post secondary education in human resources

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OHR Guidance Post-Secondary Students and College Graduates

Document change history.

/s/ Kimberly A. Steide, DPA Associate Deputy Assistant Secretary for Human Capital Office of Human Resources

A.  Purpose.

This guidance establishes hiring procedures for two (2) competitive service hiring authorities for 1) Post-Secondary Students and 2) College graduates.  These hiring authorities are not part of the Pathways Programs.  The 2019 National Defense Authorization Act established them, which required the Office of Personnel Management (OPM) to revise regulations to allow certain positions to be filled.

When this guidance differs from changes in applicable law or regulation, the changes in law or regulation apply.

B.  Coverage.

This guidance covers time-limited appointments via the Post-Secondary Student hiring authority  (5 CFR 316, Subpart I) and permanent career and career-conditional appointments via the College Graduate hiring authority (5 CFR §315.614) at the GS-11 grade level (or equivalent) and below.

The provisions of this guidance pertaining to conditions of employment of bargaining unit employees are fully negotiable in accordance with 5 U.S.C. Chapter 71. When the provisions of this guidance differ from the requirements contained in applicable collective bargaining agreement(s), the agreement takes precedence for covered bargaining unit employees.

C.  References.

• Public Law (P.L.) 115-232, National Defense Authorization Act (NDAA) for the Fiscal Year 2019, Section 1108
• P.L. 116-92, NDAA for the Fiscal Year 2020 (modified part of 5 U.S.C. §3116)
• 5 United States Code (U.S.C.) §3115, Expedited Hiring Authority for College Graduates; competitive service
• 5 U.S.C. §3116, Expedited Hiring Authority for Post-Secondary Students; competitive service
• 5 U.S.C. §3327, Civil Service Employment Information
• 5 Code of Federal Regulations (CFR) §315.614, College Graduates
• 5 CFR 316, Subpart I, Post-Secondary Students
• 5 CFR 330, Subpart B, Reemployment Priority List

D.  Responsibilities.

• Develops Department-wide human resources guidance on Post-Secondary Student and College Graduate hiring authorities consistent with HHS and OPM policy, procedures, and all applicable federal laws and regulations.
• Periodically reviews Operating Division and Staff Division (OpDiv/StaffDiv) recruitment actions to analyze compliance with this guidance and all applicable federal laws and regulations.
• Comply with this guidance and applicable federal laws and regulations when filling positions under these authorities.
• Calculate their Division’s annual hiring limits at the beginning of each fiscal year following the instructions in this guidance.
• Process personnel actions correctly, see Section 1. Personnel Actions of this guidance.
• Maintain individual recruitment case files to allow for third-party reconstruction and to respond to position information requested by OPM.

E.  Hiring Limits ( 5 CFR §§315.614(i) and 316.913 )

• Post-Secondary Student Authority :  The annual hire limit is 15% of the total number of student appointments to positions at the GS-11 level or below made by OpDiv/StaffDiv during the previous fiscal year. Student appointments made via the Pathways Intern (5 CFR §213.3402(a)) and Post-Secondary Student (5 CFR 316, Subpart I) hiring authorities may be used to calculate the annual hiring limit. Appointments made via direct hire excepted service (except for the Pathways Intern Program), non-competitive authorities, or merit promotion cannot be used to calculate the Post-Secondary Student hiring limit. 
• College Graduate Authority :  The annual hire limit is 15% of the total number of persons appointed by the OpDiv/StaffDiv during the previous fiscal year to positions classified in OPM’s administrative and professional occupational series (as defined in OPM’s Introduction to Position Classification Standards and their Handbook to Occupational Groups and Families ), at the GS-11 level or below, via delegated examining procedures.  Appointments made via direct hire excepted service or merit promotion authorities cannot be used to calculate annual College Graduate hiring limits.
• After calculating 15% of the total number of hires made during the previous fiscal year, round up or down to the nearest whole number; i.e., values ending in .5 or more are rounded up to the nearest whole number, and values ending in less than .5 are rounded down to the nearest whole number.
• OPM has the discretion to set a lower agency hiring limit during a fiscal year.  

F.  Recruitment Methods (5 U.S.C. §2301; 5 U.S.C. §3327; 5 CFR §§315.614(e) and 316.905 ).

• Vacancies must be advertised to the public; either via USAJOBS or the employing OpDiv/StaffDiv’s public facing home page.
• If USAJOBS is not used, information about the position must, at a minimum, be advertised on the OpDiv/StaffDiv public facing home page either by posting the actual job announcement or a link to the job announcement.
• Position title/series/grade;
• Minimum qualification requirements;
• Geographic location of position;
• Position salary;
• Eligibility for promotion/career ladder, if applicable;
• Workplace flexibilities (e.g., telework, remote work, student loan repayments); and
• Information on how to apply.
• If the position is temporary or term appointment;
• For terms, must state the appointment may be extended up to the 4-year limit (appointment extensions are not allowed without this language); and
• Potential for conversion to the OpDiv/StaffDiv’s permanent workforce.
• Reasonable accommodation statement, and
• Equal opportunity statement (may use the statements located on USAJOBS).
• Additional strategic outreach or notification options may be considered such as job fairs, universities, online job boards, publications, etc.
• CTAP and ICTAP do not apply when filling positions (5 CFR 330, Subparts F and G, Exceptions to Placement/Selection Priority); however, the HHS Reemployment Priority List (RPL) must be cleared prior to filling positions (5 CFR 330, Subpart B).  See HHS Instruction 330-2, Priority Placement Programs , for information on the HHS RPL.

G.  Post-Secondary Student Hiring Authority ( 5 U.S.C. §3116 and 5 CFR 316, Subpart I )

• Temporary appointments (for initial period NTE 1 year); or
• Term appointments (for an initial period expected to last more than one (1) year but less than four (4)).
• Initial appointments can be extended for a period that will allow the student to complete his/her degree requirements, provided the extension does not exceed the time limits in 5 CFR Part 316; the eligibility criteria (G.4.) for the appointment continues to be met, and the job announcement included extension language described in F.3. above.
• Appointments are subject to the time limits described in 5 CFR Part 316 unless OPM approves an exception for individual cases.
• Classification (5 CFR §316.904).  Positions must be classified under the General Schedule to the xx99 series of the occupational group of the position.  Positions filled under the Federal Wage System must be classified to the xx01 series of the occupational group of the position.
• Recruitment.   Section F., Recruitment Methods . 
• Eligibility Requirement (5 CFR §316.902).  Enrolled or accepted for enrollment and seeking a baccalaureate or graduate degree (diploma, certificate, etc.) in a qualifying educational institution (defined at 20 U.S.C. §1001), on a full or half-time basis as defined by the institution in which the student is enrolled.
• Qualification Requirements (5 CFR §316.903).  Candidates must meet OPM’s qualification requirements for the position (series/grade) being filled, but do not need to be rated/ranked.
• Veterans’ preference does not apply when filling positions using this hiring authority.
• Initial appointment of more than one year:  Employees are eligible if the individual meets the qualification requirements for the higher grade; the time in grade requirements (5 CFR 300, Subpart F); and the job announcement from which the employee was selected included a career ladder for the proposed grade level(s). 
• Initial appointment less than one year:   Employees are not eligible for the promotion. 
• Breaks in Program (5 CFR §316.908).  OpDivs/StaffDivs may approve or deny a post-secondary employee’s request for a break in the program (i.e., a period of time when an employee is working but unable to go to school or is neither attending class nor working at HHS).  HR Centers establish internal procedures for employees to submit written requests and apply them uniformly to all employees appointed under this authority.
• Conversion (5 CFR 315, Subpart G, and §316.910).  Employees may be converted to a permanent appointment in the competitive service within their employing OpDiv/StaffDiv, without further competition when the student has completed a baccalaureate or graduate degree and meets the OPM qualification requirements for the permanent position.
• Termination (5 CFR §316.912).  Employees are terminated upon the NTE date of the post-secondary student appointment unless the employee is converted to a permanent position in the competitive service, or the HR Center extends the appointment prior to expiration.  (See G.1. above in this section for appointment time limits.)
• Employees whose initial appointment is NTE 1 year are Tenure Group 0.
• Employees whose initial appointment is expected to last more than one year are Tenure Group III.
• Employees become a career or career-conditional employee only upon completion of the student’s academic requirements and non-competitive conversion to a permanent position unless the employee has already satisfied the requirements for career tenure in a previous position or is exempt from the service requirements in 5 CFR §315.201.
• Acquisition of Competitive Status (5 CFR §§315.201(b)(1)(xvii) and 316.906).  Employees acquire competitive status after non-competitive conversion to a permanent appointment and upon completion of an initial probationary period.  See HHS Instruction 315-1, Probationary and Trial Periods .

