post secondary education and future skills

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?

The StrongerBC future skills grant provides funding to British Columbians aged 19 years or older – regardless of financial need – to take eligible short-term skills training at public post-secondary institutions, covering up to $3,500.

Winter (January – March) 2024 Semester Funding

Funding under the future skills grant program will be available in the winter 2024 semester for only those learners who initiated a program of study in the fall 2023 semester using their future skills grant funding of $3,500 and whose program extended beyond that first semester (midstream learners). To determine whether your qualify as a midstream learner please see definition and eligibility criteria below. 

Future Learners: Fall (September) 2024 Semester Funding

For other students or prospective future users of the future skills grant, we are pleased to confirm there will be funded programs available in the fall (September) 2024 semester.  This funding will be available for new learners who have not yet accessed future skills grant funding, and for those who have already accessed future skills grant funding with remaining funds still available to them from their $3,500 lifetime maximum.

The government is committed to providing high-quality and relevant learning opportunities for learners and employers. That is why the government will be refreshing the list of programs funded under the StrongerBC future skills grant beginning in 2024. This will allow the government to offer more diverse and updated skills training options for British Columbians who want to access well-paid, high opportunity occupations. 

Please stay tuned for the refreshed list of program offerings, which will be posted in mid-late Spring 2024. We thank you for your interest and enthusiasm in the StrongerBC future skills grant program.

Definition: Winter 2024 semester eligible midstream learners  Midstream learners are those learners who  took a future skills grant funded program in the fall of 2023 and require additional courses or programming in the winter of 2024 to complete that programming. Only learners defined as midstream learners will have access to the remaining funds in their $3,500 lifetime grant in the winter  2024 semester. Those learners who are not defined as midstream learners will need to await future semesters to continue using or begin using their grant.

Eligibility criteria : Midstream learners' eligibility criteria for future skills grant funding for the winter 2024 semester are as follows:

• You must have started a future skills grant-funded program in the fall 2023 semester and need to take more courses to complete the original program.
• Only courses that start in the winter 2024 semester, between January 1, 2024 - March 31, 2024, and are required to complete a program or credential that has already started are eligible for future skills grant funding in the winter 2024 semester.
• You must continue with the same program and study at the same institution where you began your program. You cannot switch to a different program or a different institution and retain access to your future skills grant funding for the winter 2024 semester.  Funding will be available in fall 2024 semester if you wish to consider other  programs or institutions that may be available in the fall 2024 semester.
• You must not have already exceeded your future skills grant lifetime maximum allotment of $3,500.

Current status intakes: May be subject to change

• Winter 2024 semester - January 1, 2024 - March 31, 2024: Open to Midstream learners only. Please see the institution for registration dates.
• Fall 2024 - September 1, 2024 - December 31, 2024: Please stay tuned for details coming in 2024. 

Winter 2024 semester programs: Please see above for eligibility requirements

The StrongerBC future skills grant is a Provincial initiative and the program information below is provided on behalf of the Province. Please contact the post-secondary institution directly for more information before applying. 

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

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• Human Resources & Education

College instructors group calls on B.C. minister to resign for criticizing pro-Hamas teacher

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An organization representing many B.C. university and college instructors is calling for the resignation of Minister of Post-Secondary Education and Future Skills Selina Robinson.

The Federation of Post-Secondary Educators of BC alleges Robinson inappropriately intervened in the  disciplinary process for Langara College English teacher Natalie Knight , who publicly celebrated the Oct. 7, 2023 Hamas attack on Israeli civilians as “amazing” and “brilliant.”

Knight was placed on leave by the college after her Oct. 28, 2023 comments at a pro-Palestine rally in Vancouver. Last month, the college’s academic freedom advisory committee cleared Knight to return to classes; however, after she subsequently defended her pro-Hamas commentary online and turned up to another pro-Palestine rally, this time on college grounds, the college announced Jan. 26 Knight was “no longer employed.”

The Federation of Post-Secondary Educators of BC represents about 10,000 unionized instructors at 20 institutions — mostly medium-sized colleges and excluding the province’s three major universities (UBC, SFU and UVic).

The federation, which has previously called for a ceasefire in Gaza, took aim at Robinson, who is Jewish, for supporting (via social media) calls from the Centre for Israel and Jewish Affairs to terminate Knight.

