Policies

The Indigenous Students policy paper focuses on the systemic barriers Indigenous students continue to face within Ontario’s post-secondary institutions. It examines issues including Indigenous self-determination and representation, self-identification processes, financial aid and access to university, campus culture and decolonization, Indigenous faculty and staff, Indigenous data and knowledge sovereignty, student supports and services, health and wellness, and classroom content and learning environments.

The Accountability and System Vision policy paper focuses on the systems, structures, and decision-making processes that shape students’ access to, experiences within, and outcomes from university education. While issues such as Ministry frameworks, university governance, quality assurance, capacity expansion, funding models, Strategic Mandate Agreements (SMA), experiential learning, and mediation offices may not always directly interact with students on a daily basis, they have a significant impact on students across Ontario.

In the five years since the onset of the COVID-19 pandemic, post-secondary education has undergone significant transformation. As online learning has become a central component of this new educational landscape, students have encountered a range of challenges adapting to digital platforms and remote instruction. Drawing from their experiences, they highlight key issues and offer the following recommendations to enhance the effectiveness of technology-enabled learning.

All willing and qualified students should be able to pursue higher education in Ontario, yet some groups remain significantly underrepresented within the province’s post-secondary sector. The hidden costs of university life – housing, transit, and food security – continue to disproportionately affect students from marginalized communities, especially those balancing work, caregiving responsibilities, or navigating familial skepticism about certain post-secondary pathways. To meaningfully enhance access, the provincial government should create a comprehensive access strategy that is bold, intersectional, and equity-driven in both design and implementation, consisting of flexible pathways to university, improved outreach programs, increased guidance in secondary schools, and more comprehensive data regarding access initiatives and post-secondary attainment.

Students deserve equitable access to robust financial aid. The Ontario Student Assistance Program aims to provide students with adequate financial support for post-secondary education. However, since the 2019 changes, students have faced difficulties in financing their education. The changes to income requirements for grants and loans reduced the number of students eligible for robust funding partway through their degrees, and the increased parental contribution further deepened the financial strain on families. The improvements to financial aid policies have been stagnant for the past six years, and OSAP funding levels have yet to recover from the $400 million clawbacks in 2020. As the cost of living continues to rise, it is integral that students have access to equitably distributed, needs-based financial aid. Through this paper, OUSA aims to advocate for a more comprehensive student financial aid system that provides more students with greater financial assistance, more transparent policies, and keeps pace with the realities of post-secondary education.

Post-secondary institutions play a crucial role in the future of environmental sustainability. They have an opportunity to lead by example and be at the forefront of research initiatives and sustainable solutions. Students across Ontario urge post-secondary institutions to divest from fossil fuels and operate using sustainable energy sources. Further, they call on their lack of biodiversity, ineffective waste management, urgent need for eco-friendly transportation methods, and potential for sustainable learning materials, collaborative sustainability research, and strategic climate change action. It is essential we take large-scale recommendations for slowing and reversing the effects of climate change, as well as overall eco-friendly lifestyle changes to improve our environment.

The Blue Ribbon Panel, commissioned by the Ministry of Colleges and Universities, released their final report in November 2023 with the goal of providing “advice and recommendations for keeping the postsecondary education sector financially stable and focused on providing the best student experience possible”. However, students deserve to contribute their voices in conversations about the future of post-secondary education and it is clear the report would have benefitted from additional input from students. Students have a unique perspective on the impact of provincial post-secondary policy - they directly feel changes in financial aid policy, funding to their institutions, and the ramifications of long-term underfunding on their programs and campus infrastructure.  It is essential that the voices of those whose futures are directly affected by the policy have opportunities at the provincial level to contribute to important discussions that influence beneficial change. OUSA’s Response to the Blue Ribbon Panel policy paper aims to contribute the student perspective to the robust pool of recommendations brought forth by the Panel. OUSA’s recommendations address the gaps in the report across funding models, as well as student and institutional supports. Students hope these insights broaden the understanding of the barriers to sector sustainability across the province.