H.  College Graduate Hiring Authority ( 5 U.S.C. §3115 and 5 CFR §315.614 )

• Authority . Beginning on December 6, 2021, HR Centers may recruit and fill permanent competitive service positions classified in OPM’s administrative and professional occupational series at the GS-11 level or below, including positions with promotion potential above the GS-11 level, without regard to any rule under 5 U.S.C. §§3309-3319 or 3330.  Appointments are career or career-conditional
• Classification (5 CFR §315.614(d)).  HR Centers may fill positions under this authority that are classified in OPM’s administrative and professional series, as defined in OPM’s Introduction to Position Classification Standards and their Handbook to Occupational Groups and Families .
• Recruitment.   See Section F., Recruitment Methods .
• Eligibility Requirement (5 CFR §315.614(b)).  Must have completed a bachelor’s or advanced degree (diploma, certificate, etc.) within two (2) years of applying for employment (i.e., the date the application is submitted is the date received by the employing OpDiv/StaffDiv).  The degree must be from an institution of higher education defined at 20 U.S.C. §1001.   For applicants who have completed a degree and served at least four years in the uniformed services , the 2-year eligibility period begins on the date of the applicant’s discharge or release from the uniformed service. 
• Qualification Requirements (5 CFR §315.614(c)).  Candidates must meet OPM’s qualification requirements for the position (series/grade) being filled, but do not need to be rated/ranked.
• Promotion .  Employees are eligible for the promotion if the individual meets the qualification requirements for the higher grade; the time in grade requirements (5 CFR 300, Subpart F); and the job announcement from which the employee was selected included a career ladder for the proposed grade level(s).
• Tenure (5 CFR §§315.201 and 315.614(h)).  Employees are Tenure Group I or II. 
• Acquisition of Competitive Status (5 CFR §315.614(g)).  Employees acquire competitive status upon their completion of an initial probationary period.  See HHS Instruction 315-1, Probationary and Trial Periods .

I.  Personnel Actions ( OPM Guide to Processing Personnel Actions, Chapters 9 and 10 ).

• Temporary Appointment:  MAD, Reg 316.901
• Term Appointment:  MAE, Reg 316.901
• Conversion to Permanent Competitive Service:  LAC, Reg 316.910
• Career or Career-conditional Appointment: LAU, Reg 315.614(a)

J.  Guidance Information. 

Owned by: ASA/Office of Human Resources, Policy and Accountability Division Effective date: September 17, 2021 (Revised February 26, 2024) Contact Information: [email protected]

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Post-degree Certificate in Human Resources Management – Full-Time

Accelerate your HR management career with essential human resources and business competencies

Next Enrolment

May 9th, September 5th, January 9th

$8,249 (Domestic)

$18,999 (International)

Learn what it takes to lead HR teams and projects as you investigate everything from compensation practices to labour relations.

What you will learn.

This full-time post-degree certificate program was developed by an advisory committee of senior human resources executives to prepare you for excellence. Consisting of ten courses covering the core human resources topics as determined by the Human Resources Professional Association (HRPA), this program will help you better understand:

• Human resources management
• Organizational behaviour
• Finance and accounting
• Human resources planning
• Occupational health and safety
• Training and development
• Labour relations
• Recruitment and selection
• Compensation
• Business Communications for Human Resources Professionals

Program Benefits

• Benefit from a curriculum that integrates critical soft skills that employers want in new hires
• Become a member of the Human Resources Professional Association (HRPA) at the student rate
• Fulfill coursework required for the Certified Human Resources Professional (CHRP) designation
• Program recognized by the HRPA
• Develop skills through experiential assignments and projects
• Learn from practicing HR instructors
• Build your professional network as you advance through the program with the same cohort of peers
• Complete the program in nine months of accelerated study

Format: Full-Time Delivery: In-class Term Starts: Fall, Winter, Summer Program Length: 9 months

Who should take this program?

The post-degree certificate in human resources management is ideal for:.

• Recent domestic university graduates and career-starters
• International students interested in a human resources management career in Canada

“As a grad of this program, you also get a terrific international experience as the class caters to both domestic and international students. This in my opinion provides invaluable insight into other countries’ cultures and how they operate, and is particularly useful for any HR professional given the changing demographics of the employee base in Canada. Fabulous program!”

Belinda Chin – 2016 Graduate and Instructor

Admission Requirements

To be admitted to this program you must have:

• Minimum of a baccalaureate degree with a minimum of a 60% average (C)
• Official transcripts (International students: please provide an original English- translated copy of your university degree or diploma and transcripts.)
• Completed online application form
• Proof of language proficiency (international students only)
• Statement of Interest video and Resume

Review the minimum language scores for this program.

Admission into the full-time Post-degree Certificate in Human Resources Management program is highly competitive. Please note that meeting the minimum entry requirement does not guarantee admission.

Delivery Format

Full-Time, In-Class

• Courses are conducted in-person at York University main campus
• Courses are typically scheduled four days per week, 3 hours per day
• In addition to the live instruction, students should budget approximately 8-10 hours per course each week for readings, discussions boards, practice opportunities, assignments, etc.

CSHR1010 Human Resources Management

This course introduces you to the basic principles and concepts of human resources management, and provides a context for the challenges facing HR managers in contemporary Canadian organizations. You are given opportunities to identify organizational problems, and to prescribe and implement corrective actions.

CSHR1020 Introduction to Organizational Behaviour

Explore individual and group behaviour as it impacts performance in organizations and guides management thinking today. You will learn to recognize, analyze, and suggest solutions to organizational problems as an HR manager. Topics include motivation, communication, decision-making, leadership and structural issues.

CSHR1030 Training and Development

Understand the role and function of learning and development in organizations, and how employee learning contributes to an organization’s success. You will explore the corporate training process of needs analysis, objective setting, program design, adult education, equity in training, methods and evaluation, learning initiatives such as mentoring, coaching and leadership development, and the role of stakeholder.

CSHR1000 Business Communications for HR Professionals

This course examines how to strengthen written and oral business communication, improve working relationships and collaborative problem-solving skills.

CSHR1050 Human Resources Planning

Develop an understanding of the personnel planning process, including the needs, methods, uses, and risks, and future trends in human resources planning. This course will provide a general overview of common approaches in the field of Human Resources Planning, and will help you understand the planning processes used by HR professionals as part of an organization’s overall strategy.

CSHR1090 Introduction to Accounting - Analysis & the Use of Financial Information

Examine the concepts, language, and uses of financial accounting, management accounting, and finance; and examine their interrelationships. You will explore financial statements used inside and outside of the enterprise, and how this information impacts a manager’s day-to-day decisions.

CSHR1070 Recruitment, Selection and Performance Appraisal of Personnel

Learn about the issues and procedures used in the recruitment, selection and performance appraisal of employees. This course discusses measurement issues, methods, and procedures of recruitment, screening, testing, interviewing, performance appraisal, and hiring decision-making.

CSHR1060 Compensation

Learn about the objectives of compensation and how to manage compensation programs within an organization. Explore issues such as wage and salary determination, incentive systems, and benefits and services. This course will reflect a mix of research and practice.

CSHR1040 Occupational Health and Safety Management

Explore the broad field of occupational health and safety management within the context of the healthy workplace. You will investigate hazard management, Canadian OHS legislation, safety programs, and current issues within the OHS field.

CSHR1080 Industrial Relations

Investigate a topic that impacts everyone in Canada. Learn to analyze and apply concepts of industrial relations from both a national and workplace context.

Instructors

Bartosz Amerski

BBA, LL.M., CPA, CA

Bartosz has over 10 years of auditing and accounting experience in the public and private sectors. He is currently an Audit Director at the Office of the Auditor General of Ontario, where he oversees value-for-money audits of various government ministries and agencies. Previously, he served as a Senior Auditor for Ernst & Young.

Bartosz has over 7 years of experience teaching auditing and accounting for CPA Ontario, University of Toronto and York University, where he has received recognition and awards for his excellence in teaching and creating a positive learning environment for his students. He is also a contributing author to Auditing: The Art and Science of Assurance Engagements 13th edition, 2015, a widely used university textbook in accounting and audit courses.

Bartosz is a Chartered Professional Accountant (CPA, CA) and holds a Masters of Laws (LL.M.) degree from Osgoode Hall Law School and a BBA (Accounting) from York University.

Mark Carbonelli

Senior HR Executive

Mark is a senior HR executive with over 20 years of broad experience in both business and academic ventures. He has held senior HR executive and officer roles in various organizations including large global organizations, domestic market leaders and high-growth start-ups. His experience includes all major facets of the HR discipline including total rewards, talent management, organizational transformation, change management, labour relations in addition to board level and other advisory work. He has taught HR and labour relations courses at both the undergraduate and graduate level and joined York University in 2002. Mark holds a BA (Economics), Master of Industrial Relations (MIR) and Master of Business Administration (MBA) and is a graduate of York University, University of Toronto and the London School of Economics.