“The notion that a Minister would intervene directly with a college and call for the termination of a tenured faculty member is highly inappropriate and unprecedented. We will assist the Langara Faculty Association in grieving this unjustified termination,” stated federation executive director Michael Conlon in an online statement Feb. 1. (Conlon clarified to Glacier Media by email that Knight is not tenured with an indefinite academic appointment.)

Conlon and federation president Brent Calvert went on to say it was “concerned that the Minister had inappropriate access to confidential employment information about Dr. Knight.”

Calvert called Knight’s comments about Hamas “clearly hurtful to some in the Jewish community.”

“But,” said Calvert, “the reality is that freedom of expression applies to speech we may well find offensive. Free speech is meaningless if it is reserved only for speech we agree with.”

Conlon told Glacier Media via email that “we do not believe that Dr. Knight’s comments are hate speech nor are they disciplinable under the collective agreement and neither does Langara.” 

Robinson declined an interview with Glacier Media but issued a statement Feb. 1 by email wherein she said the federation’s allegations are false.

“Langara College made the decision independently and the Minister was only notified of the College’s decision after it was made,” said Robinson, whose public mandate is to "provide leadership and direction for post-secondary education."

The federation and the Canadian Association of University Teachers also targeted comments Robinson made in a B’naiBrith Canada panel on Jan. 30. There, Robinson describes her interactions with respect to the Langara College instructor and her stated concern that some universities in Canada are not adequately addressing anti-Semitism.

Robinson stated she spoke to many post-secondary presidents since Oct. 7 and “they want to do the right thing. They feel stuck. They feel so trapped around what legally I can ask them to do, what can I do within the realm of the collective agreement and not get sued and yet help ensure our university and college campuses are safe right now.”

The federation claims, “the Minister indicated that she had been pressuring college and university presidents in B.C. to police speech related to the war in Gaza.”

Asked to clarify that comment, Conlon said by email that “she is clearly raising concerns and asking presidents to clamp down on speech on Gaza and their reply is there are laws and collective agreement issues here — except of course Langara.”

Robinson and the ministry called the federation’s interpretation “demonstrably untrue.”

“The Minister's comment is about a desire from post-secondary presidents to work through how to support their students/school communities in situations that are often complex. 

“Minister Robinson’s focus is on our commitment to making sure that post-secondary education institutions throughout B.C. are safe spaces where students can study and learn,” the ministry stated.

Online, Robinson also doubled down on her opinion on Knight’s commentary, calling it “outrageous.”

Robinson said Knight “went out of the way to be vitriolic and celebrate the massacre that happened.”

Now, said Robinson at the panel, “I’m being called out by the faculty association because I expressed my disappointment of her reinstatement, but I also represent a constituency and they needed to see me be upset and be concerned that this was happening.”

“I also value free speech and I value democracy. And while I hate what they have to say they also have a right to say it, within limits — and this is where we get challenged,” said Robinson.

Robinson has defended Israel’s military actions to kill Hamas leaders, and she also reiterated support for Israel’s existence since the Second World War, and a need for younger people to better understand the conflict and the context in which Israel exists.

“They (18-34 year-old people) don’t understand it was a crappy piece of land with nothing on it; there were several hundred thousand people but other than that it didn’t produce an economy.

“It was the folks that were displaced that came, and the people who had been living there for generations and together they worked hard; and they had their own battles and we know their history,” said Robinson.

It was those comments that sparked further online criticism Feb. 1 leading Robinson to apologize on X.

"I want to apologize for my disrespectful comment referring to the origins of Israel on a ‘crappy piece of land.’ I was referring to the fact that the land has limited natural resources. I understand that this flippant comment has caused pain and that it diminishes the connection Palestinians also have to the land. I regret what I said and I apologize without reservation," states Robinson.

At the panel Robinson also noted her BC NDP government recently implemented mandatory Holocaust education in high schools.

The minister also asserted that “Jewish hatred” is behind a seemingly more selective concern against Israel, as opposed to other ongoing state-backed conflicts.

The federation’s statement against Robinson was filed in its online news section, which includes a Dec. 4 statement calling for a ceasefire in Gaza. It is among few political statements; the federation previously condemned suppression of women’s rights protests in Iran, in 2022; it never weighed in on the conflict in Ukraine, among others.