Students and student-led initiatives continue to be at the forefront of gender-based and sexual violence prevention and response work at post-secondary institutions. Students deserve a comprehensive framework that fosters a safe campus environment where all individuals can thrive. All survivors—regardless of their race, gender, sexual orientation, ability, socioeconomic status, or background— deserve supportive and effective justice seeking services imperative for recovery. The recommendations made by students in this policy paper are intended to shape a provincial framework that addresses the prevention and response work necessary in all post-secondary institutions.

Ontario boasts a multicultural post-secondary education community. However, these diverse communities are subjected to racism and religious discrimination on their campuses. Despite raised awareness in 2020, systemic improvements have yet to come to fruition, and hate-motivated incidents on campus have increased. All students of all identities deserve the ability to pursue their education without additional fear of additional hardships or adverse experiences based on their identity. Students have shared ways that provincial and institutional shortfalls have created unsafe campus environments and a lack of appropriate measures to curb harmful behaviours. The post-secondary sector needs to take concerted action to establish policies to protect students and foster more inclusive environments. This paper aims to address the ongoing and evolving concerns of racialized and religious students and provide recommendations on fostering more equitable post-secondary campuses through robust policy. 

Rural and northern students experience distinct challenges specific to their geographic regions when accessing and succeeding in post-secondary education. Currently proposed solutions are not effective for those students living in or coming from a rural and/or northern setting as most solutions are favourable to southern or urban student experiences. As such, acknowledging the distinct experiences of rural and northern students is crucial for improving the affordability, accessibility, accountability, and quality of post-secondary education in our province. This policy paper delivers a thorough and comprehensive review of solutions to challenges such as barriers to access, transit challenges, gaps in infrastructure, unsupportive campus and community climate, and limited employment opportunities to ensure the circumstances of northern and rural students are addressed and improved across the province.

International students and those who pursue international education on exchange opportunities face a different experience in their post-secondary institutions in Ontario, as there are many issues that dampen their time in post-secondary. There are urgent concerns revolving around the current climate of international students and their education experience, as there are ongoing issues of deficient financial, health, and inclusivity support as well as exploitative housing recruitment practices that are imposed on students. As for students on international exchange, they face the issue of lack of proper access and quality to exchange programs across the globe. This policy paper calls for increased collaboration among stakeholders to ensure the concerns of international students and international education are addressed and improved to enhance the experience for international students studying in Ontario, and abroad.

Students face vast housing, transit, and community experiences throughout their post-secondary education routes, as many are tarnished due to the lack of regulation and protection for students across the province. With student housing, there are urgent concerns that need to be addressed, such as the lack of quality and affordability of housing, inadequate awareness, knowledge and education of tenant rights, absence of provincial legislation to protect students, and various other factors that hinder a properly functioning and facilitated housing experience. Transit and community are also at great risk, as students are facing inaccessible transit that prohibits their ability to have a greater connection to their community. This policy paper calls for increased collaboration among stakeholders to ensure the circumstances of student housing, transit and community are addressed and improved to protect students in their post-secondary housing and transit experiences. 

Health is a fundamental human right that is integral to the success of post-secondary students. Given the evolving socio-political climate at post-secondary institutions, along with gaps in support, service delivery, funding, accommodations and access to care, students are often left in a precarious position as they grapple to maintain their well-being. Adequate supports and systems need to be put in place to ensure that students are set up for success within post-secondary institutions and beyond. This policy paper calls for increased collaboration among stakeholders to ensure that the diverse needs of students are addressed and that they are set up for success.

OUSA believes that all willing and qualified students should be able to access post-secondary education, regardless of their socio-economic status. However, the erosion of public funding has made this increasingly difficult for all students. Since the 2019 tuition framework renewal, students have seen a 10% decrease in tuition, but this has not resulted in greater access for all students. Institutions have also experienced this strain as public funding has dwindled to just over 30%, and student tuition and fees now account for over 60% of institutional revenue across the province. Without sustainable government funding, institutions must rely on students primarily to fill these gaps, jeopardizing the affordability, accessibility, quality and accountability of university education in Ontario. Students hope that the provincial government will address their concerns and take steps toward restoring Ontario’s publicly funded post-secondary system.

