: it is borderless, scalable and untethered to the traditional academic calendar. At the same time, students are looking for job-ready skills for a fast-changing labour market. Online non-degree granting institutions, such as edX, Coursera and Udemy, can create and scale new, skills-focused courses faster than universities. What if a student could get credit for them? Self-directed programs – where students choose from a menu of micro-credentials; online, on-campus or blended learning; and courses from a variety of institutions – may become an option in the not-too-distant future.

We’ll need to expand the traditional boundaries of higher education, with accredited institutions giving more credit for learning in all forms. While some universities are recognizing Massive Open Online Courses (or MOOCs) in their admissions practices, the real friction point will be within the credit transfer system. One example of more flexible learning is South Korea’s Academic Credit Bank (ACBS), where students can complete studies across institutions, based on their own pace and preferences; once they amass sufficient core, general and elective credits, the ACBS will certify their record and the Ministry of Education can issue a degree (without attachment to any individual institution). Such an experience would give students plenty of options in designing their own learning.

2. Which learners are most vulnerable to disruption?

As online education requires both personal digital devices and strong internet connections, students that lack access to either are most vulnerable to losing out.

About one in four Canadian households in lower-income categories use smartphones as their primary internet access. Roughly 10% of households – mostly in rural areas – lack reliable broadband internet. Indigenous students are over-represented in these categories. And for students with accessibility concerns, institutions may need to provide custom digital tools to ensure continuity in their learning.

The current ambiguity of when schools can return to normal operations will influence how some students make decisions with long-term impacts. In any other year, about 40,000 high school students will drop out of studies. This year, we are likely to see higher numbers, as nearly 300,000 are at higher risk of not completing a diploma due to economic insecurity.

For those entering university, college and trades programs this year, orientation is likely to be a remote experience too. Many schools are considering whether to change the timing of first-year courses, including front-loading online-ready courses to the fall, even those that previously had strict pre-requisites. Education consultant Alex Usher has called on Canadian universities to collaborate on a common, online first-year curriculum for 2020 entrants. Given uncertainties around the student experience in 2020/2021, one in four students is considering a gap year or leave of absence, according to recent Ivy Research Council surveys .

3. Will online learning in Canada still appeal to international students?

This remains to be seen, and is a critical question: international students are big business for our schools. If they are unable to enter Canada, we will need to find new ways of marketing a Canadian credential to non-residents.

At the start of 2020, over 640,000 foreign nationals held study permits ; while at least 293,000 new permits were issued in 2019 alone, across all learning levels. In post-secondary, the international student population has doubled in the last five years to 500,000, nearly one in four students, contributing about $22 billion in GDP and about 11,000 new permanent residents annually.

Amid lockdowns, new student arrivals dropped in Q1 2020, while severe declines should be expected for the foreseeable future. To stem enrolment declines, the federal government is permitting new international students to begin their programs in their home country, complete up to 50% of their program via distance learning , and assuring access to post-graduate work permits. However, the shift to online learning greatly alters an international student’s experience if they’re unable to reside in Canada during their studies and make connections, while still paying nearly double the tuition of domestic students.

About 26% of study permit holders (or 168,000) come from countries with the most aggressive online censorship regimes. Access to Canadian education resources cannot be guaranteed for this group. Colleges and universities should prepare for a high degree of enrolment deferrals to Winter 2021 or later, and the resulting need to restructure course prerequisites and in-year bridging programs.

Colleges that offer career-transition programs for international students – which have experienced enormous growth in the previous 15 years – could be greatly impacted for two reasons. First, online learning won’t provide the hands-on, workplace-based learning that’s integral for these mostly health care workers or tradespeople. Second, uncertainty of the job market in Canada will dissuade many from taking the risk of relocating.

4. Can job-ready skills be cultivated through online learning?

Without question, learning remotely develops skills that employers demand. It requires students to manage their time effectively, strengthen their written communications and foster a digital aptitude to work alongside technology. And right now, the biggest lessons students are gaining aren’t academic; it’s about being resilient and adaptive. These will be key attributes for their future.