Alfonsina Chang

Alfonsina is a Professor teaching human resources subjects in post-secondary education since 2002. Alfonsina has held various positions in the field of human resources in large, private and public organizations. Areas of expertise are in organizational learning, performance and change management, talent acquisition, and organizational effectiveness.

Alfonsina graduated from York University with a major in Psychology and later completed her graduate certificate in Human Resources Management at Seneca College. She went on to successfully pursue her M. Ed in Adult Education at Brock University. With her strong passion for learning, Alfonsina’s long range goal is to complete her PhD in Organizational Psychology.

Joanna Drakakis

BSBA, MBA, (PhD), CPHR

Joanna has more than 20 years of experience in international business operations with industry expertise in manufacturing, retail, hospitality, and international logistics operations. Her progressive experience in human resources and organizational operations culminated in becoming the Chief Executive Officer of 3Ks Unique Co., a successful multinational firm. As a business and human resources consultant with a focus on business development, compliance, and health & safety for international organizations, Joanna brings a passion for teaching that brings business world reality into classroom instruction.

Joanna brings a Bachelor of Science in Business Administration, an MBA from William Howard Taft University, and Certificates in Project Management, Human Resources Management and TESOL. She is currently in the process of completing her Doctorate in Business Administration with a specialization in business leadership and management, and receiving validation as a CPHR. Joanna teaches a variety of business and human resources courses at York University, Seneca College, and Centennial College and is a facilitator for HRPA-York Region’s Educational Committee.

MHRM, CHRL, CTDP

Su-Yan Gay is a Human Resources professional who brings almost 20 years of HR experience to York University. Su-Yan worked as the Manager of Learning & Development for a large crown corporation for over 10 years. Her most recent position took her to Alberta, where she was the Supervisor of Employee Education and a Senior HR Advisor within a municipal government organization. Based in Toronto, Su-Yan is currently managing her own HR consulting firm (NAYUS Consulting Group) where she is advising public and private organizations in both Canada and the Caribbean with their HR and talent management needs.

Su-Yan holds a Bachelor of Arts degree in Political Science from the University of Toronto, a Bachelor of Education degree (specializing in Adult Education) from Brock University, and a graduate degree in Human Resources Management from York University. In addition, she holds the professional designations of Certified Human Resources Leader and Certified Training & Development Professional.

Desislava Georgieva

CPA, CGA, MBA

Desislava is a highly motivated accounting professional with solid background in the areas of financial accounting, managerial and cost accounting, and business statistics. She has work experience in various industries such as energy, utilities, infrastructure, and manufacturing. Some of her roles include programs analyst, corporate accountant, senior project accountant, and others. In addition, Desislava has taught numerous accounting, finance, and statistics courses to international and domestic adult learners.

Desislava is a proud York University alumna. She graduated from the Bachelor of Administrated Studies, honors in accounting program, followed by the Chartered Professional Accountant (CGA, CPA) designation, and a Master of Business Administration, major in accounting, from Wilfrid Laurier University. To further enhance her teaching skills, she successfully completed the Adult Education/Staff Training certificate program at Seneca College.

In her spare time, Desislava enjoys playing the piano, reading books, and giving back to the business community. In particular, she volunteers as provincial judge at DECA Ontario regional competitions.

Antonia (Toni) Kaltsounis

Sue-Ann Maislin

Owner, SA Maislin Cosultants

As principle of S.A. Maislin Consultants, Sue-Ann is passionate about partnering with leading employers to create healthy, safe, sustainable and high-performing workplaces. She has over 20 years of leadership and health and safety consulting experience in the financial services, healthcare, manufacturing, telecommunications, social services and education industries. Sue-Ann has a master’s degree in counselling psychology and adult education from the University of Toronto. She’s also a qualified Mental Health First Aid Instructor through the Mental Health Commission of Canada. To learn more about Sue-Ann visit her website, www.sueannmaislin.com.

Yuliya Miakisheva

Yuliya Miakisheva is a passionate language educator who has been committed to providing her students with learner-centered educational opportunities in North America and overseas for over 25 years.

For the past 20 years, Yuliya has been teaching English for Academic and Professional purposes at York University. There, she has created and facilitated face-to-face and blended university preparation courses for international undergraduate students. She has also designed and delivered graduate preparation interdisciplinary courses for internationally trained legal, business, and medical professionals.In addition to her teaching experience, Yuliya worked as a program coordinator for graduate preparation and professional programs, where she cultivated language and professional skills in students to be applied in their future careers.

In her work, Yuliya has been exploring innovative solutions in higher education and their application in language teaching through individual and team projects and professional development opportunities. Yuliya regularly presents at professional conferences, locally and internationally, and has a number of professional publications.

BA (Hons), M.Ed

Jeff’s background in business and human resources management spans more than twenty-five years. In his capacity as an independent consultant, he has worked with some of Canada’s most influential companies, completing client engagements in both the public and private sectors. His international experience includes working with post-secondary partners in Indonesia to assist with the development of applied entrepreneurship curriculum and the establishment of community business support centres.

Jeff has taught management development, organizational behaviour, human resource planning and development, and business foundation courses at McMaster and York universities, and at Seneca, Conestoga, and Confederation colleges. He has an undergraduate honours degree in Economics from Laurentian University in Sudbury, and a graduate degree in Education from Nipissing University in North Bay.

Timothy Pearce

Timothy has a broad spectrum of experience, having spent 25 years in aviation involved in many aspects of labour relations and occupational health and safety. Timothy Held many leadership roles including crew chief and Vice President of the union local

In 2014, Timothy began teaching aviation technology at Centennial College. He completed the college teaching and higher learning diploma with high honours. A firm believer in life-long learning, he completed a bachelor’s degree in adult education at Brock University in 2017. In 2018, wanting to expand his teaching portfolio, he graduated from the York University postgraduate studies program in Human Resources Management. In 2018, Timothy enrolled in the University of Fredericton Master of Business Administration human resource leadership program. In 2022, he graduated with a master’s degree in educational leadership studies from Memorial University.

Today Timothy endeavours to create a positive classroom experience, as he enjoys his position as a corporate trainer traveling the world teaching aviation to various airline employees.

Adam Prokop

MBA, MSc, MFin, CPA, CMA, CAIA

Adam works as a Senior Risk Analyst and Consultant in the real estate industry, as well as a Corporate Trainer specializing in technical skills development. He has worked in various sectors including finance, energy, real estate, and government. Adam has taught and developed courses in accounting, finance, general business, mathematics, supply chain, and operations for several years across Canada.

Adam has a Master of Business Administration (MBA) from McMaster University, a Master in Finance (MFin) from Queen’s University, a Post-Graduate Diploma (PGD) in Organizational Psychology from the University of London, and a Master of Science (MSc) in Supply Chain Management from Wilfrid Laurier University. He also holds professional designations as a Chartered Professional Accountant (CPA, CMA) and Chartered Alternative Investment Analyst (CAIA).

Rafiah Qazi

MHRM, CHRL, senior HR leader, Fortune 50

Rafiah Qazi has spent over 12 years in the HR field as a practitioner focusing on HR strategy, HR transformation and change implementation in the Fortune 50. She is passionate about solving workplace and business challenges through robust HR strategies embedded with evidence-based, research-founded principles. As an HR practitioner, she has held HR roles varying in degree of volume, scope and geographies across Canada. Currently, she leads HR strategy for global technology team spanning over four countries.

Rafiah attended York University for both her undergraduate (Psychology) and Masters in Human Resources Management. She has been a Certified HR professional from HRPA since 2013.

Andres Ramirez

Investment and Financial Advisory

Andres Ramirez has over a decade of investment and financial advisory experience in Canada and abroad holding senior roles within KPMG including auditing, M&A due diligence, and project finance for both private and public companies. Andres has a passion for teaching as well as ways to get involved in professional educational programs.

Chris Rotolo

Chris is a data expert: determining its value, monitoring its integrity and managing its performance. After spending decades working in full-service and multi-national marketing agencies, he has turned his passion and experience to helping organizations build positive, long-term relationships with their stakeholders.

For more than ten years, Chris has created, revised and taught a range of courses for Canadian colleges and universities. On his own time, he works with sector development organizations to educate non-profit leaders on best practice. Additionally, he creates and delivers workshops to under-served communities to improve employment opportunities. Chris holds his MBA from the University of Ottawa.

Setinder Rupra

Setinder Rupra is a Certified Human Resources Leader (CHRL) and Payroll Compliance Practitioner (PCP) with over 20 years industry experience. In addition to teaching Human Resources and Payroll courses, she managed a niche business that provides watch repair services to various luxury brands. Setinder also brings practical knowledge of pre-hire assessments and tools through her work with McQuaig as the Lead Facilitator and Customer Success Manager. Setinder has a wealth of firsthand experiences to share with her students.

