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The personal benefits of post-secondary education (PSE) and training for individuals make it desirable for as many Canadians as possible to have the opportunity to access PSE at some stage of life, whatever their social or economic background.
From an economic perspective, demographic projections indicate that demand for skilled workers will outstrip supply. Failing to raise the education levels of all potential learners and workers means many jobs requiring skilled workers will go unfilled in the future. Consequently, increasing PSE access for members of groups that are currently under-represented and ensuring their successful completion of PSE is vital to realizing Canada’s objective of having a skilled and adaptable workforce. Such measures will also help to enable these Canadians to participate fully in all facets of our society.
Canada has made substantial progress in increasing PSE participation rates for members of groups traditionally under-represented at post-secondary institutions, especially among youth from low-income backgrounds and Aboriginal youth. There has already been a great deal of success in increasing the participation of women, who now are the majority of university and college students.
Nonetheless, an April 2006 public opinion poll conducted for the Canadian Council on Learning revealed that 59% of those surveyed believe that many qualified Canadians do not have the opportunity to attend college or university.[1]
Lower PSE participation rates have their roots in secondary school, where the dropout rates for rural, Aboriginal and low-income youth are above the rates for the total population. Current high-school dropout levels in Canada are still relatively high compared with those in other countries. Canadians who do not complete high school are at high risk of unemployment and face transitional challenges if they later decide to pursue post-secondary education.
New Canadians also face obstacles to PSE participation: four out of 10 immigrants who attempted to access education and training reported difficulties, with language barriers and financial problems cited most frequently. [2]
To develop policy and program options that will enhance access for these learners and ensure a smooth passage through high school to college or university graduation, Canada needs to gain a better understanding of the barriers, both for the total population and for specific groups. Canadian governments and the post-secondary sector need to know who is and who is not accessing PSE, and why or why not. Research and analysis should examine why, for example, male PSE participation rates have not kept pace with those for women. Time-series data to track trends in the PSE participation of under-represented groups need to be developed and implemented, as well as comprehensive information that tracks the dropout rate and characteristics of under-represented groups.
Many international jurisdictions have already set national objectives and/or benchmarks with regard to PSE access for under-represented groups. The European Union, for one, views the participation of all members of society in education and training as essential to building the kind of society Europeans want, and encourages countries to track the socio-economic backgrounds of students.
The EU has set the following benchmarks: no more than 10% of students will leave school early, and at least 85% of 22-year-olds in the E.U. will have completed upper secondary education by the year 2010. New Zealand, in turn, has specifically set increased participation rates for native groups as a priority. The United Kingdom has identified “widening participation of under-represented groups” as an objective and designed indicators to track participation of these groups. Finally, Australia’s national objectives state “there must be equality of opportunity in higher education to allow individuals to reach their potential, regardless of circumstances and backgrounds.” The Australian Institutional Assessment Framework has a variety of indicators in place to track individual institutional performance.
By looking outward to other countries for relevant models, and by reflecting inward on the unique challenges faced by under-represented groups in our own country, Canada will be able to determine how best to increase the PSE participation and completion rates of low-income, Aboriginal and rural Canadians while also meeting the growing labour-market demand.
[1] Pacific Issues Partners (2006). Canadian Attitudes on Post-secondary Education: A Report for the Canadian Council on Learning. Ottawa: Canadian Council on Learning.
[2] Longitudinal Survey of Immigrants to Canada (2005). Progress and Challenges of New Immigrants in the Workforce. Statistics Canada, Social and Aboriginal Statistics Division. Catalogue No. 89-615-XIE, 2005. Ottawa.
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