However, the online environment can fall short in developing socio-emotional skills like active listening, speaking and critical thinking skills. RBC’s 2018 report, Humans Wanted , concluded that these skills will be in the highest demand by Canadian employers. Online instruction requires a different pedagogy than in-person learning to achieve the same outcomes, and to develop these human skills it needs to support various forms of social interaction.

Athabasca University, Canada’s largest online-only school, doesn’t try to replicate the classroom in digital form. But it has taken a learner-centered approach to skills development, encouraging peer-to-peer interactions through team-based learning and virtual study groups. Athabasca’s April enrolment grew by 12.3% for undergraduate and 10.7% for graduate studies; an early signal of student preferences in the COVID-19 era.

Work integrated learning (or WIL) has become a part of studies for nearly 60% of post-secondary students, as it cultivates workplace skills and professional networks that can facilitate smoother transitions to employment. The lockdown has made these opportunities impossible for many employers; about one-third of students have lost or delayed their WIL placement. Virtual WIL has been an alternative for some students , and this format may stick around. Vancouver-based Riipen Networks , which creates short-term, virtual work projects for students, has now engaged with 45,000 students across 200 schools in North America. For coops, Canadian university administrators (via CEWIL ) have ensured that students will receive credit for such Virtual WIL projects.

5. Can learning on a massive scale become more personalized?

If it can’t, students are more likely to disengage. While online learning requires scale to be profitable – such as classes of hundreds or thousands of students – it must offer learners personalized experiences.

The market for EdTech is as hot as it’s ever been, with VC activity reaching US$3 billion in Q1 2020 , or about the entire value of deals in all of 2016. In highest demand are the tools that promise to make the digital experience unique for each learner. Augmented and virtual reality are being used to replace live subjects (e.g. nursing, dental) or to provide access to expensive test equipment (e.g. machine repair, construction). These tools allow students to practice and explore in new environments without risk of harm or error. EdTech market watcher HolonIQ is most optimistic on AR/VR, predicting a 7x increase in spending by 2025 . Adapted for smartphones, these tools could usher in a new wave of remote learning including to virtual laboratories and situation-based learning that may be impossible in a physical environment.

Artificial intelligence will be a huge disruptor for education in the 2020s. While chat-bot tutors might reduce demands on faculty and real-time translators could break down language barriers, machine learning has the potential to completely alter student assessments. By understanding and documenting a student’s progress through digital-based learning, AI can develop customized learning plans. Applied broadly, these tools could eliminate aged-based grade levels in K-12 or change course pre-requisites to skill requirements for progression in post-secondary.

The infrastructure of education may be transformed too by blockchain technology, where credentials could be instantly verified. Such a system could lead to simplified credit transfers between institutions and stacking of credentials. This could open the possibility of a personal skills registry, where one’s skills, credentials and ongoing learning achievements are certified and accessible.

6. Are post-secondary institutions at an inflection point for their business model?

COVID-19 may precipitate the largest pivot in the delivery of higher education we’ve ever seen. Enrolment and revenue declines, combined with increased costs in technology, will force institutions to innovate. Those that can’t will be left behind.

First, we cannot ignore the transformation schools made to get over 2 million learners online in March. This is a major achievement, considering nearly two-thirds of Canadian post-secondary institutions cited faculty resistance as the main barrier to providing more online course options prior to COVID-19. Many educators believed online delivery limited outcomes , primarily that students were unable to self-regulate their learning. Any of these misgivings have given way – at least temporarily – to emergency measures, and institutions have been making strides on technology and course design.

