Older learners, who go back to school after acquiring additional life experiences, generally have a high level of motivation and “demonstrate solid career choices and vocational thinking” (Richard, 2023). However, several factors can compromise the success of a return-to-school project (Marzarte-Fricot, 2019; Solar & al., 2016).

  • Dispositional factors: The psychological characteristics of the person, their previous school experience, their motivation.
  • Situational factors: Their living conditions, their availability, their financial situation.
  • Institutional factors: Admission rules, schedule, cost, training terms and conditions.
  • Informational factors: Their knowledge of the training offering and services available.

For individuals who are employed, the most frequently reported barriers to continuing education are (ICÉA, 2019b; Mercier & al., 2021; OECD, 2019, p. 30):

  • Workload (employment);
  • Lack of time due to family responsibilities (especially for women);
  • Cost of education;
  • Inadequate training terms and conditions (e.g., schedule);
  • Lack of support from the employer.

For their part, higher education institutions can support the success of return-to-school projects by setting up enabling conditions for non-traditional student populations. It is worth repeating that, according to the Conseil supérieur de l’éducation, the educational success of adults must be considered

“according to the learner’s conception of their own success — whether they see it as an academic pathway and whether they wish to complete it or not”

(CSE, 2016b, p. 47).

For instance, graduation is not always one of the goals that learners set for themselves when they go back to school.

Flexible Training Terms and Conditions to Accommodate the Work-Family-Studies Balance

The design of the educational offering must address adults’ educational needs while taking into account the constraints associated with the coordination of family and professional responsibilities. The challenge of combining parenting and studying concerns a large proportion of adults enrolled in higher education programs, especially women, first-generation students (Bonin, 2021, p. 3) and people from immigrant backgrounds, the latter representing one parent student out of two (ministère de la Famille, 2019, p. 12).

In order to make pathways, training terms and conditions as well as learning activities more flexible (flexibilization) (Paquelin & Chantal, 2019, p. 8), institutions can give priority to:

  • Evening or weekend courses;
  • Access to part-time education;
  • The geographic proximity of training sites (satellite campuses or branches);
  • Learning vehicles in virtual, hybrid or HyFlex mode;
  • A variety of educational formats: credited or non-credited programs and courses, self-studies, free attendance or non-degree studies, open educational resources, MOOCs, etc.

Continuing Distance Education

Distance education is “an important accessibility factor” for adults who face significant time constraints (ACDEAULF, 2012, p. 19; AGEEFEP, 2021, p. 73). Adults who go back to school have long represented the majority of people enrolled at the Université TÉLUQ and Cégep à distance, two higher education institutions that are entirely remote.

Thanks to technological developments and on account of the pandemic context, the offering for distance courses has multiplied in recent years across all higher education institutions. Online or hybrid continuing education has now largely replaced in-person education.

However, some inequalities related to digital technology in distance education still persist. A recent study identifies the technological aspect as a major barrier for adults who have reached the college level or lower and who are considering going back to school (Bellare & al., 2023).

Digital inequalities concern:

  • Students’ digital literacy level (CAPRES, 2019);
  • Access to appropriate digital tools or to a reliable Internet connection (Bergère, 2021; CDÉACF, 2021; Sualehi, 2023);
  • Basic writing skills, especially when communication methods rely almost exclusively on writing (e.g., asynchronous online courses). One in five adults aged 25 to 64 in the province of Québec who has a university degree is still in the lower literacy levels (Hango, 2014).

Several teaching practices can foster the educational success of adults in a distance learning context. Among these are:

  • Avoiding isolation by ensuring a “remote presence” (Androwkha & Jézégou, 2020), in particular by promoting sustained interactions, synchronous and asynchronous, among peers, with the teacher and with the pedagogical content (Béché & Schneider; Lin & Sun, 2022; Loock & al., 2022; Nguyen, 2022; Petit & al., 2015);
  • Providing regular feedback to learners (Diep & al., 2019; Gurtner and Zahnd, 2003);
  • Designing courses and pedagogical support that take into account the varying degrees of preparation of individuals for the requirements of online education (Loock & al., 2022);
  • Taking into consideration the learning pathways and the socio-emotional relationship to education of people going back to school (Moreau, 2017);
  • Varying the types of learning activities, by avoiding relying exclusively on writing (Kaiser & al., 2023).

An Adult-Oriented Pedagogical Approach in a Learning Context

Andragogy is a humanistic approach to adult education that focuses primarily on the learner. Although the principles behind the andragogical paradigm can also be applied to younger learners, the fact remains that this model has inspired a large number of adult educators and still serves as a reference today.

Adult learners are a heterogeneous population, in which certain groups experience greater social and economic inequalities as well as particular challenges in terms of educational success (ICÉA, 2020).

To reduce barriers to learning and improve access to higher education for all adult student populations, the principles of inclusive education (ORES, 2023) should be preferred in continuing education as well as in regular education.

Financial Support

The financial issue is crucial when it comes to access to higher education for adults going back to school, who often have family responsibilities while not having access to the same sources of financing as young students in initial education. For example, nearly half of adults aged 24 or over enrolled in a regular program in CEGEP say they have financial concerns, compared to 16% of younger adults (Richard & al., 2023, p. 82). Single mothers who are heads of families and single parents are particularly affected by financial insecurity (Coalition pour la conciliation famille-travail-études, 2016; Mercier, 2023).

