Ontario’s PSE non-completion rate remains high. Previous research by SRDC and HEQCO found that 24.7% of students do not graduate within seven years of entering PSE. Initially after leaving PSE, those who do not complete a credential earn roughly 50% less than graduates. Beyond individual outcomes, non-completion carries broader costs: postsecondary institutions lose funding, governments do not realize the full return on public investment, and employers face persistent skills gaps in the workforce.

To better understand these impacts, SRDC conducted a detailed cost-benefit analysis comparing three pathways: individuals who start PSE but do not finish, those who complete a credential, and those who do not attend PSE at all. The findings are presented in Net Costs of Postsecondary Non-completion in Ontario: A Benefit–Cost Analysis for HEQCO, which quantifies the net costs of non-completion and highlights the benefits that are lost when students begin but do not complete their studies.

To support the application of this research, HEQCO has produced a brief explaining SRDC’s cost–benefit analysis framework, as well as a blog post and an infographic exploring the benefits of PSE completion for students, governments, and society. Together, these resources provide a clearer picture of the value of postsecondary education and the consequences of non-completion in Ontario.

To learn more: https://www.srdc.org/project/net-cost-of-postsecondary-non-completion-in-ontario/

The post New SRDC Research Examines the Economic Impacts of Postsecondary Education (PSE) Non-Completion in Ontario appeared first on SRDC.

Learn more about the insights the team gathered from speaking with newcomers across Yukon communities: https://www.cbc.ca/listen/live-radio/1-206-midday-cafe/clip/16179948-yukon-immigrants-queried-programs-may-need-fit

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[Ottawa, October 22, 2025] – Across Canada, there is a growing need for skilled tradespeople, including in British Columbia. A new research project led by the Social Research and Demonstration Corporation (SRDC), in collaboration with Community Living BC (CLBC), Inclusion Langley Society, SkilledTradesBC and other partners, explores how apprenticeship pathways can be made more inclusive for people living with disabilities, while helping to address labour shortages and advancing Canada’s commitment to accessibility.

The Opening the Doors to the Trades: Pathways to Inclusive Apprenticeship Opportunities project explored how to design and expand inclusive apprenticeship pathways for people with disabilities. Through surveys, interviews, focus groups, and design workshops, the research identified barriers, promising practices, and design solutions across the apprenticeship journey, from early awareness and training access to inclusive employment opportunities.

The research findings highlight the importance of cross-sector collaboration among supported employment providers, employers, training institutions, and regulators. Participants called for coordinated, system-wide approaches to improve awareness, share knowledge, and align roles across sectors. They also emphasized the need for capacity building across sectors that support apprentices with disabilities and innovative training approaches to drive inclusion.

The project also explored design features for future pilot projects and cross-sector collaborations to expand inclusive employment opportunities and provide early exposure to the trades through hands-on experiences and inclusive learning pathways.

The Opening the Doors to Trades project was funded by the Canadian Association for Supported Employment (CASE) Innovation Lab, with support from the Government of Canada’s Sectoral Initiatives Program (SIP).

Visit the project page to learn more.

Learn more about the CASE Innovation Lab.

About the Social Research and Demonstration Corporation (SRDC)
The Social Research and Demonstration Corporation (SRDC) is a non-profit research organization created specifically to develop, field test, and rigorously evaluate new programs. Our two-part mission is to help policymakers and practitioners identify policies and programs that improve the well-being of all Canadians, with a special concern for the effects on the disadvantaged, and to raise the standards of evidence that are used in assessing these policies.

Since our establishment in December 1991, our SRDC team has conducted over 550 projects and studies for various federal and provincial departments, municipalities, as well as other public and non-profit organizations. We have offices located in Ottawa and Vancouver and satellite offices in Alberta, British Columbia, Manitoba, Nova Scotia, Ontario, Quebec, and Saskatchewan.