Second, the institutions that had previously invested in online education are best positioned to pivot their operations. Université de Laval initiated its own learning platform in the late-2000s, through the Laval Academy of Digital Transformation ; prior to COVID, 71% of its courses did not have an online component, but by end of March 95% of its courses transitioned to the online platform. At the University of Windsor, the Office of Open Learning quickly deployed resources and training for faculty to go “online in a hurry”. Bite-sized training through templates, tools, as well as blogs and podcasts, were shared across institutions. The University of Waterloo has hired over 300 summer students to work with faculty to transition courses online for fall 2020.

Finally, we will see a breakdown of the artificial barriers between Canada’s higher-education institutions. Many of which are already facing pressures to reduce costs, amid soaring public debts and expected enrolment declines. Stronger collaborations between universities and colleges will be needed to reduce duplication of and increase access to online resources. Sharing of course and learning materials is already practiced by the Maple League of schools in Atlantic Canada, the Tri-University Group in southern Ontario, and through Education City in Ottawa. Going forward, these types of partnerships will be necessary to coordinate online course offerings that maximize student options and experiences.

What we’re watching:

Canada’s higher education system has an opportunity to transform, to become a global player in online education, even in a post-pandemic world. To differentiate itself, things to consider:

• Collaborations among universities, colleges and polytechnics on common digital learning platforms, as well as shared online curricula.
• Proposals to modernize the credit transfer system that recognize micro-credentials and experiential learning completions towards a diploma or degree.
• Changes to the traditional academic calendar, with higher enrolments in spring/summer terms, as well as rolling start dates for online students.
• New forms of engagement with international students that may include more in-country presence of Canadian institutions.
• Greater demand for course designers to develop pedagogy that adds AR/VR and machine learning to create personalized student experiences.

To learn more about how Canada can leverage its strength in education to become a global player in online learning, listen to our podcast episode.

How the COVID-19 Crisis will Transform Higher Education

Andrew Schrumm is a Senior Manager, Research in RBC’s Thought Leadership group.

This article is intended as general information only and is not to be relied upon as constituting legal, financial or other professional advice. A professional advisor should be consulted regarding your specific situation. Information presented is believed to be factual and up-to-date but we do not guarantee its accuracy and it should not be regarded as a complete analysis of the subjects discussed. All expressions of opinion reflect the judgment of the authors as of the date of publication and are subject to change. No endorsement of any third parties or their advice, opinions, information, products or services is expressly given or implied by Royal Bank of Canada or any of its affiliates.

By Andrew Schrumm June 1, 2020

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Adapting post-secondary education for the future

Decades of research and millions of dollars spent examining the relationship between post-secondary education and the future of work have taught us two important lessons. First, aside from identifying broad trends, we cannot accurately predict what jobs will be available in the future nor in what numbers, nor at what times. Second, there is no clear relationship between a particular post-secondary credential or field of study and a specific job. These conclusions hold true even in regulated professions , where one might think a relationship between specific credentials and job supply and demand would be readily apparent.

This doesn’t mean we should stop asking questions about education and jobs. These are critically important issues for countries that wish to foster competitive, knowledge-based economies. And the fact remains that in Canada the education system represents the greatest public investment we make in job training, no matter how many marginal and boutique programs are mounted by provincial and federal governments to promote skill acquisition.

The first step in developing better policy and programs for any issue, including the future of work, is to ask the right questions. Yet apart from some minor tweaks, Canada continues to spend millions of dollars asking the same questions we have in the past — such as where tomorrow’s jobs will be and which fields of study will prepare students for them. If we are to get more meaningful and useful information about the relationship between education and work, we would be well advised to remember the admonition of John Maynard Keynes, who wrote in the preface to The General Theory of Employment, Interest, and Money , “The difficulty lies, not in the new ideas, but in escaping from the old ones, which ramify…into every corner of our minds.”

Our work at the Higher Education Quality Council of Ontario (HEQCO) tries to escape from the old ideas and explore promising and useful new ones to inform better policy and practice for education and work. We start by asking this: What should a post-secondary education look like in a world where workplaces are more precarious and volatile, where we don’t know what jobs students will have when they graduate, where graduates are likely to change careers five to seven times during their working lives and, most critically, where a substantial percentage of the jobs that will be available haven’t yet been created, contemplated or imagined? This question leads us to one inescapable conclusion: post-secondary education should focus on the skills and competencies that will prepare graduates — regardless of their field of study — for success in work and life.