Setinder is passionate about creating an inclusive an interactive learning experience for her students and professional clients. She is committed to creating an environment where students can explore and share their own ideas in the often “grey” areas of HR and become comfortable making decisions where there may not always be a black and white answer.

Setinder’s areas of expertise are human resources, organizational behaviour, payroll, customer experience, employee engagement, corporate training, and business management.

Jason Russell

Jason Russell has a PhD in History from York University, and is the author of a book and several academic articles relating to work and labour issues both in historical and contemporary contexts. He regularly presents papers at national and international academic conferences. He has taught courses on labour/industrial relations and other work and employment subjects at five different colleges and universities including York, the University of Western Ontario, and McMaster. His current research interests focus on the development of management as an occupation in Canada from the 1940s to the 1990s.

Belinda Schuler-Chin

Chief HR Officer, JD Aero

Belinda has over 10 years of multi discipline Human Resources experience in the Consulting Engineering and Aviation industries, along with teaching undergrads and post grads across the various disciplines of HR.

A curious and passionate people person, who oscillates between learning and teaching, her focus is to contribute to the development of the future HR workforce. Her classes are inclusive, discussion focused and strives to bring the class into the HR world, by drawing upon everyone’s personal experiences to paint ‘It Depends’ scenarios in order to establish a deeper understanding of who they are as individuals, as well as explore possibilities on how they can best serve as top class HR Practitioners and Managers of the future.

She remains committed to providing students with the insights and tools necessary to ensure their employees and companies not only survive, but thrive.

Vice President, Labour Relations and Human Resources, Maple Leaf Foods Inc

Dezi Singh is currently the Vice President of Labour Relations and Human Resources at Maple Leaf Foods. He received his honours Bachelor of Business Administration degree from the Schulich School of Business at York University in 2006, followed by his Masters degree in Industrial Relations from Queen’s University in 2007. Since then, Dezi has held a number of esteemed positions in the field of labour relations, in large federal and provincial organizations. He has focused on developing labour strategies and collective bargaining, as well as alternative dispute resolution. More specifically, Dezi has created and delivered training with regard to maintaining a positive workplace, health and safety in the workplace, and interest based negotiations. In his free time, Dezi developed and taught a course in negotiations and has been an adjunct professor at York University since 2017.

Indira Somwaru

B.Ed., MBA, PhD, CHRP

Dr. Indira Somwaru is a human resources professional and educator with over twenty years of experience in both business and academic settings. Her industry experience includes senior human resources management positions in a variety of organizations including health care, real estate and publishing.

Indira currently teaches courses in business and human resources management at York University in the Schulich School of Business, School of Administrative Studies, School of Continuing Studies, and School of Human Resources Management, from which she is a Teaching Excellence Award recipient. She brings specialized expertise in negotiations which she teaches to Schulich undergraduate, graduate and executive level students. Indira also teaches courses in the Master’s Degree program in Industrial Relations and Human Resources at the University of Toronto and Rotman Commerce.

In addition to teaching, Indira designs and delivers workshops and provides consulting services to private industry, particularly in the area of human resources management. Her areas of expertise include negotiations, change management, leadership and managing diversity.

Indira brings a PhD in Management from Griffith University as well as an MBA, BEd and BA from the University of Toronto. She is also a Certified Human Resources Professional (CHRP).

Dr. Shraddha Wilfrted

Shraddha is a passionate international educator with over 13 years of value-driven roles as a Leader of Business Institutions, Professor of Human Resources Management and Organizational Behaviour, Human Resource Consultant, and Curriculum developer. Recently, she joined the ‘Academic Standards Committee at the Human Resources Professional Association (HRPA) and her term starts June 2023.

An astute, result-oriented professional, Shraddha has been dedicated to delivering dynamic, challenging, inspiring, and engaging educational experiences at universities and colleges in Canada, India, South Africa, the United States, Oman, and Pakistan.

Shraddha’s blend of industry experience and academic theory combined with over a decade of international experience allows her to view problems from both the academic and industry perspective finding practical and innovative solutions.

Shraddha has worked on Equi-City Project (Nagpur, India), funded by the European Union, which aims to ensure equitable provision of municipal services and promote diversity within local government organizations’ capacity development.

She has chaired two international conferences and is on the advisory/editorial board of national & international conferences/journals.

She is a research enthusiast and has published more than 21 papers in international, national journals & conference proceedings.

President of Yu Consulting Group & Senior Advisor, Finance and Business Operations with Wentworth Strategy Group

Anna Yu is the President of Yu Consulting Group and a Senior Advisor, Finance and Business Operations with Wentworth Strategy Group . Anna provides management consulting and advisory services to business leaders and companies at all stages of growth with insight on strategic planning, financial strategy, operations, risk management, operational excellence, and people optimization strategies.

As a trusted transformational leader, Anna guides companies and business leaders through growth and change by aligning people, processes, and systems to common goals. Her diverse career at Xerox Canada, Dell Financial Services, The CIT Group, and The Bank of Nova Scotia  included a broad spectrum of leadership of teams and projects.

Anna serves as a mentor to start-up companies with Futurpreneur and is an instructor at Seneca College with focus on organizational behaviour and leadership. She holds a Bachelor of Arts Honours degree majoring in Economics from the University of Toronto and is Six Sigma Green Belt certified. She is actively engaged in giving back to our communities, including helping professional newcomers to Canada navigate their careers in the Canadian market.

Dr. Sanjana Monga

PhD, M.Com, PGDBA (Finance)

Sanjana Monga brings a wealth of experience to the realm of business & management courses with over 15 years of proven expertise. Holding a Doctorate in Accounting from Faculty of Management Studies, University of Delhi, India, she has made significant contributions in both academia and financial management.

Having held prominent roles in top-rated colleges and universities, Sanjana’s influence spans the academic and professional spheres. Her adept understanding of financial principles and strategic management has enriched the educational experiences of countless students.

Sanjana’s research-driven approach has led to insights in intricate financial dynamics, fostering a bridge between theory and practice. Beyond her academic prowess, she actively engages in the financial community, recognized for her ability to simplify complex concepts.

Committed to promoting financial literacy, Sanjana envisions an empowered financial landscape where knowledge drives sound decision-making. Her remarkable journey underscores the transformative power of education.

Dr. Sanjana Monga’s extensive experience, academic dedication, and commitment to financial empowerment mark her as an invaluable asset, inspiring excellence within educational institutions and beyond.

Advisory Council

M.Ed. Chief Human Resources Officer, TMX Group

Cindy Bush is Chief Human Resources Officer at TMX Group, responsible for leading all aspects of TMX’s Human Resources function in support of the Company’s corporate objectives, including strategy development and execution, workplace culture, performance management, and talent development and acquisition. Ms. Bush joined the Company in December 2020, after more than 25 years of international experience in human resources, talent strategies and culture transformation.

Most recently, Cindy served as Chief Human Resources Officer at Cineplex and had previously held leadership roles at companies ranging in size from 30 to 100,000 employees, including Foresters Financial, OMERS, and CIBC. In 2008, she authored “Project Managing Change: Practical Tools and Techniques to Make Change Happen,” a global best-seller published by Financial Times Business Enterprises. Ms. Bush holds a Bachelor of Journalism from Carleton University and a Masters of Education from the University of Toronto.

MBA, MIR, BA. Chief Human Resources Officer, Dentalcorp Canada

Dwayne Conrod

MHRM, BA. Director, Human Resources, Enbridge

Dwayne Conrod is a seasoned HR professional with more than 20 years in retail, consulting and energy industries. He has helped organizations manage through vast amounts of change to drive exceptional business results. Dwayne earned a Bachelor of Business Administration from the University of New Brunswick, a Master’s in Human Resources Management from York University, and has completed an accelerated leadership program in a partnership between Loblaw Companies and Schulich School of Business. He is currently involved in one other program advisory committee with another post-secondary institution.

Julie Giraldi

CHRE, ICD.D. Chief Human Resources Officer CAAT Pension Plan

Julie Giraldi is an accomplished senior human resources executive and is recognized as an organization and leadership culture turnaround specialist. She currently works at CAAT Pension Plan. Previously, she was at OMERS, one of the largest pension plans in Canada, as Vice President, Business Transformation, where she led and implemented new ideas across the COO platform aimed at driving engagement, creativity, and improved performance. She is also acting President of the newly-established OMERS Foundation.

Prior to joining OMERS, Julie held the position of Vice President, Health Human Resources Leadership at the Ontario Hospital Association (OHA), where she partnered with senior health care leaders on provincial matters ranging from executive compensation, collective bargaining and multi-year health human resources strategies, to data analytics and group benefits. She was also responsible for the OHA’s strategic HR, information technology and eHealth initiatives.

Julie also served as a Trustee of the Healthcare of Ontario Pension Plan – one of Canada’s most successful pension funds – for six years. She has held senior human resources positions at eHealth Ontario and the Toronto Transit Commission. Julie holds a degree from the University of Toronto, a Certified Human Resources Executive designation from the Human Resources Professional Association, and is certified by the Institute of Corporate Directors as an ICD.D.

