The government recently unveiled a new funding model for higher education institutions, sparking significant concern among student bodies and education advocates. The University of Alberta Students’ Union (UASU) has been particularly vocal in its criticism, arguing that the model could lead to an increase in student dropouts and exacerbate existing inequalities within the education system.
The new funding model, which shifts a substantial portion of financial support from direct institutional funding to performance-based metrics, has been lauded by proponents for its potential to increase accountability and drive improvements in educational outcomes. However, critics, including the UASU, warn that it may have unintended consequences that could undermine the very goals it seeks to achieve.
One of the primary concerns highlighted by the UASU is the risk of increased student dropouts. Under the new model, a significant portion of funding will be tied to metrics such as graduation rates, employment outcomes, and student satisfaction scores. While these metrics aim to incentivize institutions to enhance their performance, they may also create pressures that lead to adverse effects on student retention.
“By tying funding so closely to performance metrics, there is a danger that institutions will become more selective in their admissions processes, prioritizing students who are more likely to succeed and graduate on time,” said UASU President Jessica Nguyen. “This could leave behind students who may need more support to complete their education, such as those from marginalized communities or those balancing studies with work and family responsibilities.”
The UASU also expressed concern that the new funding model could disproportionately affect marginalized students. Students from low-income backgrounds, first-generation college students, and those from underrepresented groups often face additional barriers to academic success. The performance-based funding model may inadvertently exacerbate these challenges, leading to higher dropout rates among these vulnerable populations.
“Institutions may feel compelled to focus resources on students who are already more likely to succeed, rather than investing in support services for those who need it the most,” Nguyen explained. “This runs counter to the principles of equity and inclusion that our education system should uphold.”