But what are these skills?

Higher education has always contended that its graduates should possess disciplinary knowledge; basic cognitive skills such as well-developed literacy and numeracy; higher-order cognitive skills such as critical thinking, problem solving and good communication; and behavioural attributes (sometimes called “soft” or “transferable” skills) such as resilience, persistence and determination. Surveys of what employers seek in prospective hires identify exactly the same set of skills, with particular emphasis on the cognitive and soft skills. In the current angst and controversy over the “skills gap,” there is a significant difference of opinion between educators and employers over whether graduates have these skills: educators assert that they do, and employers (and increasingly students) say they do not.

Much of the debate over the skills gap relies on surveys, opinions, attitudes and rhetorical flourishes. But the most direct and meaningful way to assess the skills gap is to directly measure the employment-related skills of post-secondary graduates using psychometrically rigorous tests. Measuring skills and competencies is a staple of elementary and secondary education but largely absent from the post-secondary sector.

HEQCO recently completed two large-scale trials, involving more than 7,500 students at 20 colleges and universities, that measured skills and competencies such as literacy, numeracy and critical thinking in entering and graduating post-secondary students. The results of the trials are published in a report, On Test: Skills, Summary of Findings from HEQCO’s Skills Assessment Pilot Studies . Figure 1 shows the results of one trial using an internationally accepted test that measures literacy and numeracy, Education & Skills Online (developed by the OECD in collaboration with countries such as Canada). This test categorizes students into levels, with level 3 being generally understood to reflect the basic competency required to navigate today’s world. The post-secondary educators we sampled suggested that their graduates should have achieved levels 4/5.

We found that about 25 percent of students scored at levels 1 and 2, 45 percent scored at level 3, and 25 to 30 percent were at level 4/5, with results somewhat worse for numeracy than for literacy at level 4/5. These results indicate that too many students are graduating with inadequate levels of skills and too few with superior skills. While we see some gain in skills between the first year and the final year for some students, we do not see much improvement in the aggregate over the course of post-secondary programs.

There are two important policy implications from our findings.

First, the most important link between post-secondary education and the world of work is undoubtedly skills. Employers need to clearly articulate the skills they seek and regard as necessary for job success, and they are increasingly doing so. Furthermore, employers are abandoning their long-standing reliance on credentials and institutional reputation when recruiting and screening new employees, and they are becoming increasingly reliant on evidence of skills. Post-secondary institutions need to do a better job of measuring skills, credentialing them and, based on the research we and others are doing, teaching them.

Second, we need to find more effective modes of teaching skills, especially to nontraditional learners. Education policy in Canada tends to focus on the 18-to-24-year-old learner who attends a traditional institution that still delivers programs in traditional ways. But nontraditional learners may well now be the majority of learners who need to acquire or enhance their skills to participate fully in today’s labour market. It’s high time for Canada to get serious about lifelong learning. We need more institutions to offer alternative programs such as competency-based education . As well, we need more places like Western Governors University , a nonprofit US institution that targets nontraditional learners, teaches using customized programs delivered online, provides individual mentors, and grants credentials that are recognized and valued by employers. The labour outcomes of its programs are impressive — and the cost to students is lower than what most Canadians pay for an undergraduate program.

This article is part of the  Preparing citizens for the future of work  special feature.

Photo: Shutterstock, by Elijah Lovkoff.

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Postsecondary Success

At a glance.

• Education after high school has provided opportunities to millions of Americans, but race, ethnicity, and income are too often predictors of student access to and success in postsecondary education.
• White adults are nearly twice as likely as Latino adults to have at least an associate’s degree, and high-income students are five times more likely than students from low-income backgrounds to earn a college degree by age 25.
• We are driven by the belief that every life has value and that skills and knowledge can empower people to improve their lives and the lives of their families and communities.
• We work with college and university leaders, innovators, policymakers, and state and local leaders to ask the hard questions and advocate for evidence-backed changes in policy and practice to boost student success.