The federation is a member of the Canadian Labour Congress, which has long issued statements criticizing Israel’s military actions in Palestine.

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Editor's note. This article was updated to reflect Robinson's apology for her comments about Palestine. 

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• Higher Education

Post-Secondary Education: The Educational Beyond High School

Post-secondary education emerges as a transformative phase, beckoning individuals to explore a vast array of opportunities beyond the confines of high school. Understanding the intricacies of post-secondary education, delving into its varied applications, exploring concrete examples, and unraveling the terminologies associated with this educational realm can significantly empower individuals as they embark on this enriching journey.

Defining the Essence of Post-Secondary Education

It is also commonly referred to as tertiary or higher education and is a broad term encapsulating diverse learning experiences that follow the completion of secondary schooling. It signifies a pivotal shift from the generalized nature of high school education to a more specialized and in-depth exploration of academic and professional interests. This phase lays the foundation for advanced knowledge acquisition, skill development, and the pursuit of specialized qualifications that extend beyond the parameters of secondary education.

Examples Illuminating the Diversity of Post-Secondary Education:

1. universities and colleges.

The traditional pursuit of a bachelor’s degree remains one of the most prevalent paths in post-secondary education. Universities and colleges offer extensive programs spanning an array of disciplines, providing students with the opportunity to specialize in subjects aligned with their passions and career aspirations.

2. Community Colleges

Serving as accessible gateways to higher education, community colleges offer two-year associate degree programs. These programs often act as stepping stones for individuals intending to transition to a four-year university, providing a cost-effective and flexible alternative.

3. Vocational and Technical Schools

For those inclined towards hands-on learning and specific vocational training, vocational and technical schools present tailored programs in trades, technology, healthcare, and other specialized fields. These institutions prioritize practical skill development, preparing students for direct entry into the workforce.

4. Professional Certifications

Acknowledging the evolving landscape of professions, this education also includes avenues for acquiring professional certifications. These certifications validate expertise in specific areas, enhancing an individual’s employability and professional credibility.

5. Online Learning Platforms

The digital revolution has ushered in an era of flexibility and accessibility through online learning platforms. Massive Open Online Courses (MOOCs) and digital certifications provide learners worldwide with the opportunity to engage in post-secondary education without geographical constraints.

Applications:

1. career advancement.

One of the primary applications of this education lies in the realm of career advancement . Many professions demand specialized knowledge and skills that can be acquired through higher education, positioning individuals for advanced and fulfilling career opportunities.

2. Skill Development

Post-secondary education, whether through traditional degree programs or vocational training, places a strong emphasis on skill development. These acquired skills enhance an individual’s competitiveness in the dynamic job market, contributing to professional success.

3. Research and Innovation

Universities, as key players in post-secondary, contribute significantly to research and innovation. The pursuit of advanced degrees fosters an environment of inquiry, critical thinking, and discovery, resulting in advancements across diverse fields.

4. Personal Growth

Beyond the academic and professional realms, post-secondary education fosters personal growth. It encourages critical thinking, independence, and a broader understanding of the world, shaping individuals into well-rounded contributors to society.

Terminologies: Navigating the Lexicon of Higher Education:

• Undergraduate: Refers to students pursuing their first degree, typically a bachelor’s degree.

• Graduate: Encompasses students pursuing advanced degrees beyond the undergraduate level, such as master’s or doctoral degrees.
• Degree Programs: Structured courses of study leading to academic degrees. Common types include Associate, Bachelor’s, Master’s, and Doctorate.
• Semester/Quarter: Academic terms during which courses are offered, with varying lengths of duration.
• Major/Minor: The primary subject of study (major) and secondary area of focus (minor) within a degree program.
• Alumni: Individuals who have graduated from a particular institution, forming a network of former students.

The Decision-Making Process:

Embarking on the journey of post-secondary education necessitates thoughtful consideration of various factors:

• Career Goals: Identifying career paths aligned with personal interests and aspirations is crucial. Certain professions may require specific degrees or certifications.

• Learning Preferences: Considering the preferred learning environment—be it a traditional campus, online platform, or hands-on vocational training—helps match individual learning styles.
• Financial Planning: Evaluating the cost of education, potential financial aid options, and the return on investment in terms of future career opportunities aids in informed decision-making.
• Researching Institutions: Exploring institutions that offer programs aligned with career goals involves considerations such as faculty reputation, available resources, and industry connections.
• Personal Development: Reflecting on how post-secondary education can contribute not only to professional growth but also to personal development and fulfillment is paramount.

