Canada’s higher education system needs a fundamental shift if the country is to address its productivity crisis, argue David Finch (Mount Royal University and University of Calgary) and Joseph Marchand (University of Alberta). Despite high levels of postsecondary attainment and investment, Finch and Marchand state that Canada continues to lag in addressing issues related to productivity, graduate underemployment, and key competencies such as adaptability and literacy. The authors thus call for a move from Canada’s single-stage PSE model to a lifelong, open learning system that embraces diverse learning pathways. Central to this shift, according to Finch and Marchand, is “unbundling” learning and credentialing in order to enable learners to follow flexible, self-directed paths while having their skills assessed by independent, government-backed bodies.