Student financial assistance programs are better adapted to the reality of students engaged in a “vertical” academic pathway (DCS-BA/BS-masters-doctorate), which no longer corresponds to the reality of many educational pathways that extend throughout life and which may branch off (CCAFE, 2016; CSE, 2013b, 2022a). Certain parameters of programs or regulatory provisions thus constitute barriers for adults who are considering going back to school: 

  • A Loans and Bursaries Program that is inaccessible to part-time students;
  • Scholarships in targeted programs of study offered to full-time students only;
  • Tuition fees charged to part-time students enrolled in a DCS program;
  • An insufficient level of support provided by the Loans and Bursaries Program to fund a full-time return-to-school project, especially for low- and modest-income workers;
  • A lack of financial support provided to people taking part in a recognition of prior learning and acquired competencies (RAC) process.

Services to Support Retention

Student life services are often designed for young students in initial education. Adults who go back to school do not experience the same difficulties and their needs are therefore different. In addition, as the world of continuing education is less defined and less known than that of initial education, adults who are engaging or thinking of engaging in an educational pathway may need more sustained support. To foster student success in continuing education, institutions can develop or upgrade a range of services adapted to adults:

  • Information and orientation: Orientation services are not very much in demand from adults, especially people without degrees and people from immigrant backgrounds, and such services are often poorly adapted to their needs (Bélisle & Bourdon, 2015, p. 79‑80; CSE, 2021; Jafar, 2023; Renner & Skursha, 2022; Richard & al., 2023, p. 104).
  • Psychosocial support: The needs most mentioned by adult CEGEP students are stress control, financial problem solving and time management (Richard & al., 2023, p. 98).
  • Childcare services: Approximately one student family out of three does not have access to childcare (ministère de la Famille, 2019, p. 16, 2019, p. 12).
  • Financial assistance (and advisory services): Adults do not know all the possible options for financing a return-to-school project (loans program, RRSP, employer financing, tax credits, education savings plan, etc.) (ACDEAULF & ICÉA, 2013, p. 28).
  • Institutional pedagogical support: Pedagogical support (such as tutoring or other forms of support) for adults should be part of an andragogical approach (Vertongen, 2020, p. 152‑155).
  • Recognition of prior learning and acquired competencies (RAC): For an adult who is going back to school, RAC can represent a springboard to graduation. RAC is a “cornerstone” of access to higher education for adults (ACDEAULF & ICÉA, 2013, p. 27).

Promising Initiatives 

• Childcare services with atypical opening hours (Université de Sherbrooke)

• Access to group insurance for people enrolled in continuing education (Cégep de Jonquière)

• Recognition of prior learning services adapted to Indigenous realities (Cégep Marie-Victorin)

• University study preparation programs (Université de Montréal)

• Support and networking services for students who take on parental responsibilities (Cégep Limoilou)

• A connection between placement services and continuing education services (Université Laval)

Courses of Action to Foster Success in Continuing Education

For school administrations

  • Reflect on ways to improve access to continuing education for underrepresented audiences, especially those without a degree.
  • Compile data on people enrolled in credited and non-credited continuing education programs in order to better understand their needs (Fédération des cégeps, 2021).
  • Create a family-work-study balance policy in all higher education institutions (Coalition pour la conciliation famille-travail-études, 2016; Yagoubi and Tremblay, 2022, p. 52).
  • Ensure better inter-university coordination for the recognition of credits and diplomas (ACDEAULF & ICÉA, 2013, p. 27).

For the people who design the educational offering

  • Offer more part-time, hybrid or remote programs (Mercier & al., 2021, p. 51; UIL & Shanghai Open University, 2023b, p. 60).
  • Promote flexible and personalized pathways, including credited programs (e.g., access to extracurricular credited courses) (Bélanger, 2013, p. 289; UNESCO, 2023).
  • Develop literacy skills development activities for adults (Simard, 2021).

For student life services managers

  • Make services accessible in the evening and remotely (ACDEAULF, 2012; AGEEFEP, 2021, p. 109; McMillen & al., 2023).
  • Promote networking initiatives, including virtual ones, among adult learners (McMillen & al., 2023).
  • Provide personalized support to older students, for example by setting up an interview with each new person enrolled in a continuing education program (Fédération des cégeps, 2021, p. 92; Staiculescu, 2011, p. 219).
  • Share and facilitate access to various sources of financing (Bélanger, 2013, p. 289).
  • Support access to childcare services adapted to the needs of parent-students (Coalition pour la conciliation famille-travail-études, 2016; Lapointe-Therrien, 2021, p. 23; Mercier & al., 2021, p. 51).
  • Provide measures dedicated to students who take on parental or informal caregiving responsibilities: peer networking, workshops, free childcare, status that allows for accommodation, material support, etc. (Nadeau, 2015).
  • Raise awareness about RAC at the college and university levels, especially among people from immigrant backgrounds.

For teachers and pedagogical advisors

  • Promote the development of andragogical knowledge and skills in an online education context (Kara & al., 2019).
  • Support the professional development of continuing education teaching personnel (in particular through communities of practice) (Fédération des cégeps, 2021).
  • Provide coaching and support to teaching staff for the adoption of inclusive and personalized practices (Trépanier & Grullon, 2023).

For the government

  • With a view to ensuring lifelong learning, explore complementary ways of financing continuing education projects: educational leave, training credits, continuing education savings funds, etc.  (Bélanger, 2013, p. 289; ICÉA, 2019a, p. 33).
  • Increase financial assistance for part-time students (ACDEAULF, 2012; AGEEFEP, 2021, p. 72; CCAFE, 2016).
  • Reassess certain parameters of the Loans and Bursaries Program to facilitate a return to full-time studies (CCAFE, 2016, p. 42‑43).
  • Improve financial support for RAC candidates (CSE, 2022b, p. 81).
  • Not limit financial support to training programs that align with employment-training priorities (ICÉA, 2019a, p. 29).
Consult the first key concept

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