Post-secondary education unveils a dynamic and multifaceted landscape, offering diverse avenues for individuals to explore and excel. Whether pursuing a traditional degree, vocational training, or digital certifications, the journey beyond high school holds transformative potential. Informed decision-making, alignment with personal goals, and a commitment to lifelong learning are pivotal in navigating the intricate terrain of post-secondary education, ensuring a fulfilling and impactful educational journey.

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Provincial Attestation Letter System Information Session

BCCIE is pleased to announce an information session with the Ministry of Post-Secondary Education and Future Skills about the forthcoming attestation letter system. The Ministry will provide preliminary information and a demonstration of the system currently in development to issue Provincial Attestation Letters. We appreciate your attendance, but no questions will be answered at this time. A follow-up session on Thursday, February 29, will be held to address questions about how to use the Provincial Attestation Letter system.

Important information to note:  

• Information regarding individual institution allocations will not be available at this session.  
• The system will not be accessible until testing is complete and an individual institution’s allocation has been finalized.  

This information session is part one of a two-part series on the Provincial Attestation Letter System. Please also register for the February 29 Q&A with Ministry representatives here .  

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• Social Policy

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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How Post-Secondary Education Sets Up Students for Success

By: Author Dr. Patrick Capriola

Posted on Published: November 1, 2019

Students entering their junior year should consider what is going to come next after their diploma. For many, it will be post-secondary education

What is post-secondary education? Post-secondary education is a path to higher learning through colleges, universities, institutes of technology, academies, vocational or trade schools, or seminaries. It is the education adults pursue to earn degrees, learn a trade, or gain career-specific skills as they seek a better quality of life and a more fulfilling career.  

Traditional Types of Post-Secondary Education Institutions

The traditional institutions for higher education are the community college and the university. There is more to each than meets the eye, and it is important to understand what each offer. 

Community Colleges

A typical community college offers associate degrees, which are completed in two years, but that is not the only option. In order to keep up with the demand for more opportunities in postsecondary education, community colleges also offer trade certifications, from manufacturing and industry careers to healthcare fields. 

Benefits provided by community colleges include smaller campuses, smaller class sizes, and more individualized attention.  Most undergraduate students (40 percent) attend community colleges, but the campuses also attract adults and elders, known as non-traditional students (“Community College: FAQ,” 2019). 

Sebastian had heard from his friend, Hannah, that the local community college was holding an open house that night, so he and his parents attended. While there, they discovered some of the advantages community colleges offer (“Community College: FAQ,” 2019):

• Open admission (even students without top grades may try out classes)
• Low tuition rates (community college credits cost less than university credits)
• Flexible course schedules (courses offered at different times of the day and night)
• Transferability of credits (coursework may be transferred to university studies)

Sebastian and his parents also learned about programs offered to students while still in high school. These programs would give him the opportunity to take college classes and earn credit both at the high school and at the postsecondary level. Emma, Sebastian’s mother, was excited to hear more. 

Earning Credit While in High School

In recent years, community colleges have partnered with high schools to create dual credit and concurrent credit programs designed to give students a head start on their coursework (Bangser, & Michael, 2008)

Dual Credit Programs. Students interested in dual credit classes sign up as they would for any high school course. The classes are taught by trained high school teachers during regular school hours. There is little-to-no disruption in a student’s day because the classes are also held in the same building, and the only difference is in the level of difficulty. Credits earned apply to both high school and college. Best of all, classes are offered free of charge to students who qualify.

Concurrent credit programs. In this case, students sign up for college classes taught by college faculty instead. Like the dual credit programs, however, students earn both high school and college credits at once. One benefit of this program is introducing high school students to the rigors of higher education in a smaller dose.

Sebastian’s cousin had enrolled in a concurrent program while a senior in high school. She explained that while the workload was much heavier than her regular classes, the support she received from both her secondary and postsecondary schools gave her a positive experience. 

The best part, she said, was the ability to graduate from high school with most of her early core classes already completed. It saved her both time and money in the long run. Sebastian’s parents, Daniel and Emma, were thrilled to hear the news. Perhaps they had found a solution, but more research was required. 