For media inquiries, please contact:
Dianna Chepita | dchepita@srdc.org

To learn more about the project, please contact:
Shawn de Raaf | sderaaf@srdc.org

The post SRDC Research Expands Skilled Trades Opportunities for People with Disabilities appeared first on SRDC.

Read the article here.

Learn more about Supporting Apprentices with Learning Disabilities

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Findings show gains in recruitment and training, and call for renewed action on compensation, retention, and system coordination.

Vancouver, BC – August 13, 2025 – The Early Childhood Educators of BC (ECEBC) has released two new evaluation reports on the Early Care and Learning Recruitment and Retention Strategy (ECL R&R), a 10-year initiative launched in 2018 as part of the broader ChildCareBC plan. Developed by the Social Research and Demonstration Corporation (SRDC), the reports provide a midpoint assessment of the Strategy’s progress and identify critical priorities for continued system-level action to support the early care and learning workforce across British Columbia. Together, they address key questions related to workforce stability, career viability, and compensation.

Progress Since 2019

Adequate and Stable Workforce

• Recruitment strategies: The supply of Early Childhood Educators (ECEs) and Early Childhood Educator Assistants (ECEAs) has continued to grow, particularly in centre-based settings. However, the number of home-based providers has declined. In 2023, 40% of employers
  reported a net loss of staff, up from 34% in 2019; however, vacancy filling improved, and reliance on underqualified hires decreased.
• Qualifications: The number of professionals with ECL-related qualifications is rising annually, but the proportion holding full ECE or ECE specialty certification falls short of sector needs.
• Staffing stability: While staffing challenges persist, 2023 was the first year in which overall conditions did not worsen.
• Bursary supports: Bursaries continued to reduce financial barriers, with the highest number of student bursaries granted and total amounts awarded in Summer 2023.
• Career pathways: Around six in ten professionals reported opportunities for growth within the sector. Employer support for career progress has increased since 2019.
• Professional development: Access to professional development has significantly expanded. However, employers report skill gaps in inclusive practice and communication with families.

ECL Perception as Viable, Sustainable, and Valued Career

• Mixed public perception: In 2023, 47% of professionals agreed the public values child care, up slightly from 44% in 2022, but down from 51% in 2019.
• Career Commitment: More professionals now view ECL as their chosen field compared to 2019, but an increasing number expect to leave within a year, reflecting ongoing concerns about burnout and instability.
  “ECEs are struggling. We deal with children with behaviours that are not yet diagnosed or have the access to strategies in place to support them. I have met more than 30 ECEs in the past year that have had to take a stress leave or have been burnt out. There needs to be some support for all the people who break their backs and get burnt out through the hard workload.”
  ECL Professional – Workforce Survey Participant
• Fewer professionals are recommending the field to others: In 2023, only two thirds of professionals would recommend child care as a career, down from three quarters in 2019.

Compensation Plans and Human Resources Strategies

• Modest Wage Growth and Variation in Benefits: Since 2019, inflation-adjusted wages have risen by about $2.15/hour, mainly due to the wage enhancement. Absent the enhancement, real wages would have remained essentially unchanged. Access to pensions and extended benefits remains limited and inconsistent.
  “I earn more working outside the childcare sector. There is less stress and much less physical demand. I left the field due to lack of appropriate compensation. […] This field will implode on itself if you don’t make some serious changes.”
  ECL Professional – Interview Participant
• Retention pressures: There were modest improvements in workforce engagement and retention over the period. However, the number of those expecting to leave the sector has increased since 2019.
•  The wage enhancement has symbolic significance for many in the sector: Many ECL professionals view the enhancement as a signal that their work is valued and concerns about compensation are acknowledged.
  “The government is beginning to recognize the importance of Early Childhood Education and Care by supplementing wages and education and training and subsidizing for fees. But more needs to be done to encourage young people to choose this as their career.”
  ECL Professional – Workforce Survey Participant

Recommendations and Next Steps
These findings demonstrate that the ECL R&R Strategy has helped prevent further destabilization of the workforce; however, meeting the 2028 goals will require a stronger, more coordinated, and equity-informed approach.