The latest updates on postsecondary success

Meet the nau student who’s graduating debt-free, students and families deserve more information about the value of college, why black colleges and universities are america’s newest–and most critical–diagnostic testing hubs, our strategy.

Our efforts to improve postsecondary success, which go back more than a decade, puts students at the center and is guided by these beliefs:

• Educational opportunity should not depend on race, ethnicity, or income.
• Colleges and universities can be critical agents of change when it comes to boosting student success and eliminating access and success disparities for Black, Latino, and Indigenous students and students from low-income backgrounds.
• Strong networks of institutions and supporting organizations that provide knowledge and resources are critical for accelerating learning and student-centered change.
• Evidence is essential for guiding improvement in student outcomes.

We support colleges and universities that are committed to transformation—making significant and lasting change to dramatically improve student outcomes and eliminate race, ethnicity, and income as predictors of student success. For our team, transformation includes having a  student-centered mission , setting  goals  and being accountable for them, using  data  to make decisions, creating a  collaborative environment , and making a commitment to  continuous improvement .

I don’t have a particularly strong appetite for the phrase "When we get back to normal." I don’t want to get back to normal, because "normal" in American higher education is not currently living up to its potential as an engine of equitable social and economic mobility. But I am optimistic that this enterprise can live up to its potential, which is why we continue to invest.

Areas of focus

Navigating the path to a certificate or degree can be challenging and costly. We work with colleges and universities that are taking the lead in implementing innovations that help students identify and get on a path to a certificate or degree, stay on that path, and ensure that they are learning along the way. We focus on innovation in three key areas: digital teaching and learning, developmental education, and student support.

A growing number of colleges and universities have created and/or expanded holistic support services for their students to help improve retention and completion rates, particularly for students of color, first-generation students, and students from low-income backgrounds. Investments in this area focus on equipping more colleges and universities with seamless, personalized delivery of advising and support interventions across a student’s educational journey – including academic and career planning, case management, analytics, alerts & notifications, and engagement.

Our work with colleges and universities and the organizations supporting them focuses on  transformation —building capacity to dramatically improve student outcomes and eliminate racial and income gaps. We engage directly with a diverse group of institutions and intermediaries to generate tools and resources to support transformation efforts and support the creation of networks to connect institutions with these resources and with each other to accelerate learning.

We are working toward a comprehensive data strategy across U.S. higher education that ensures efficient, consistent, and transparent collection and reporting of key performance metrics—including and especially value—to enable students, institutional leaders, and policymakers to make informed decisions about the value of different postsecondary pathways.

Federal and state policies affect who colleges and universities serve and how they are served. Our policy focus is on money and measures. We are interested in how public funds are allocated and spent to help today’s college students (especially low-income and first-generation students, students of color, and working adults) and how colleges and universities are measuring and being held accountable for their progress and success.

Why focus on postsecondary success?

Higher education has historically been an engine of social mobility and economic growth in the United States, but as costs rise and colleges and universities face growing financial pressures, disparities in access and success by race, ethnicity, and income persist and student financial aid systems are stretched to the limit—all at a time when our economy needs more educated workers than ever.

Left unaddressed, these trends will leave the U.S. economy without the skilled workforce it needs to remain competitive and will increase inequity. The political and social implications for our nation are profound and unacceptable. They are also avoidable.

Research and innovation at colleges and universities across the country are yielding promising solutions that could increase student success rates and ensure that all students receive a high-quality educational experience that is tailored to their needs, academic abilities, and career goals.

These solutions include technology-enabled teaching and student advising tools as well as systems that gather and analyze data to help institutions improve their performance and student outcomes.

