Trust in the education system has been declining, not due to doubts about learning itself, but because many people now question the value of traditional credentials. For decades, degrees and diplomas have been viewed as a reliable path to stability and success, but as technology and the job market rapidly evolve, that belief is now fading.
For instance, millennials are the most educated generation in history, yet they face unstable job markets, high unemployment, and wages that do not reflect their qualifications. Despite Canada’s highly educated population, employers continue to report skills and labour shortages, and youth unemployment rates remain at their highest levels, highlighting a major disconnect between talent and opportunity.
Graduates often question their readiness for future or in-demand roles, while newcomers bring valuable international experience and qualifications that Canadian employers usually do not recognise. These gaps reveal a system in which qualified individuals are underutilised and undervalued, even as organisations struggle to find skilled workers. To top it all off, rising tuition costs are further increasing frustration, as students are paying more but receive fewer assurances of meaningful, secure employment, eroding trust as financial pressures continue to mount.
Why Credentials No Longer Tell the Full Story
Credentials once signalled dedication and capability and were trusted by employers, students, and society as markers of competence, but today, this assumption no longer holds. Especially with technology rapidly evolving, employers now focus on demonstrable skills and want to see proof that graduates can perform specific tasks and contribute immediately. Credentials alone no longer provide that assurance.
This shift leaves many learners feeling overwhelmed and undervalued after years of dedicated study and rising tuition costs, only to find themselves unemployable or unrecognised by employers. Newcomers experience this even more acutely, as their international achievements often lose relevance in Canada. This disconnect between education and employment shows that if credentials no longer reflect true capability, our systems need to evolve.
A Skills-First System, A Better Way Forward
A skills-first system is based on the belief that learning should lead directly to competence. By prioritising hands-on experience, students practice workplace tasks and build confidence through action. This approach places employers at the centre of designing a relevant curriculum by aligning training with labour market needs. When employer expectations shape programs, graduates are better prepared and more competitive.
A skills-first model also connects education to employment outcomes, making learning relevant, practical, and measurable. To help rebuild stakeholder confidence, we need clear metrics and assessments that demonstrate how skills lead to job readiness and success. When students see how their education and training create opportunity, trust in the system will begin to rebuild.
Rising Tuition Costs and the Demand for Real Value
Over the decades, we’ve seen rising tuition costs in Canada while wages and job security have declined. Students now face higher fees, greater debt, and more uncertainty after graduation. This financial pressure increases the expectation that education must deliver tangible value. Learners deserve clear pathways to employment and programs that teach practical skills, not just theory.
A skills-first model addresses this concern directly, for when students see the link between their learning and future work, their investment feels worthwhile. They know they are paying for real-world preparation, not just a paper credential. In an era of rising costs and rapidly evolving labour demands, value must be measured by outcomes, not credentials alone, and skills provide that value.
Why This Matters for Newcomers
Newcomers, especially, face unique challenges in the Canadian workforce. Many bring years of experience and advanced education, only to have their credentials questioned or overlooked. A skills-first approach respects their background, recognises their knowledge, and focuses on bridging gaps through practical training. This prevents newcomers from having to restart their careers or repeat unnecessary education.
For newcomers with healthcare backgrounds, programs like those at Computek College offer a fast, practical way to gain Canadian experience. They can build confidence through real practice rather than just repetitive theory. This improves their employment prospects and helps to speed integration into the workforce and community. By valuing skills, we value people, and by valuing people, we build trust.
A Skills-First Future for Canada
Rebuilding trust in the higher education system starts when institutions show that learning leads to fundamental, applicable skills and employability. This requires shifting from theory-based learning to competency-based learning, offering practical assessments and flexible pathways that match workforce needs. When graduates can demonstrate their abilities in interviews, they provide skills that employers can recognise, helping to rebuild trust, one capable graduate at a time.
Now is the time for Canada to rethink its post-secondary education system. Rising tuition, changing labour demands, and a diverse population show that the current model is no longer sufficient. A system based on skills, hands-on practice, and real-world outcomes is both more effective and increasingly necessary. A skills-first approach, in which organisations work with institutions, ensures that competence is central to education. By prioritising what learners can do, rather than their credentials, we can restore meaning to higher education and rebuild trust among students, employers, and communities.