Universities . A university is different from a community college in a few ways. Rather than a two-year, associate degree, students may earn a four-year bachelor’s degree. After that point, there are also options for graduate degrees, varying from a master’s, Master of Fine Arts, doctorate, or advanced medical and law degrees. 

While community college students do not live on campus, university students do have that option. Student housing covers living expenses such as rent, utilities, and Internet access. In addition, universities increasingly offer more amenities such as flexible food plans, gym memberships, lounges, and updated classrooms. 

Daniel decided to discuss university options with his son’s counselor at school. When he asked her for more information, Sarah, Sebastian’s counselor, introduced him to both private and public university opportunities.

She explained that public universities are government-funded, while private universities are funded by endowments and student tuition fees. As a result, private institution tuition and fees are more expensive than public ones. 

Why is Postsecondary Education Important for Income?

In our ever-increasingly technology-based economy, higher education is crucial to learning the skills needed for a profitable career (Bangser & Michael, 2008). Currently, the unemployment rate is low, but many of those positions are low-wage low-skill jobs.

Too many adults who work those positions must more than one job to make ends meet. In fact, “education beyond high school, and often at least a bachelor’s degree is now considered to be necessary for access to economically viable jobs” (Bailey, Thomas Kienzl, Gregory Marcotte, & David, 2004). 

Statistics show that postsecondary education has a significant impact on lifetime earnings. In fact, even some higher education experience has an effect, though not as great. According to the Bureau of Labor Statistics (“Measuring the value of education: Career Outlook,” 2018), the following numbers are an eye-opener, even when it comes to a weekly salary:

Why is there such a difference? Employers look for educated workers who already have most, if not all the skills necessary to fill positions in the company. In-house training is expensive, but if an employee comes ready to work, overhead costs are lower for the owner. That means workers with at least some postsecondary education have an advantage over those with none. 

That advantage means a lower unemployment rate, according to the Bureau of Labor Statistics (“Measuring the value of education: Career Outlook,” 2018):

Some College, No Degree

What if a student enrolls, but does not finish a degree program? Would that student be worse off than no college experience? Statistics show that even an incomplete postsecondary education is better than none. 

Women in four-year programs who did not earn a degree earned 15 percent more than women without postsecondary education. The impact on women who did not finish community college credentials did not fare as well, but their income was still 10 percent higher. (Bailey et al., 2004).

Men also benefit, but not by as much. Male students who fell short of a bachelor’s degree earned 10 percent more, while those in community colleges earned just 6 percent more. (Bailey et al., 2004).

Associate’s Degree

While both men and women benefit from earning an associate degree, it is women who see the biggest return on investment. In 2004, women saw a 39 percent increase of income over non-degree holders, while men saw 16 percent. These numbers apply to academic degrees, but those in occupational programs who earned associate degrees earned even more (Bailey et al., 2004). 

Sebastian’s little brother, Jacob, always had a passion for heavy equipment since he was a child. Daniel would take his young son to construction sites as a treat, just so he could see the “big trucks” or take him to manufacturing plants, so he could see the “big robots.” 

As Sebastian and Jacob’s parents learned more about post-secondary education, they considered an occupational associate degree option for Jacob. He still had a few years to think about it, but it sounded exciting to him. 

Bachelor’s Degree

Not surprisingly, a bachelor’s degree has an even larger impact on lifetime earnings. Depending upon the field of study and career, degree holders earn 55 to 66 percent more than high school graduates. In addition, following through with a degree rather than completing just one year yielded four times the return on investment (Bailey et al., 2004). 

There were so many career fields that interested Sebastian: engineering, aviation, and even architecture, yet he had little experience with any of them. Could he decide while attending a university? Sarah, Sebastian’s school counselor, told him yes. 

The first two years at a university are dedicated to general studies, called “core classes.” Even within required core classes, students are offered options. The purpose of these courses is to help students solidify core skills (hence the name) and settle on their major. A major is a specific field in which a student earns a degree, and the later years are spend devoted to those studies. 

Graduate Degree

A graduate degree is considered anything beyond a bachelor’s degree, including a master’s, professional, and doctoral. Depending upon the occupation, those with graduate degrees do earn more than those with bachelor’s, but that is not always so.

High school students just beginning the journey into post-secondary education and their parents need to investigate whether an advanced degree is necessary for their chosen career before assuming it is necessary. 