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Lisa Beare was first elected as the MLA for Maple Ridge-Pitt Meadows in May 2017. She was appointed Minister of Post-Secondary Education and Future Skills in 2024.

Previously, as the Minister of Tourism, Arts, Culture and Sport, and Minister of Citizens’ Services, she worked to promote and strengthen B.C.’s dynamic tourism industry and the vibrant arts, culture and sport community, dismantle systemic racism within government through the Anti Racism Data Act and connect the entire province to internet services.

Lisa grew up in Maple Ridge where she is raising her daughter. She previously worked as a flight attendant and commercial pilot with a diploma in local government management from the University of Victoria.

Long a passionate advocate for social causes and as a committed volunteer, Lisa got her start in politics in 2014 when she was elected as a local school board member. Her time on the school board and her own experiences as a mother led her to become an advocate for quality public education for all people in British Columbia.

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Government of Canada improves access to and affordability of post-secondary education

From: Employment and Social Development Canada

News release

A higher cost of living means that more students will need enhanced financial supports in order to pursue their studies and achieve their goals. That is why the Government of Canada has extended student financial assistance enhancements to continue for the 2024 to 2025 academic year.

September 3, 2024       Edmonton, Alberta      Employment and Social Development Canada A higher cost of living means that more students will need enhanced financial supports in order to pursue their studies and achieve their goals. That is why the Government of Canada has extended student financial assistance enhancements to continue for the 2024 to 2025 academic year.  Today, Minister of Employment, Workforce Development and Official Languages, Randy Boissonnault, met with students, faculty and administration at MacEwan University in Edmonton to highlight Budget 2024 affordability measures for students. Changes to the Canada Student Financial Assistance Program came into effect for this school year and will continue to improve access and affordability for students in post-secondary education. This includes extending the Canada Student Loan limit increase to $300 per week of study for full-time students and the 40% increase to Canada Student Grants for full-time students, part-time students, students with disabilities and students with dependants, by one year. These changes also include permanently eliminating the credit screening requirement for students aged 22 and older who are applying for student financial assistance for the first time.   In 2024 to 2025, approximately 297,000 students will benefit from the extension of the weekly loan limit amount, while extending the temporary 40% increase to grants will help approximately 587,000 Canadian students. Permanently eliminating credit screening as a requirement for first-time student financial assistance applicants aged 22 and older is expected to impact approximately 1,000 Canadians annually. To better address the real cost of rent for students, Budget 2024 contained a measure to modernize the shelter allowances used by the Canada Student Financial Assistance Program to assess students’ financial needs. As of August 1, approximately $154.6 million over five years in additional student financial aid, with over $32.3 million per year ongoing, will help about 79,000 students each year.

Post-secondary education plays an essential role in allowing Canadians to pursue good careers. By persevering in their studies, young Canadians have a better chance to graduate from their post-secondary education into a bright future and contribute to the economy in a meaningful way. The Government of Canada is investing a total of $1.1 billion in 2024 to 25 to continue helping students through financial aid.

“Making education more affordable will help students and apprentices to put their talents towards innovation, building up our communities and solving global challenges. Our Government is listening to students – it’s clear they need more supports and that is precisely what we are providing.”  – Minister of Employment, Workforce Development and Official Languages, Randy Boissonnault

Quick facts

The Canada Student Financial Assistance Program provides Canada Student Grants and Canada Student Loans to help students pay for their post-secondary education.

The Canada Student Financial Assistance Program works in partnership with 10 provinces and territories to deliver student financial assistance. Quebec, the Northwest Territories and Nunavut receive alternative payments from the Government of Canada to administer their own student financial assistance measures.

Extending the increase to the loan limit continues to allow students with unmet funding needs to take out additional loans from the Government of Canada, without being charged interest.   