Cindy Zarnett

CHRL. Founder, Squaredots

Cindy is a dynamic and innovative Senior Human Resources Leader who believes in building and developing workplaces that work. She is the Founder of squaredots, a boutique HR solution providing project-based virtual HR expertise to businesses that directly influence their culture, engagement, productivity and results.

With over 25 years of experience, Cindy’s expertise includes people, performance, recruitment, strategy, leadership, analytics, operations, change, talent, training and policies.

Cindy believes in building and developing a stronger HR community. She is the Vice-Chair, HRPA Registration Committee, Team Leader, HRPA York Region Career Management & Community Engagement (CMCE) Committee. She is also a committee member for the HRPA Experience Assessment Committee (EAC) and Seneca College Program Advisory Committee (PAC) for Human Resources Management programs. Cindy is also a Mentor with Seneca’s Human Resources Mentorship Program.

Summer 2024

May 09, 24-Jan 29, 25

On Campus Classes

Course Details

From May 13 to June 26, 2024

Classes TBA (13 May 2024 to 26 Jun 2024); TBA (13 May 2024 to 26 Jun 2024); TBA (13 May 2024 to 26 Jun 2024)

From May 14 to June 25, 2024

Classes TBA (14 May 2024 to 25 Jun 2024); TBA (14 May 2024 to 25 Jun 2024); TBA (14 May 2024 to 25 Jun 2024)

From July 02 to August 13, 2024

Classes TBA (02 Jul 2024 to 13 Aug 2024); TBA (02 Jul 2024 to 13 Aug 2024); TBA (02 Jul 2024 to 13 Aug 2024)

From July 03 to August 19, 2024

Classes TBA (03 Jul 2024 to 19 Aug 2024); TBA (03 Jul 2024 to 19 Aug 2024); TBA (03 Jul 2024 to 19 Aug 2024)

From August 20 to October 01, 2024

Classes TBA (20 Aug 2024 to 01 Oct 2024); TBA (20 Aug 2024 to 01 Oct 2024); TBA (20 Aug 2024 to 01 Oct 2024)

From August 21 to October 07, 2024

Classes TBA (21 Aug 2024 to 07 Oct 2024); TBA (21 Aug 2024 to 07 Oct 2024); TBA (21 Aug 2024 to 07 Oct 2024)

From October 08 to November 19, 2024

Classes TBA (08 Oct 2024 to 19 Nov 2024); TBA (08 Oct 2024 to 19 Nov 2024); TBA (08 Oct 2024 to 19 Nov 2024)

From October 09 to November 25, 2024

Classes TBA (09 Oct 2024 to 25 Nov 2024); TBA (09 Oct 2024 to 25 Nov 2024); TBA (09 Oct 2024 to 25 Nov 2024)

From November 26, 2024 to January 28, 2025

Classes TBA (26 Nov 2024 to 12 Dec 2024); TBA (07 Jan 2025 to 28 Jan 2025); TBA (26 Nov 2024 to 12 Dec 2024); TBA (07 Jan 2025 to 28 Jan 2025); TBA (26 Nov 2024 to 12 Dec 2024); TBA (07 Jan 2025 to 28 Jan 2025)

From November 27, 2024 to January 29, 2025

Classes TBA (27 Nov 2024 to 11 Dec 2024); TBA (06 Jan 2025 to 29 Jan 2025); TBA (27 Nov 2024 to 11 Dec 2024); TBA (06 Jan 2025 to 29 Jan 2025); TBA (27 Nov 2024 to 11 Dec 2024); TBA (06 Jan 2025 to 29 Jan 2025)

$8,249.00 (Domestic)

$18,999.00 (International)

Sep 05, 24-May 28, 25

From September 09 to October 23, 2024

Classes TBA (09 Sep 2024 to 23 Oct 2024); TBA (09 Sep 2024 to 23 Oct 2024); TBA (09 Sep 2024 to 23 Oct 2024)

From September 10 to October 22, 2024

Classes TBA (10 Sep 2024 to 22 Oct 2024); TBA (10 Sep 2024 to 22 Oct 2024); TBA (10 Sep 2024 to 22 Oct 2024)

From October 28 to December 09, 2024

Classes TBA (28 Oct 2024 to 09 Dec 2024); TBA (28 Oct 2024 to 09 Dec 2024); TBA (28 Oct 2024 to 09 Dec 2024)

From October 29 to December 10, 2024

Classes TBA (29 Oct 2024 to 10 Dec 2024); TBA (29 Oct 2024 to 10 Dec 2024); TBA (29 Oct 2024 to 10 Dec 2024)

From January 06 to February 19, 2025

Classes TBA (06 Jan 2025 to 12 Feb 2025) (); TBA (19 Feb 2025); TBA (06 Jan 2025 to 12 Feb 2025) (); TBA (19 Feb 2025); TBA (06 Jan 2025 to 12 Feb 2025) (); TBA (19 Feb 2025)

From January 07 to February 18, 2025

Classes TBA (07 Jan 2025 to 18 Feb 2025) (); TBA (07 Jan 2025 to 18 Feb 2025) (); TBA (07 Jan 2025 to 18 Feb 2025) ()

From February 24 to April 07, 2025

Classes TBA (24 Feb 2025 to 07 Apr 2025); TBA (24 Feb 2025 to 07 Apr 2025); TBA (24 Feb 2025 to 07 Apr 2025)

From February 25 to April 08, 2025

Classes TBA (25 Feb 2025 to 08 Apr 2025) (); TBA (25 Feb 2025 to 08 Apr 2025) (); TBA (25 Feb 2025 to 08 Apr 2025) ()

From April 14 to May 28, 2025

Classes TBA (14 Apr 2025 to 14 May 2025) (); TBA (21 May 2025 to 28 May 2025); TBA (14 Apr 2025 to 14 May 2025) (); TBA (21 May 2025 to 28 May 2025); TBA (14 Apr 2025 to 14 May 2025) (); TBA (21 May 2025 to 28 May 2025)

From April 15 to May 27, 2025

Classes TBA (15 Apr 2025 to 27 May 2025) (); TBA (15 Apr 2025 to 27 May 2025) (); TBA (15 Apr 2025 to 27 May 2025) ()

Winter 2025

Jan 09-Sep 10, 25

From January 13 to February 26, 2025

Classes TBA (13 Jan 2025 to 26 Feb 2025); TBA (13 Jan 2025 to 26 Feb 2025); TBA (13 Jan 2025 to 26 Feb 2025)

From January 14 to February 25, 2025

Classes TBA (14 Jan 2025 to 25 Feb 2025); TBA (14 Jan 2025 to 25 Feb 2025); TBA (14 Jan 2025 to 25 Feb 2025)

From March 03 to April 14, 2025

Classes TBA (03 Mar 2025 to 14 Apr 2025); TBA (03 Mar 2025 to 14 Apr 2025); TBA (03 Mar 2025 to 14 Apr 2025)

From March 04 to April 15, 2025

Classes TBA (04 Mar 2025 to 15 Apr 2025); TBA (04 Mar 2025 to 15 Apr 2025); TBA (04 Mar 2025 to 15 Apr 2025)

From April 22 to June 03, 2025

Classes TBA (22 Apr 2025 to 03 Jun 2025); TBA (22 Apr 2025 to 03 Jun 2025); TBA (22 Apr 2025 to 03 Jun 2025)

From April 23 to June 09, 2025

Classes TBA (23 Apr 2025 to 09 Jun 2025); TBA (23 Apr 2025 to 09 Jun 2025); TBA (23 Apr 2025 to 09 Jun 2025)

From June 10 to July 24, 2025

Classes TBA (10 Jun 2025 to 24 Jul 2025); TBA (10 Jun 2025 to 24 Jul 2025); TBA (10 Jun 2025 to 24 Jul 2025)

From June 11 to July 23, 2025

Classes TBA (11 Jun 2025 to 23 Jul 2025) (); TBA (11 Jun 2025 to 23 Jul 2025) (); TBA (11 Jun 2025 to 23 Jul 2025) ()

From July 28 to September 10, 2025

Classes TBA (28 Jul 2025 to 10 Sep 2025) (); TBA (05 Sep 2025); TBA (28 Jul 2025 to 10 Sep 2025) (); TBA (05 Sep 2025); TBA (28 Jul 2025 to 10 Sep 2025) (); TBA (05 Sep 2025)

From July 29 to September 09, 2025

Classes TBA (29 Jul 2025 to 09 Sep 2025); TBA (29 Jul 2025 to 09 Sep 2025); TBA (29 Jul 2025 to 09 Sep 2025)

Policies & More Information

Technology requirements for remote/online courses.

Please review the technology and software requirements you will need to access our courses remotely.