Master’s degrees are most commonly awarded in the business field and offered “some of the highest wage premiums for workers with a master’s degree” (“Should I get a master’s degree? Career Outlook,” 2015). Education is not uniformly beneficial to degree holders.

Postsecondary teachers with a Ph.D. earned the lowest wage premiums in part because the degree is necessary for entry-level work (“Should I get a master’s degree? Career Outlook,” 2015), while careers in the STEM and healthcare fields held varying degrees of payoff for graduate degrees.

Other Reasons Why Post-Secondary Education is Important

Sebastian had heard all the monetary reasons why he should continue with his education, but he wasn’t sure if there were any other reasons for doing so. He caught his favorite teacher in the hall at school one day to ask what she thought. 

“Ms. Grey, why should I go to college. I mean, I get that I’ll make more money, but is there any other reason? It sounds like a lot of time, effort, and money for just a piece of paper,” Sebastian asked. 

“I’m glad you asked me,” his teacher replied, “Actually, there are quite a few reasons.” 

Financial Contributions

College graduates can contribute more to federal, state, and local governments (“The Benefits of Higher Education,” 2018). As a result, government entities: 

• Receive greater tax revenues
• Spend less on Food Stamps and National School Lunch Programs
• Spend less on social support and incarceration costs

Civic Contributions 

College graduates also enjoy health and civic benefits that in turn benefit others (“The Benefits of Higher Education,” 2018). Those benefits mean they are more likely to:

• Earn pensions and health insurance
• Lead healthier lifestyles, leading to reduced health care costs
• Actively “engage in educational activities” with their children, making them “better prepared for school than other children.” 
• Donate time to volunteer activities

Negotiating Finances

There are several options when attempting to pay for post-secondary education. There are federal and state student aid programs, institution-based programs, and non-profit or private organizations.

The most important thing to remember is filling out the FAFSA (Free Application for Federal Student Aid) form every year. The form is necessary in order to apply for any kind of financial aid. The following information is provided from the Federal Student Aid Office , which is part of the U.S. Department of Education (“Types of Aid,” 2019):

Federal and State Financial Aid 

• Grants (financial aid that does not require repayment unless the student withdraws from school)
• Work-Study (financial aid through work to help pay for school)
• Loans (financial aid that is borrowed and later paid back with interest)

Institution-Based Programs

• Scholarships (financial aid that does not require repayment unless the student withdraws from school)

Non- Profit or Private Organizations

• Scholarships and Grants (financial aid that does not require repayment unless the student withdraws from school)

Other Forms of Financial Aid

• Tax benefits
• Aid from military service
• Aid from being the child or spouse of a veteran
• Education Award from AmeriCorps service
• Educational and Training Vouchers for “current and former foster care youth”
• Loans and scholarships through the Department of Health and Human Services

How Parents Can Help 

After Sebastian, Jacob and their parents had looked through all the materials, they were ready to make decisions for the future; however, they also wanted to prepare while they had time now. There were several skills they discovered Sebastian and Jacob would need:

• Resilience (College is not meant to be easy, and students need the mental fortitude necessary to recover from challenges and setbacks. Fortunately, it is something that can be learned and modeled by parents.)
• Resourcefulness (Students have many resources at hand, but they need to know when and how to ask for help)
• Resistance (Mental health and substance abuse issues are prevalent among college students. Both students and parents can work together to communicate, encourage, and act if problems arise) 

Final Thoughts

A post-secondary education is important for numerous reasons: financial, health, and civic stability. Beyond external factors, however, is the opportunity for students to learn critical thinking skills. Those skills allow them to decipher all the messages that constantly bombard all of us. As a result, they become better workers, consumers, and citizens. 

Parents can help their children reach these goals by modeling self-reliant behavior, supporting educational goals, and helping to navigate the financial aid process. Beyond that, parents may keep the lines of communication open and be supportive. 

Bailey, Thomas Kienzl, Gregory Marcotte, & David. (2004, July 31). Who Benefits from 

Postsecondary Occupational Education? Findings from the 1980s and 1990s. CCRC Brief Number 23. Retrieved from https://eric.ed.gov/?id=ED489103 .

Bangser, & Michael. (2008, July 31). Preparing High School Students for Successful Transitions to Postsecondary Education and Employment. Issue Brief. Retrieved from https://eric.ed.gov/?id=ED502596 .