Students with disabilities should be able to pursue post-secondary education without the additional burden of continual self-advocacy and ableist systemic barriers. As such, institutions must show their commitment to improving institutional accessibility through policy and practice. Institutions and the provincial government can create more accessible learning environments by creating policies that ensure faculty and staff are well-versed inaccessibility beyond minimum requirements, that their campus environments are accessible, and that students are able to receive adequate supports and accommodations without resistance. However, several shortcomings in institutional and provincial policies create barriers to this reality. Students with disabilities are integral members of their institutional communities who deserve a safe and meaningful post-secondary experience. Through collaboration, sector stakeholders can work to create a more inclusive and equitable learning environment for all students. 

The acceptance and freedom to express one’s identity are pivotal aspects of students’ success during post-secondary education. As such, institutions must show their commitment to including Two-Spirit and LGBTQIA+ students through policy and practice. 

The education that undergraduate students receive is a fundamental aspect of their post-secondary learning experience and future employability. Therefore, it is important that post-secondary institutes modify their teaching and assessment modalities to keep current with the evolving landscape of technology and the requisite skills and competencies necessary for success in the 21st century. This should be done by improving teaching and learning quality, expanding high-impact learning opportunities and enhancing inclusive learning environments. However, there are several gaps in post-secondary education that undermine this. Given that teaching and assessment has a direct impact on students' learning experiences and growth, sector stakeholders must work collaboratively to promote high-quality, inclusive, and abundant learning opportunities.

Ancillary fees levied by universities are integral to fund several services, supports and resources that students use on a daily basis. However, the individualized designation of non-essential fees allows students to opt out of certain fees on an individual basis. This overrides the student democratic process, threatens the existence of certain programs and services, specifically those offered to marginalized students, and creates financial uncertainty for student unions. Several other issues, such as fragmented and inaccessible fee guidelines, unaffordable fees for additional learning resources, and a lack of accountability in how the fee is used, threaten the transparency and distribution of the funds. As ancillary fees should encourage a holistic and fulfilling post-secondary experience for all students, the provincial government should undertake measures to strengthen the ancillary and incidental fee funding model and the services they fund. The decisions around ancillary and incidental fees should secure student autonomy, uphold democratic processes and improve the affordability of learning.

Securing stable and sustainable employment is one of the main reasons students attend and complete an undergraduate degree. Thus, it is important that post-secondary institutions provide the tools necessary to foster students’ employability through work-integrated learning, employment supports, and entrepreneurship opportunities. However, there are several gaps in post-secondary education that undermine students’ ability to reach their full employment potential. It is important that the provincial government and relevant sector stakeholders work together to maximize the employment opportunities presented to post-secondary students and support success in their chosen career paths.

Tech-Enabled Learning usage has increased significantly over the past few years due to the COVID-19 pandemic. Institutions are relying on technology more than ever to teach students. However, both staff and students struggle with the cost associated with using these platforms, as well as knowing how to use such technology. As we continue to adopt technology within post-secondary, the unique concerns of students need to be addressed so as not to compromise the quality of education.h technological change and innovation. From online learning and classroom technology, to open educational resources and badging, the post-secondary experience continues to evolve. Despite this, students worry about the lack of consistent provincial support and strategy for technology in post-secondary education and hope that the provincial government acts to develop a system wide approach for post-secondary education. 

Mature students are eager to enroll and participate in Ontario post-secondary education, but often have inequitable access to appropriate support. The needs and characteristics of mature students are unique due to the additional responsibilities and various circumstances they face. In the pursuit to make education accessible for all students, it is critical that social, financial, academic, and employment supports are tailored to address mature students’ needs and facilitate their ability to experience an enjoyable and rewarding post-secondary education.

Accountability mechanisms and systemic vision drivers, while a seemingly distant issue from students, pose significant implications to their post-secondary access and outcomes. The various processes, frameworks, and models used to practice accountability and achieve system goals are well-intentioned, but students have identified gaps and areas for improvement to more equitably serve the needs of not only themselves, but of faculty, administrators, and sector stakeholders. Students have come together to offer recommendations that address their concerns on a number of issues ranging from university governance to capacity expansion to Strategic Mandate Agreements, and hope they are seriously considered to actualize the accountability and system vision objectives for an enhanced post-secondary sector.