School Policies

Program policies, funding and payments.

Ask us anything about this program and we’ll get back to you within 2 business days.

[email protected] | +1 416 736 5616 | +1 416 650 8042 (Fax)

Please tell us how we can help you.

[email protected] | +1 416 736 5353 | +1 416 736 5908 (Fax)

[email protected] | +1 416.736.5616

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Human Resource Management Post-Degree Diploma

Programs page.

Become a leader with this 4X award-winning and CPHR-accredited program that distinguishes itself from other academic competitors by layering traditional elements of human resource management with a heavy emphasis on leadership, concrete business tools, and effective communication tools.

Graduates of this program earn both the Human Resource Management Diploma, Management Certificate, and WHMIS certification. Upon successful completion of the program, graduates become eligible for their CIM (Certified in Management) designation and may be eligible to apply for a waiver for the National Knowledge Exam (NKE). With a successful waiver application, you become a CPHR Candidate and are one step closer to receiving your CPHR designation.

In Canada, average annual salary for CPHR designated professionals is $91,000 according to an August, 2021 national survey by CPHR Canada.

Next Start Dates

Application deadlines, when should i apply.

Applications open one year before each program start date.

We strongly advise applicants to apply early as space is limited and demand for full-time programs is extremely high.

Key Application Deadlines

• May 15 (September start date)
• January 15 (May start date)

NOTE: This program may reach capacity prior to application deadline.

*Note if you do not see the program listed in the online application portal, we have reached capacity and are no longer accepting applications.

$19,750: Tuition includes mandatory UWSA and health insurance fees. Costs are subject to change.

$2,000-$3,000: Textbook costs may vary depending on new, rental, used, or electronic purchasing choices. Textbooks are a requirement.

Learn more about International Students tuition & fees and payment options here .

12 months in duration, Mon-Fri, 9am-4pm.

Two breaks of one week throughout the program and two weeks off for winter break.

Hybrid Program

Always an industry leader, this PACE program will incorporate a number of online courses (virtual online classroom) into the schedule. Approximately five out of the ~27 courses in this full-time program will be delivered remotely in our online classrooms.

Spread throughout the program schedule are online courses, so that students continue to connect with their classmates and instructors in the classroom on a regular basis, while adding flexibility. This hybrid program provides our students more latitude in managing their school-life balance. Students are still able to access study spaces and lounges on campus if they wish on those days, or they can skip their commute entirely and complete their coursework from home, or wherever they choose.

This additional flexibility in program schedules helps students develop critical skills for the modern workplace such as using collaborative tools, listening, accountability, and adaptability, while maintaining all the benefits of in-person studies.

The hybrid programming does not impact PGWP eligibility.

Objectives & Outcomes

Upon successful completion of the program, graduates can:

• Work in a variety of human resource positions and be able to assume greater levels of responsibility as they grow in their human resource capability.
• Understand and comply with the employer's legislative and legal obligations including workplace health and safety regulation, WHMIS legislation, the Worker's Compensation Act, payroll compliance legislation, and employment standards.
• Conduct organizational needs assessments, analyze and modify organizational staff development plans and develop effective recruitment strategies to attract talent that satisfies the organizational objectives.
• Foster a work environment that promotes productivity and employee satisfaction
• Evaluate performance and communicate performance issues in a manner that encourages responsible and corrective action and manage disciplinary action proactively and thoroughly.
• Understand the elements of a total compensation package that align with an organizational recruitment and retention strategy, develop compensation policies and procedures, procure benefits, and analyze employee and organizational pension requirements.
• Exercise sound financial decision-making and budgeting skills
• Become eligible to waive the National Knowledge Exam (NKE) part of the Chartered Professional in Human Resources (CPHR) Manitoba designation

Academic Requirements

• A Higher National Diploma from Nigeria and Ghana are exceptions
• If a higher degree is attained (post-graduate diploma, Master’s, or PhD) the minimum GPA or Percentage must be attained in all degrees.

For complete admission details by country, please visit our detailed Admission Requirements for international students .

Work Experience

Human Resource Management Diploma applicants must have a minimum of three years of professional work experience.

English Language Requirements

Applicants whose previous education was completed outside of Canada and where English may or may not have been the medium of instruction, must submit proof of meeting one of the accepted English language proficiency measures.

The University reserves the right to request English language proficiency testing result documentation for any international applicant.

Download the UWPACE English Language Requirements (PDF) for additional English proficiency tests and programs and waiver options for the English language requirement.

Awards Won:

• Canadian HR Reporter Readers’ Choice Awards.  Winner  Best HR Diploma Program Prairie Provinces
• HR.com LEAD Award 2016:  Diploma Program with Emphasis on HR ( #1  globally)
• HR.com LEAD Award 2017 : Custom Content Programming with Emphasis on HR ( #3  globally)
• HR.com LEAD Award 2017 : Diploma Program with Emphasis on HR  (#2  globally)

Accreditation

Hr program officially accredited by provincial certifying body (cphr manitoba).

What does the CPHR accrediation mean for graduates of our programs?

Upon completion of the Human Resource Management Diploma, graduates can begin the professional certification process for the Chartered Professional in Human Resources (CPHR) designation.

The CPHR designation is the nationally recognized industry standard of excellence for those working in the field of HR, as it requires an individual to achieve and maintain demonstrated competency and experience relevant to the HR profession.

Graduates who choose to pursue the CPHR designation may be eligible for a waiver from the National Knowledge Exam (NKE). With a successful waiver application, you become a CPHR Candidate and are one step closer to earning your CPHR designation.

• Applicants must be a member in good standing with CPHR Manitoba
• Application for an NKE waiver must be made within five years of graduating from PACE
• Graduates must achieve a minimum G.P.A of 3.0 to be eligible
• More information can be found on the CPHR Manitoba website - here . 

Management Certificate Certified by Chartered Managers Canada (CIM)

Students graduating from the Management Certificate may apply for the Certified in Management designation (CIM) .

For more information on obtaining the CIM Credential click here.

Courses & Descriptions

Business fundamentals.

• Read more about Business Fundamentals

Case Studies in Human Resource Management

• Read more about Case Studies in Human Resource Management

Collective Bargaining

• Read more about Collective Bargaining

Compensation & Benefits

• Read more about Compensation & Benefits

Creating Inclusive Workplaces: Accessibility to Accommodation

• Read more about Creating Inclusive Workplaces: Accessibility to Accommodation

Cultural Dimensions & Environmental Influences

• Read more about Cultural Dimensions & Environmental Influences

Effective Oral Communication

• Read more about Effective Oral Communication

Effective Written Communication

• Read more about Effective Written Communication

Employment & Labour Law

• Read more about Employment & Labour Law

Essential Skills for Managers

• Read more about Essential Skills for Managers

Financial Fundamentals

• Read more about Financial Fundamentals

Human Resources Information Systems

• Read more about Human Resources Information Systems

Indigenous Insights

• Read more about Indigenous Insights

Labour-Management Relations

• Read more about Labour-Management Relations

Leadership Development

• Read more about Leadership Development

Managing Occupational Health, Safety & Environment

• Read more about Managing Occupational Health, Safety & Environment

Managing Organizational Change

• Read more about Managing Organizational Change

Managing & Resolving Conflict in Teams

• Read more about Managing & Resolving Conflict in Teams

Organizational Behaviour

• Read more about Organizational Behaviour

Principles of Human Resource Management

• Read more about Principles of Human Resource Management

Recruitment & Selection

• Read more about Recruitment & Selection

Resume Building & Job Search Techniques

• Read more about Resume Building & Job Search Techniques

Strategic Human Resource Planning

• Read more about Strategic Human Resource Planning

Training & Development

• Read more about Training & Development

Writing for Academic Success

• Read more about Writing for Academic Success

Student Recommendations

"Incorporating post-secondary training into the CPHR designation is an important step in advancing the designation and providing greater value for the business community."

-  Ron Gauthier , CEO of CPHR Manitoba.

The Post-Secondary Institution Accreditation Program is a significant step forward for the Human Resources profession. The program will recognize the knowledge gained throughout the duration of the post-secondary education program and provide a significant advantage to graduates looking to pursue the CHRP designation.

“As a student immersed in and continuously evaluated on my HRM knowledge, this redesign makes a lot of sense in easing me into my field of work more efficiently. I'm very grateful for the intelligent thinking and hard work invested by great people at PACE and HRMAM."

-  Erin Bend , current PACE HR Student.

Career Opportunities

Human Resource Coodinator

Human Resource Director

Payroll Administrator

Employment Equity Officer

Change Management Coordinator 

Benefits Coordinator

Benefits Administrator

Compensation Manager

Corporate Trainer

Corporate Recruiter

Graduates have been hired by organizations such as:

• Assiniboine Credit Union
• People First HR Services
• E-Care Contact Services
• Price Industries
• Loblaws Company Inc
• University of Winnipeg
• Manitoba Public Insurance
• Winnipeg Regional Health
• MGI Wealth Workers
• Compensation Board

Articulation For Credit

Graduates of the full-time Human Resource Management Post-Degree Diploma Program may be eligible credit in our degree programs. See Pathways to UW Degrees .