The Benefits of Higher Education. (2018). Retrieved October 13, 2019, from 

https://www.csuohio.edu/sites/default/files/The%20Benefits%20Of%20Higher%20Education.pdf

Community College FAQs. (n.d.). Retrieved October 13, 2019, from 

https://bigfuture.collegeboard.org/find-colleges/how-to-find-your-college-fit/community-college-faqs.

Epicantus. (Photographer). Retrieved from 

https://pixabay.com/photos/teen-female-girl-teenage-youth-954378/

Geralt. (Photographer). Retrieved from 

https://pixabay.com/photos/book-read-student-students-board-4126483/

Manufacturers Stress Skills Gap Crisis on Manufacturing Day. (2019, May 23). Retrieved from 

https://www.nam.org/manufacturers-stress-skills-gap-crisis-on-manufacturing-day-883/?stream=series-press-releases.

Measuring the value of education: Career Outlook. (2018, April 22). Retrieved from 

https://www.bls.gov/careeroutlook/2018/data-on-display/education-pays.htm.

The NCES Fast Facts Back to School Statistics (National Center for Education Statistics). 

(2019). Retrieved from https://nces.ed.gov/fastFacts/display.asp?id=372 . 

QuinceMedia. (Photographer). Retrieved from 

https://pixabay.com/photos/mentor-school-students-college-3512369/

Robtowne0 (Photographer). Retrieved from 

https://pixabay.com/photos/graduation-man-cap-gown-education-879941/

Should I get a master’s degree? Career Outlook. (2015, September 1). Retrieved from 

https://www.bls.gov/careeroutlook/2015/article/should-i-get-a-masters-degree.htm.

Types of Aid. (2019, February 17). Retrieved October 14, 2019, from  https://studentaid.ed.gov/sa/types .

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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Effective practices for helping students transition to post-secondary education.

• Jenn de Lugt Jenn de Lugt University of Regina
• https://doi.org/10.1093/acrefore/9780190264093.013.1212
• Published online: 30 June 2020

Globally, more and more students with disabilities are choosing to continue on to post-secondary education following high school. Nevertheless, in comparison to their non-disabled peers, young people with disabilities are persistently underrepresented in this area. As with students without disabilities, a post-secondary diploma or degree will enhance opportunities for employment, both in terms of options and income. Bridging the gap between high school and post-secondary education can be daunting for most students, but with the added complexities associated with disabilities, the challenges will be intensified. Hence, a supportive and efficacious transition between secondary and post-secondary settings is not only helpful, but essential.

For post-secondary education to be inclusive, it must be accessible. To be accessible, the transition must support the student by taking into account their strengths, challenges, interests, and goals, while considering the post-secondary environment. Successful transition plans must be student-centered, collaborative, begin early, and include measured and specific steps that are individually designed to help individual students bridge the gap. Key elements and considerations include: (a) assessing the environment and the fit; (b) developing the student’s self-advocacy skills; (c) tailoring accommodations based on the academic, social, and independent living skills of the student; and (d) supporting the student emotionally and mentally through the transition and beyond. Additional considerations include the use of assistive technology, mentoring programs, and familiarizing the student with the environment in advance of the change. Although often considered the panacea for the many academic and organizational challenges faced by students with disabilities, assistive technology is most beneficial if introduced early; this allows the student to experiment, select, and become familiar with it before leaving high school. Mentorship programs and supports, both formal and informal, should be given careful consideration as effective means of facilitating the transition. In addition to the academic and social challenges, the disruption of routines and the unfamiliar aspects of the post-secondary environment can be particularly daunting for students with disabilities. To negotiate and mitigate these aspects it might be beneficial to create opportunities for the student to become familiar with the post-secondary institution before going there. By easing and supporting the transition of students with disabilities in these and other ways, some of the barriers they face are ameliorated. Affording equal opportunity for students with disabilities to progress to post-secondary education and the subsequent workforce is not only just, it is a moral obligation and essential to an inclusive society.