The final report identified three key areas for action:

1. Establish a Professional Career Pathway
   • Improve baseline compensation for early care and learning professionals.
   • Introduce a province-wide wage grid linked to qualifications and responsibilities.
   • Incentivize completion of ECE credentials and ongoing professional development
   • Enhance minimum education standards to strengthen educator capabilities and program quality.
   • Renew efforts to recruit and retain educators from diverse and underrepresented communities.
2. Strengthen Sector Consultation and Support
   • Expand structured consultation with ECL professionals to guide responsive policy.
   • Increase access to regional pedagogical mentors, peer supports, and leadership pathways.
   • Continue to support public recognition of ECL professionals’ essential contributions to families, communities, and the economy.
3. Address Structural Inequities
   • Embed trauma-informed, feminist, and anti-oppressive approaches into all programs and policies.
   • Ensure new tools and funding streams actively reduce racial, gendered, or geographic inequities.
   • Create consistent, accessible supports for upskilling, career mobility, and sector sustainability.

As British Columbia continues to expand access to high-quality, affordable child care, these recommendations make clear that the success of the system depends on the stability, well-being, and leadership of the early childhood workforce.

Statement from ECEBC
“This final report highlights the critical role of the ECL R&R Strategy in bringing more resilience and stabilization to our early care and learning sector. While we have seen meaningful progress in areas such as wage enhancements and professional development, more needs to be done. The ongoing challenges underscore the necessity for a sustained, bold, and comprehensive approach. Continued collaboration and innovative strategies are essential to create a sustainable, supportive environment for our educators. We are committed to working with our government partners to build a robust early childhood education system that meets the needs of our children and supports the needs of children, families, and early childhood professionals in BC.”
Emily Mlieczko, Executive Director of ECEBC.

About the Evaluation of the Early Care and Learning Recruitment and Retention Strategy in British Columbia
The research and community engagement process was governed by a Sector Steering Committee, which included key stakeholders who provided expertise and disseminated the engagement opportunities within their networks. Their commitment to the project has been
instrumental to its success.

The research, analysis and reports were provided by the Social Research and Demonstration Corporation (SRDC). SRDC is a non-profit research organization, created specifically to develop, field test and rigorously evaluate new programs.

The Early Childhood Educators of BC advances early childhood education and educators in the province of British Columbia. ECEBC is dedicated to building respect for early childhood education and educators and advancing the profession.

The Sector Labour Market Partnerships program provides “collaborative partnerships within or between sectors, populations, and/or economic regions for projects that anticipate or address labour market challenges, investigate knowledge and skills gaps, and identify and test innovative solutions.” For more information about SLMP projects, see https://www.workbc.ca/Employer-Resources/Funding-and-Programs/Sector-Labour-MarketPartnerships.aspx

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Media Contact:
Emily Mlieczko, Executive Director
Early Childhood Educators of BC
Email: executive.director@ecebc.ca

Read the release from Early Childhood Educators of BC

The post Reports Highlight Progress with BC’s Early Care and Learning Recruitment and Retention Strategy and Priorities for the Sector appeared first on SRDC.

[Ottawa, July 24, 2025] – New research on an initiative led by SkillPlan, and with the Social Research and Demonstration Corporation (SRDC) as research and evaluation partner, is helping apprentices and pre-apprentices with learning disabilities to succeed in trades training.

Over 1,400 apprentices and pre-apprentices participated in the Supporting Apprentices with Learning Disabilities project from 2021 to 2024, which researched, developed, and tested new ways to provide support in fast-paced, hands-on learning environments.

“Learning disabilities are often undiagnosed or unsupported, especially in the trades,” said Teresa Phillips, Manager of Training and Development, SkillPlan. “Traditional support models can create barriers due to stigma or lack of awareness.”

Instead, the project used a Universal Design for Learning (UDL) model: a flexible, inclusive approach that proactively builds in tools and supports for all learners, without requiring a separate pathway or diagnosis.