Associated links

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• Canada Student Financial Assistance Program
• Canada Student Loans Regulations
• Canada Student Grants and Loans
• Apply for Canada Student Loan forgiveness
• Budget 2024

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Mathis Denis Press Secretary Office of the Minister of Employment, Workforce Development and Official Languages 343- 573-1846 [email protected]

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Back to Campus: Your Ultimate Guide to a Smooth Transition into Post-Secondary

The start of a post-secondary school year is an exciting yet often nerve-wracking experience, whether you’re returning for another year or stepping onto campus for the first time. This transition is more than just packing up your textbooks; it’s about setting yourself up for success academically, socially, and personally. In this blog, we’ll explore practical tips and essential strategies to help you navigate this pivotal time with confidence and ease. From organizing your study space to managing your time effectively and balancing social life with academic responsibilities, we’ve got you covered. Let’s dive into how you can make the most of this new chapter and start your school year on the right foot!

Organize Your Schedule

Organizing your schedule for the upcoming post-secondary school year can set you up for a productive and less stressful year. Here’s a step-by-step guide to help you get started:

1. Understand Your Academic Calendar Obtain the academic calendar for your institution. This will include important dates such as start and end dates, exam periods, holidays, and breaks. Highlight these dates on your planner or digital calendar. Organize your schedule with both a weekly and daily view to keep track of your overall plan and daily tasks. Keep materials in order, use folders, binders, or digital files to keep track of course materials and assignments. Use your calendar to track assignment due dates, exam schedules, and other deadlines.

2. Course Planning Look at the course catalogue and decide which courses you need or want to take. Consider prerequisites, course load, and any special requirements. Map out your courses, including class times and locations. Make sure there’s enough time between classes and other commitments. Identify what you want to achieve in each course. This might include grades, projects, or skills. Include academic tasks, personal errands, and long-term projects.

3. Work and Extracurriculars If you’re working or involved in extracurriculars, make sure you factor these into your schedule. Decide how many hours you can realistically commit each week. Allocate time for studying and completing assignments.

4. Build in Flexibility, Self-Care, and Balance Allow for unexpected events and downtime. Avoid packing your schedule too tightly. Be prepared to adjust your schedule if things change, such as shifts in work hours or changes in course requirements. Schedule regular breaks to avoid burnout. Make time for hobbies, exercise, and social activities. Ensure your schedule allows for adequate sleep and healthy eating habits. By following these steps, you can create a well-organized schedule that helps you stay on top of your academic and personal responsibilities, leading to a more successful and balanced post-secondary school year

Setting goals for the upcoming post-secondary school year can help you stay focused, motivated, and on track. Here’s a structured approach to setting and achieving your goals:

1. Reflect on Past Performance Reflect on what went well and what didn’t in the previous year. Identify areas where you’d like to improve or change. Use these insights to set more informed and realistic goals.

2. Define Your Goals Set specific objectives for your coursework. This might include achieving a certain GPA, mastering specific skills, or excelling in a particular subject. Consider goals related to personal growth, such as improving time management, building resilience, or developing leadership skills. Think about internships, networking opportunities, or career planning goals. Setting goals related to gaining work experience or exploring career paths can be valuable.

3. Make Your Goals SMART Specific: Define exactly what you want to achieve. Measurable: Establish criteria to measure progress. Achievable: Ensure your goals are realistic. Relevant: Align your goals with your long-term aspirations and values. Time-Bound: Set deadlines for when you want to achieve each goal.

4. Break Down Goals Break larger goals into smaller, manageable tasks or milestones. For example, if your goal is to write a research paper, sub-goals might include researching, outlining, drafting, and revising. Outline the specific steps needed to achieve each sub-goal. This makes the process less overwhelming and easier to follow.

5. Monitor Progress Set aside time to review your progress regularly. This might be weekly or monthly, depending on the goal. Be flexible and willing to adjust your plan if circumstances change or if you find that certain strategies aren’t working.

By setting clear, actionable goals and regularly reviewing your progress, you can stay focused and motivated throughout the school year, leading to a more successful and fulfilling academic experience.