• disabilities
• transitions
• high school
• post-secondary education
• effective practices
• student-centered

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date: 31 March 2024

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How thoughtful post-secondary planning can raise expectations for students in special education

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On a Tuesday evening in 2019, about 80 parents and students gathered in Archer High School in Lawrenceville, Georgia . They were there for a night of post-secondary education planning. They reviewed statistics, heard school counselor recommendations and spoke with college representatives. It’s a common enough scene. Many high schools host college and career nights to help students and parents plan for the future, but this one had a twist: it was designed specifically for students with disabilities and their families.

Once students, especially students of color, are labeled with a disability, they “are more likely to be in the most restrictive environments,” which often limits that student’s access to the general education curriculum, said Erin Kilpatrick, the high school counselor who organized the event. “To be successful and have a chance to go to college…[students] need access to general education classes and honors classes.”

That’s why Kilpatrick organized the post-secondary planning night, which included presentations from representatives of disability support offices at three colleges. She has seen throughout her career that low expectations at the high school level often mean that students with disabilities and their families are unprepared for post-secondary education opportunities. She has, for example, received calls from parents asking about their student’s options for a college education after they’ve already graduated and left the school. In Kilpatrick’s observation, only a fraction of students with disabilities pursue post-secondary education or are working within a few years of graduation. For the 2019 post-secondary planning night, her team predicted an attendance of 15 to 20, but ended up hosting four times that amount. The event was tailored to parents of students with Individualized Education Plans (IEPs) and 504 plans, both of which lay out specific environmental and academic accommodations for a student with a diagnosed disability.

According to Kilpatrick, a partnership between educators and parents of students with disabilities gives parents the knowledge and social capital to be the best advocates for their children. Such partnerships also allow school counselors and special education teachers to tailor the post-secondary options to the child based on the child’s strengths, abilities and interests.

One of Kilpatrick’s concerns is when a student with disabilities becomes siloed onto an IEP diploma track . Unlike a general education high school diploma, which students with an IEP are eligible to obtain, an IEP diploma does not fulfill requirements to join the military or get accepted into a two- or four-year colleges and universities. Parents may not know this and often rely on the expertise of school systems, which may not always push students with disabilities towards a general education diploma, said Kilpatrick. 

High school exit exams can be another barrier to students with disabilities obtaining a general education diploma. Nine states require a passing score on the high school exit exam to receive a high school diploma, according to Education Week. During research for her dissertation, Kilpatrick met a parent whose twins had a specific learning disability and took the high school exit exam a combined total of 25 times. The hours dedicated to the exit exam came out as the equivalent to several days of high school life and could’ve been devoted to learning skills, such as job interview practice, said Kilpatrick. Georgia, where Kilpatrick works, suspended the high school exit exam in 2015 .

Leslie Lipson, a lawyer with 21 years of experience in legal educational and disability advocacy, said that the biggest systemic barrier that people with disabilities face is that they “are devalued as a whole in our culture.” The K-12 education system is a reflection of cultural and social experience at large, she added. 

Kilpatrick recommended that parents and students explore all of the options available to them regarding post-secondary education, starting in ninth grade. This includes the different academic tracks and career clusters available, as well as advocating for check-ins about those academic goals at every annual IEP meeting. Kilpatrick also encouraged families to inquire with testing providers about accommodations for the SAT, ACT and AP exams. 

It is also important that students and parents know that they can advocate for or request honors, advanced placement, gifted and dual enrollment classes, said Kilpatrick. She also said that parents and students must remain mindful about the changes to legal protections when a student transitions from a K-12 education to post-secondary education options. Specifically, the change from IDEA protections , which ensure k-12 students have free access to diagnostic and special education services, to ADA or ADAAA protections, which ensure equal rights and protections for students with disabilities on college campuses and beyond.

From her dissertation research, Kilpatrick cited a solid support system as a factor in success after high school for students with disabilities. Many caregivers she talked to found knowledge-sharing between families helpful. Those networks may be found through school connections or other avenues, such as Parent to Parent , an organization that offers resources to parents and families of children with disabilities. Parents spend emotional labor, often invisible to schools and educators, said Kilpatrick, and they requested that educators have more empathy towards students with disabilities. 

According to Kilpatrick, school systems have to re-envision the possibilities for special education and students with disabilities. This can be done by providing training for educators and instilling a willingness to learn from families of students with disabilities. By holding high expectations for students with disabilities, educators reinforce the idea that these students and families “deserve to be supported,” and “deserve to have great life outcomes,” said Kilpatrick. “Disabilities are not homogeneous.”