Certifications

Academic credentials.

On successful completion of the full-time program, you will be eligible for the following academic credentials:

• Human Resource Post-Degree Diploma
• Management Certificate
• WHMIS certification

Tech Requirements

Students must have a laptop that meets the following requirements for their program (not included in tuition)., pc hardware.

• OS: Windows 11 (64 Bit) Pro or Home version (Windows 10 would be accepted). Note: Windows should be up to date (e.g. 23-24H2)
• Processor: 12th Gen Intel core i5+
• Graphics: A strong graphics card is recommended for IT and programs that require multimedia design (e.g., NVIDIA GeForce technology); for other programs, an Intel graphics card (e.g., Intel Iris Xe Graphics) is recommended.
• Memory (RAM): 16+ GB, DDR4+.
• Hard Drive: 500+ GB, M.2, PCIe NVMe, SSD.
• Connectivity: Intel Wi-Fi 5-6 AX201, 2x2, 802.11ax, Bluetooth wireless card, HDMI, USB type A and Type C.
• Should include an HD (720P+) webcam for Zoom classes.

Apple hardware

• MacOS: Ventura or later
• Processor: Apple’s M1, M2 or M3 chip with at least 8 Core CPU.
• Graphics: 10 core GPU.
• Memory (RAM): 16+ GB.
• Hard Drive: 500+ GB, SSD.
• Should include FaceTime HD (720P+) webcam for zoom classes.
• Parallels Desktop or Virtual box

Student Success Story

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University Certificate in Human Resources and Labour Relations

At a glance.

• Credential: university certificate
• Credits: 30
• Next start: monthly

Get a better understanding of industrial relations and human resource matters with Athabasca University’s online University Certificate in Human Resources and Labour Relations.

Be a part of the AU student community

A journey of a thousand miles starts with a single step. Sign up to receive more information from AU and start your education with us.

About University Certificate in Human Resources and Labour Relations

Boost your career prospects and deepen your understanding of industrial relations and human resources with Athabasca University's online University Certificate in Human Resources and Labour Relations. This program is ideal for trade unionists, managers, and human resource specialists—or anyone looking to improve their employment opportunities. Complete the program in as little as one year of full-time study or set your own pace—there's no time limit for completion. Upon graduation, you'll be well-equipped to tackle complex employment issues, exhibit leadership potential, and effectively communicate in a variety of professional settings. Plus, the credits you earn can be transferred to our Bachelor of Human Resources and Labour Relations program, giving you a head start on the degree.

Admission requirements

There are no formal admission requirements for this program. All you need is to be 16 or older. You can enrol anytime and start right away, regardless of your previous education.

Please note: If you have completed AU’s former University Certificate in Labour Relations, you cannot apply to the University Certificate in Human Resources and Labour Relations program.

Program details

Tuition and fees, career options.

This multidisciplinary program examines employment relations in social, legal, political, and economic contexts.

This certificate will be of interest to:

• trade unionists
• human resource specialists
• individuals interested in better employment opportunities

Routes and options

Ladder to a degree.

Credit earned in this certificate program may be transferred to the Bachelor of Human Resources and Labour Relations program.

Completion times

Finish this program in as little as 1 year of full-time study, or work at your own pace and take as long as you need. There is no time limit for completion. The program may be completed faster if transfer credit is applied toward your certificate.

How to apply

You can apply to AU online, anytime. Once you’ve completed the online application form and paid the one-time general application fee (and transfer credit evaluation fee, if applicable), you’re officially an AU student and can start registering in courses.

Transfer and advanced credit

If you have previous post-secondary education or significant life and work experience that relates to this program, you may be eligible for transfer credit or Prior Learning Assessment and Recognition (PLAR). This could mean fewer courses to get your AU certificate.

If you transfer credit, you must complete a minimum of 15 credits at AU.

Request and send your transcripts if you want us to consider your previous post-secondary education for transfer credit.

Once you have paid the initial application fee, tuition is pay-as-you-go for each course registration. Course fees vary depending on your location and other factors.

Estimated program costs are available in the Calendar .

Financial aid and awards

We're dedicated to supporting your academic goals and committed to helping you overcome financial barriers by providing many funding and award options.

Residents of Alberta

Fees effective Sep. 1, 2023 to Aug. 31, 2024.

Canadian residents outside of Alberta

International students.

Fees effective Sep. 1, 2024 to Aug. 31, 2024.

In the University Certificate in Human Resources and Labour Relations at Athabasca University, you'll delve into a multidisciplinary curriculum that includes required courses focusing on the fundamentals of labour relations and human resource management. You'll also have the freedom to choose from a broad range of electives covering topics like financial accounting, communication, ethics, and sociology to round out your education and cater it to your interests and career goals.

To complete the program you will need to fulfill all the general requirements of the University Certificate in Human Resources and Labour Relations.

Our program course plans can give you an idea of what courses you need to finish this program, and how to plan the order you’ll take them in. If you’re feeling stuck, our academic advisors can help.

Program requirements

Program course plan

Courses to explore

Below are some of the courses that our students take in this program. Please consult an advisor to confirm any course planning , as some of these courses may not apply to you.

Focus areas

With Athabasca University's University Certificate in Human Resources and Labour Relations, you'll be well-positioned for a variety of career paths in human resources, labour relations, and organizational development. Whether you aim to work as a HR specialist, in labour relations, or even in organizational consulting, this certificate equips you with the knowledge and skills needed to thrive in these settings.

Some careers could include:

• HR assistant
• recruitment coordinator
• payroll administrator
• labour relations specialist
• benefits coordinator
• employee relations associate
• training and development coordinator
• talent acquisition specialist
• compensation analyst

Resources and links

Additional information that you need to know about AU and this program.

Program resources

• Visit program website
• Apply online
• Download program plans
• View Calendar

Additional resources

• The AU Advantage
• Calculate your course cost
• View program listings

Program contact

• Toll free: 1-866-406-3063
• Email program

Take your first step to online learning

We'll send you helpful information about programs, financial options, applying, and studying at AU.

The Postsecondary Education Conundrum

Subscribe to the brown center on education policy newsletter, cecilia elena rouse cecilia elena rouse @ceciliaerouse.

June 5, 2013

Postsecondary education in the United States faces a conundrum: Can we preserve access, help students learn more and finish their degrees sooner and more often, and keep college affordable for families, all at the same time? And can the higher education reforms currently most in vogue—expanding the use of technology and making colleges more accountable—help us do these things?

Since the 1960s, colleges and universities have worked hard to increase access to higher education. Fifty years ago, with the industrial economy booming—as Sandy Baum, Charles Kurose, and Michael McPherson write in the latest issue of the Future of Children —only 45 percent of young people went to college when they graduated from high school. Today, they note, at least 70 percent enroll in some form of postsecondary education. Women, who once accounted for little more than a third of the college population, now outnumber men on campus, and minorities and the poor have also seen many barriers to a college education fall. Certainly, we still have work to do—for example, advantaged children are still much more likely than children living in poverty to go to college, and to attend elite institutions when they do. Yet the gains in access have been remarkable.

Over the past decade, critics have increasingly questioned the quality of college education in the U.S. In particular, they have pointed to low completion rates—only about half of the people who enroll at a postsecondary institution complete a degree or certificate within six years. Yes, there are many reasons that students attend such institutions, but even among those who report that they aspire to earn at least a bachelor’s degree, only about 36 percent do so.

Most recently, the loudest debates in higher education have been about cost. When people talk about the cost of postsecondary education, they usually mean tuition. The most alarming recent increases have been in the “sticker price,” or the published cost of attending an institution. Sticker prices for full-time in-state students at public four-year colleges and universities increased 27.2 percent between 2007 and 2012, according to the College Board. But only about one-third of full-time students pay the sticker price; the other two-thirds of full-time students pay the “net price,” which is the sticker price minus grants and other forms of aid. On average, the net price is 70 percent less than the sticker price. Even so, the net price of college has also increased steeply, by 18 percent over the same five years.

Many people take the sharp rise in tuition costs as evidence that institutions of higher education are inefficient and growing more so—in other words, that colleges and universities are spending more and more money to deliver the same education. They argue that if we aggressively adopt technology and strengthen accountability, we can make colleges and universities more efficient, whether that means providing the same education for less money, or a better education for the same cost.