Upon completion, the majority of participants reported a greater awareness of their learning needs, a strong sense of belonging in the trades, and a commitment to continue their apprenticeships:

• 79% said their awareness of how they learn best improved.
• 70% reported increased confidence to advocate for their learning needs.
• 91% agreed that their training used UDL-based learning strategies.

The project also trained instructors, tutors, union representatives, and college staff across Canada. Working directly with trades professionals ensured that the strategies and tools were practical and relevant on job sites and in classrooms.

After training:

• 89% of trainers increased their awareness of learning disabilities and differences and how to support them.
• 95% felt confident supporting learning disabilities and differences.
• 97% felt ready to adapt instruction to support learners’ needs.

Feedback from trainers and instructors across Canada pointed to the approach’s innovation and effectiveness in real-world training environments, while being inclusive of all learners. One instructor noted: “By shifting the design of instructional materials with learning disabilities and differences in mind, I can improve the accessibility of lessons and practice to all learners.”

Supporting Apprentices with Learning Disabilities was funded in part by the Government of Canada’s Office of Skills for Success program.

Key lessons emphasized the value of early stakeholder engagement and the need for broader systems change, including workplace supports and employer involvement. The model’s success highlights its potential for broader adoption and long-term impact across apprenticeship systems.

Visit the Supporting Apprentices with Learning Disabilities webpage to access the executive summary, fact sheet, and infographics.

About SkillPlan
SkillPlan is a nationally recognized leader in workforce development programming. With over 30 years of experience, SkillPlan designs customized workforce development solutions to suit all needs, with assistance and supports from start to finish. SkillPlan develops products and tools and provides services for employers, unions, trainers, and workers to help organizations and workers reach their goals, with a focus on pinpointing foundational skills challenges and designing curriculum and industry-specific training programs to help workers succeed in technical training and on the job. SkillPlan serves 14 international building trades unions and their affiliated contractors and training providers. Every year, SkillPlan supports tens of thousands of apprentices in succeeding in their trade certification and Red Seal programs. For more information, visit www.skillplan.ca

About the Social Research and Demonstration Corporation (SRDC)
The Social Research and Demonstration Corporation (SRDC) is a non-profit research organization created specifically to develop, field test, and rigorously evaluate new programs. Our two-part mission is to help policymakers and practitioners identify policies and programs that improve the well-being of all Canadians, with a special concern for the effects on the disadvantaged, and to raise the standards of evidence that are used in assessing these policies.

Since our establishment in December 1991, our SRDC team has conducted over 550 projects and studies for various federal and provincial departments, municipalities, as well as other public and non-profit organizations. We have offices located in Ottawa and Vancouver and satellite offices in Calgary, Hamilton, Montreal, Regina, Toronto, and Winnipeg.

For media inquiries, please contact:

SkillPlan: SkillPlan Communication | communication@skillplan.ca
SRDC: Dianna Chepita | dchepita@srdc.org

To learn more about the project or to access instructor and research resources, please contact:

SkillPlan: Teresa Phillips | tphillips@skillplan.ca
SRDC: Naomi Fraser | nfraser@srdc.org

The post Supporting Apprentices with Learning Disabilities in the Trades appeared first on SRDC.

To understand and address these structural inequities, the Social Research and Demonstration Corporation (SRDC) recently led the evaluation of the Women First: Building Skills for Success (Women First) project, designed to support multiply-marginalized women and advance gender equity in employment and training contexts.

Involving over 150 participants and six service provider partners across Canada, this innovative project focused on programming for multiply-marginalized women – particularly those who are low-income, disabled, racialized, Indigenous, newcomers, or 2SLGBTQ+. These women often face multiple barriers in employment, training, and other contexts, including discrimination (e.g., racism, ableism), poverty, health challenges, caregiving responsibilities, and inadequate childcare, among others.

With service providers, Women First enhanced programming through a customized Skills for Success curriculum and comprehensive wraparound supports, demonstrating how programming can be adapted to centre women’s lived experiences and needs.