Arrange Finances

Arranging finances for the upcoming post-secondary school year involves careful planning and budgeting. Here’s how to get started:

1. Assess Your Financial Situation and Create a Budget Take stock of your savings, income sources, and expenses. Estimate your total costs, including tuition, books, housing, and personal expenses. Categorize all expected costs such as tuition, housing, food, transportation, and miscellaneous expenses. Include all sources of income like parental support, part-time work, scholarships, and grants. Use budgeting apps or spreadsheets. Set aside money for unexpected expenses like medical bills or urgent repairs. Have a plan for covering any shortfalls that might arise.

2. Explore Financial Aid Options Research and apply for scholarships and grants that you qualify for. Submit financial aid applications to determine eligibility for loans and grants. Inquire about any school-specific financial aid or assistance programs.

3. Consider Part-Time Work Find part-time work that fits with your class schedule. Campus jobs or flexible remote work might be ideal. Include your expected earnings in your budget and plan how they’ll be allocated.

4. Manage Student Loans Wisely Familiarize yourself with the terms of any student loans, including interest rates and repayment schedules. Minimize borrowing to reduce future debt.

Be careful planning and managing your finances, you can better handle the costs of the post-secondary school year and reduce financial stress. Regularly review your budget and financial situation to ensure you’re staying on track.

Gather Materials

1. Review Your Course Syllabus Look for lists of required textbooks, software, and other supplies provided by your instructors. Make note of any specific equipment or materials needed for labs or projects.

2. Create a List and Source Textbooks/Supplies Make a list including textbooks, notebooks, stationary, tech gear, and any special items mentioned in your syllabus. Add any personal supplies you may need, such as planners or organizational tools. Decide whether to buy new or used textbooks or rent them. Check online bookstores, campus bookstores, and textbook rental services. Consider e-books or digital versions where possible to save money and space.

3. Gather Technology Ensure your laptop, tablet, or other devices meet the specifications needed for your courses. Download and install any required software or applications before classes start.

4. Visit Campus Resources Visit campus stores for any specific items you might need, like campus-branded gear or additional supplies. Some textbooks might be available for loan or on reserve at the campus library.

By methodically gathering and organizing your materials, you’ll be well-prepared for a successful start to the school year.

Connect with Peers

Connecting with peers before the post-secondary school year can help you feel more prepared and less isolated.

1. Attend Pre-Orientation Events/Online Groups Engage in official university or college forums and social media groups to meet fellow students. Look for groups related to your specific courses or majors. Participate in online or in-person orientations or social events organized by your institution. If available, attend pre-orientation or campus tours.

2. Use Social Media Join relevant Facebook groups, Instagram communities, or LinkedIn networks related to your institution. Use and follow hashtags related to your college or program.

3. Reach Out to Roommates and Classmates If you know your roommates or classmates, reach out via email or social media to introduce yourself. Talk about common interests or concerns to build rapport.

3. Engage in Community Events Attend local events or meetups related to your area of study or interests if you’re already in the area.

4. Be Proactive and Approachable Don’t hesitate to start conversations with other incoming students, whether online or in person. Show genuine interest in others and be open to making new connections.

Connecting with peers early can ease your transition and help you build a supportive network before classes begin.

Visit Campus

Visiting campus before starting post-secondary school is important because it helps you familiarize yourself with the environment, reducing first-day anxiety. You can explore essential locations like classrooms, libraries, and student services, making it easier to navigate when classes begin. Additionally, it allows you to identify resources, meet potential peers or faculty, and get a feel for campus culture, helping you to settle in more smoothly and effectively plan your daily routine.

Apply Now and Become a Future SGEI Graduate

Seven Generations Education Institute (SGEI) is an Indigenous-led educational organization that provides high school, post-secondary, training for employment and cultural programming to all Indigenous and non-Indigenous people in the Treaty 3 area and beyond. Are you interested in lifelong learning and empowerment? Apply to SGEI now by checking out our website and begin your path to becoming a future SGEI graduate today!