August 13, 2026

At a recent meeting to discuss the state of Québec’s cégep system, the Centrale des syndicats du Québec (CSQ) called for new efforts to support cégeps. CSQ president Éric Gingras explained that enrolment is expected to increase while budgets have been cut or frozen. Gingras called on the province’s party leaders to recognize the value cégeps provide to regional development. Fédération de l’enseignement collégial président Youri Blanchet noted the constraints being faced by cégeps that previously relied on large international student populations and that other programs that have been affected by AI. Blanchet argued that institutions should respond to this by launching promotional campaigns in other countries to counter negative perceptions of studying in QC.

The Government of New Brunswick will receive nearly $10M from the Government of Canada to support internationally trained individuals with credential recognition and labour market integration. This funding will support a variety of initiatives for professionals in health-care, engineering, skilled trades, and education, including bridging programs for internationally trained teachers, Apprenticeship Management System enhancement, and wage subsidies for nurses. “Foreign qualification recognition is an important part of labour mobility and finding ways to meet New Brunswick’s needs as they grow,” said NB Post-Secondary Education and Training Minister Jean-Claude D’Amours.

Red Deer Polytechnic has announced that it will be offering a two-year Bachelor of Education After Degree program beginning in Fall 2027. The program will be open to those holding a three- or four-year bachelor’s degree from a recognized institution, and will offer Early Years (K–4), Middle Years (5–9), or Secondary Education (10–12) specializations. The program contains four work-integrated learning experiences, culminating with a full practicum in the final year. “Graduates will be well prepared to make a meaningful impact in classrooms and communities across the province,” said RDP School of Arts and Education Dean Dr Robbie Halonen.

Construction has begun on a new building in Vancouver’s Downtown Eastside, which will house the University of British Columbia’s Learning Exchange. UBC explained that its existing Learning Exchange space is no longer sufficient for its needs and lacks an elevator for accessibility. “I’m thrilled it will have a stable, accessible, and welcoming space to continue their important work,” explained UBC VP, External Relations Dr Melanie Stewart. The Learning Exchange will be located on the ground and second floor of the new building when it opens in 2029. In addition to UBC’s Learning Exchange, the building will contain non-market housing, commercial spaces, and a community theatre.

In a recent article for Le Devoir, Concordia University doctoral candidate Neslihan Sriram-Uzundal encourages Canada to build a more stable immigration system in order to better support international students. Sriram-Uzundal asserts that federal and provincial processes and policies make studying in Canada and staying after graduation difficult. The precarity introduced by these policies impacts international student wellbeing and mental health. For the country to remain a top destination for international talent, the author asserts that Canada must better recognize the needs of international students and protect them from sudden policy changes.

Mohawk College and the Christian Labour Association of Canada (CLAC) have signed a memorandum of understanding to expand skilled trades training capacity in the region. Specifically, the partners will develop classroom and lab space at CLAC’s Grimsby location. This will enable the organization to reduce the existing backlog of apprentices waiting for in-class training. In addition to the training space, the partners plan to explore opportunities in research, workforce development, and emerging fields. Groundbreaking on the new space is expected in early 2027.

In a newly published study, Ingie Hovland (University of Georgia), Jodie Lyon (UGeorgia), and Lindsey Harding (UGeorgia) explore students’ motivations for completing assigned readings before class. Through repeated surveys of 287 undergraduate students, the researchers found that about two-fifths of students reported completing all readings in advance of class. Those who completed a reading commonly pointed to reasons such as wanting to be prepared for in-class activities (17%) or do well in the course (14%). Those who did not complete the readings commonly said it was not a high enough priority (24%) or that they found a more efficient alternative (13%). The authors conclude with recommendations for encouraging undergraduate students to complete their assigned readings, such as connecting readings to assignments.

The Telegraph-Journal reports that the University of New Brunswick’s supply chain partnership with the South Korean defence contractor Hanwha will not be proceeding. The move follows the Government of Canada’s selection of German company Thyssenkrupp Marine Systems for the Canadian Patrol Submarine Project. The agreement between Hanwha and UNB was contingent on Hanwha winning the project. “It established a framework for future cooperation in research, innovation, and education in areas of mutual interest on the CPSP and other Canadian or global maritime projects,” said UNB Acting President Kathy Wilson. Government of New Brunswick Premier Susan Holt said that NB is still hoping to be involved in the project, as many NB companies have expertise in relevant areas.

Thompson Rivers University has become an Employer Partner with the Canadian Centre for Diversity and Inclusion (CCDI). The partnership provides TRU with access to CCDI’s research, education resources, networking opportunities, webinars, and communities of practice to support inclusive practices at the university. “Equity, diversity, inclusion and anti-racism require continuous learning and action,” explained TRU Office of Equity, Diversity, Inclusion and Anti-Racism Manager Keisha Morong. “[The partnership] provides access to evidence-informed resources and toolkits that will help strengthen not only our work across the university, but in creating a culture of belonging throughout our community.”

A recent article in Inside Higher Ed explores the importance of postsecondary institutions’ forests and the benefits they offer employees and students. The authors explain that some postsecondary institutions own forested land that they use for a variety of purposes, including research and education. These forests are accessible green spaces that offer low-cost learning and research opportunities and have positive mental and physical health benefits. The authors write that since these spaces are often underappreciated and cost money to maintain, academic forests need advocates who will fight against pressures such as development in times of financial stress. “The forests we protect today are where the foundational science of tomorrow gets made,” conclude the authors.