The evaluation of Women First examined five key areas: program and participant contexts, employment and skills outcomes, relationships and community belonging, wraparound supports, and strategic recommendations for lasting change. These findings provide valuable insights to service providers, employers, policymakers, researchers, and community members committed to advancing inclusion, equity, justice, and joy for women in their employment journeys.

“The Women First project broke down barriers to training and employment for women facing intersecting barriers by enhancing skills programs, expanding support systems, and cultivating environments where women could build meaningful connections with each other and their communities,” said Chloe Halpenny, Research Associate, SRDC.

Women First: Building Skills for Success was led by PTP Adult Learning and Employment Programs (PTP) and funded by Employment and Social Development Canada (ESDC) through the Women’s Employment Readiness pilot program.

Visit the Women First: Building Skills for Success project page to read the full evaluation report and briefs.

For media inquiries, contact:

Dianna Chepita, Corporate Communications Specialist, SRDC

About the Social Research and Demonstration Corporation

The Social Research and Demonstration Corporation (SRDC) is a non-profit research organization created specifically to develop, field test, and rigorously evaluate new programs. Our two-part mission is to help policymakers and practitioners identify policies and programs that improve the well-being of all Canadians, with a special concern for the effects on the disadvantaged, and to raise the standards of evidence that are used in assessing these policies.

Since our establishment in December 1991, our SRDC team has conducted over 450 projects and studies for various federal and provincial departments, municipalities, as well as other public and non-profit organizations. We have offices located in Ottawa and Vancouver and satellite offices in Calgary, Hamilton, Montreal, Regina, St. John’s, Toronto, and Winnipeg.

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https://www.winnipegfreepress.com/business/2025/02/22/higher-costs-of-old-age

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https://www.lesaffaires.com/opinions/pme-et-handicap-l-opportunite-qu-on-ne-voit-pas/

Article available only in French.

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The Tracker enables institutions to evaluate their efforts across five critical dimensions: Institutional Factors, Planning, Socio-Ecological Framework, Evaluation and Reporting, and Continuous Improvement. Guided by principles such as student-centeredness, equity, diversity, inclusion, health promotion, and continuous improvement, the Tracker simplifies ongoing assessments, helping institutions create thriving, inclusive campus communities that prioritize student well-being.

Designed to complement the National Standard of Canada for Mental Health and Well-Being for Post-Secondary Students, the Tracker is aligned with this groundbreaking framework developed by MHCC and CSA Group. Launched in 2020, the National Standard provides flexible, voluntary guidelines to help campuses foster mental health and well-being, and it has been widely adopted across Canada.

The Campus Mental Health Action Tracker was made possible through funding from The Rossy Foundation and Bell Let’s Talk.

“The Tracker was seen as especially helpful because it provided a nice visual report for leadership, which helped build buy-in and has made the ongoing assessment and reporting process user-friendly by giving an alternative simplified process with manageable sections.” – Lambton College

For more information about the Campus Mental Health Action Tracker and to access implementation resources, visit https://mentalhealthtracker.ca/.

About the Social Research and Demonstration Corporation (SRDC)
The Social Research and Demonstration Corporation (SRDC) is a non-profit research organization created specifically to develop, field test, and rigorously evaluate new programs. Our two-part mission is to help policymakers and practitioners identify policies and programs that improve the well-being of all Canadians, with a special concern for the effects on the disadvantaged, and to raise the standards of evidence that are used in assessing these policies.

Since our establishment in December 1991, our SRDC team has conducted over 450 projects and studies for various federal and provincial departments, municipalities, as well as other public and non-profit organizations. We have offices located in Ottawa and Vancouver and satellite offices in Calgary, Hamilton, Montreal, Regina, St. John’s, Toronto, and Winnipeg.

For more information, visit srdc.org.

For media inquiries, please contact:
Dianna Chepita, SRDC – dchepita@srdc.org

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