But, in truth, tuition—whether we’re talking about sticker price or net price—doesn’t really tell us how much a college education costs. As McPherson, who is president of the Spencer Foundation, pointed out recently at a conference at Princeton, an institution’s total expenditure per student is a much better measure of the cost of a college education. Based on 2012 data from the College Board, expenditures per student, especially at public institutions, have been relatively flat over the past decade, increasing by about 6.4 percent at four-year public institutions and actually decreasing at two-year public institutions. Tuition itself accounts for only a part of the total expenditure per student. At public institutions in particular, the rest is made up largely by state subsidies. What has changed in recent years is that state subsidies have fallen precipitously, meaning that parents and students are shouldering more of the cost through rising tuition payments. From 2000 to 2010, the portion of total expenditures covered by tuition at public institutions went from just over one-third to just over one-half, with subsidies falling accordingly. If we look at the cost of college this way, it’s unlikely that growing inefficiency is the main problem facing institutions of higher education; in fact, they are educating more students than ever and doing so at roughly the same cost per student. Nonetheless, few people expect state subsidies to rebound to their former levels. If college is to remain affordable, state institutions must seek ways to lower their cost per student so that they can keep tuition in check.

What are the prospects, then, that technology and accountability can help us rein in the rate of growth in tuition? Unfortunately, the answer isn’t clear.

Policymakers like to focus on advances in technology as a solution for the tuition crisis because a major component underlying the cost of a postsecondary education is the cost of paying the faculty. As long as the wages that faculty members could earn in other parts of the economy continue to increase, there will be upward pressure on the cost of educating students. But if we could use advanced technology to let each faculty member teach more students, we could lower the cost of a college education. However, no one wants such an increase in productivity to reduce the quality of the education that students receive. Therefore, if technology is to help us solve higher education’s quandary, it must provide education at a lower cost without lowering its quality.

We have scant evidence of whether e-learning is comparable in quality to traditional classroom instruction. However,  the best research so far suggests that in large lecture classes, at least, especially those that cover introductory material in some subjects, students learn just as well online as they do in “chalk and talk” classes. We know even less about the long-term cost of teaching in this way. On the one hand, once we pay the start-up and transition costs associated with adopting new technology and training faculty how to use it, the cost per student is likely to fall because faculty will be able to teach more students in larger classes. On the other hand, the best evidence about technology comes from its use in large lecture classes; we know much less about its effectiveness in smaller, typically more advanced courses, which are more expensive to teach by definition. We also have virtually no evidence about technology’s effectiveness in some disciplines, particularly the humanities. If technology can’t deliver the same education that students get in the classroom, what may look like a decrease in cost may actually be a decrease in quality. Thus before we know whether widespread adoption of technological tools is truly a promising approach to reducing the cost of a college education, we need more and better evidence about how these tools affect student learning, in which settings and for whom they work best, and how much they cost to implement and maintain.

Accountability

Policymakers are also talking about accountability as a way out of the postsecondary conundrum. Most public institutions receive state subsidies based on the number of students they enroll. Enrollment-based funding gives these colleges and universities a huge incentive to increase access, but far less incentive to boost completion rates and other measures of student success. On the heels of the movement to increase accountability in K-12 education, a lot of people, including President Obama, have been calling to make colleges and universities more accountable, most notably by tying some portion of state or federal funding to student completion or other measures of success—for example, how many graduates find jobs. Many states have already tried this, but the results have been disappointing (though it must be said, as Davis Jenkins and Olga Rodriguez write in the Future of Children , that much of the research on performance funding thus far has been qualitative rather than quantitative). One reason that performance funding hasn’t worked well may be that the percentage of aid that states have tied to performance has been quite low, meaning that institutions have had little to lose if they fail to meet performance targets. As a result, some reformers are calling for an even stronger connection between funding and accountability. Fair enough, and probably worth a try, but the bottom line is that we have yet to find solid evidence that tying appropriations to student success will produce the results we desire. And caution is in order: Unless such an approach is implemented and monitored carefully, it will create a perverse incentive for institutions to restrict admission to the students who are most likely to do well, thus potentially reversing the gains in access that we’ve worked so hard to achieve.

Despite the caveats I’ve presented here, I believe that both technology and accountability have their place in any effort to solve the postsecondary conundrum.

In the case of new technological tools to expand teaching productivity, we need to carefully study their effect on student learning, institutional stability, educational quality, and cost. It’s going to take some tinkering to build new models of technology-supported teaching that work as well as or better than a traditional classroom education, and we should not hesitate either to try promising approaches or to abandon those that fail to make the grade.

When it comes to imposing stronger accountability, we need comprehensive data systems and other ways to gather information that will give us a clearer, more scientifically sound picture of institutional performance than do the rough measures we use now, such as completion rates. Furthermore, measures of quality should never be the only criteria through which we reward or punish postsecondary institutions, not only because expanding access must remain a priority, but also because it is extremely unlikely that we will ever be able to capture all of postsecondary education’s beneficial outcomes through large-scale data. 

In the end, however, technology and accountability alone will not solve the postsecondary conundrum. As tuition costs rise, parents and prospective students are starting to question the value of the postsecondary institutions they’re considering, seeking better information about quality and completion rates, and making decisions based on hard financial realities. This kind of pressure from prospective students and their families is likely to be the most effective incentive of all.

Higher Education

Governance Studies

Brown Center on Education Policy

Ariell Bertrand, Melissa Arnold Lyon, Rebecca Jacobsen

April 18, 2024

Modupe (Mo) Olateju, Grace Cannon

April 15, 2024

Phillip Levine

April 12, 2024

The Reporter

Resource Barriers to Postsecondary Educational Attainment

U.S. economic growth in recent decades has favored high-skilled, service-based occupations and industries. As a result, the demand for skilled relative to unskilled labor has grown markedly, which has been the source of much attention and concern among policymakers and researchers. Increasingly, the labor market outcomes of working-age adults are linked to their educational attainment. Earnings gains have flowed disproportionately to those with four-year college degrees. One might expect that this growth in the demand for skilled labor would be met with a substantial increase in the production of such labor, but this has not been the case.

The anemic response of collegiate attainment to persistent increases in labor market returns has occurred alongside rising inequality in postsecondary outcomes. 1 Although education is often discussed as a means to reduce economic inequality and induce upward social mobility, large and growing attainment gaps among students from different socioeconomic backgrounds, coupled with high labor market returns to postsecondary education, have led to concerns that the higher education system is exacerbating inequality.

The fact that the supply of college-educated workers has not kept up with demand along with growing inequality in post-secondary outcomes suggests there are barriers precluding many students from obtaining a postsecondary degree. A particularly important class of barriers, especially for low-income students, centers around financial resources. Such barriers can occur on the demand (i.e., student) or supply (i.e., institutional) side of the higher education market. Demand-side resource constraints mostly consist of difficulties in paying the often high tuition price associated with college enrollment. Supply-side resource barriers are driven by declining state subsidies for public higher education, as well as the higher propensity of lower-income students to attend universities with lower per-student resources.

In a series of research papers, my co-authors and I have examined how family financial resources and postsecondary institutional resources affect collegiate attainment. We estimate resource effects on both the demand and supply sides of the higher education market and provide insight into policies that could reduce barriers to college completion.

Policymakers and researchers have focused a significant amount of attention on college access, with the goal of increasing college enrollment either overall or for specific groups. Much of my research is motivated by the widening gap between enrollment and degree attainment: A large component of both the increased inequality in postsecondary attainment and the sluggish increase in postsecondary attainment overall is degree non-completion. Simply put, if most of the students who enroll in college were to successfully obtain a degree, postsecondary attainment would rise dramatically and inequality in attainment would decline. Increasing the supply and altering the composition of college-educated workers thus requires understanding barriers to completion among the students who enroll, as well as understanding barriers to enrollment.

My collaborators and I have examined how financial resource barriers can affect dimensions of postsecondary investment behavior beyond enrollment, such as what types of colleges students attend and whether students complete college conditional on attending. We look beyond access to the various dimensions along which financial resources can influence higher education attainment. This summary describes our recent research findings and discusses their policy implications.

Demand-Side Resource Effects

A popular view among parents, policymakers, and the media is that the cost of college presents a substantial impediment to postsecondary investment for many students. While college tuition and fees have indeed risen precipitously over time, so has financial aid. The United States has one of the most generous financial aid systems in the world, especially for very low-income students. The goal of this system is to decouple students' financial background from their ability to invest in a postsecondary degree. Finding that students' college choices are causally linked to their family's financial resources is evidence that the current financial aid system is not sufficient to achieve this goal.

Prior research has struggled to obtain credible estimates of the causal effect of family financial resource variation on post-secondary attainment. Estimating such an effect is challenging because income and wealth are not randomly assigned across students: Families with lower resources at the time of their children's college entry decision typically had fewer resources throughout the children's lives to invest in their education. The result is that students from lower-resource households tend to be, on average, less academically prepared for college than their counterparts from more affluent backgrounds.

What is needed is a source of family resource variation unrelated to the myriad attributes of students that are correlated with the costs and benefits of attending college, such as motivation and academic achievement. I have exploited differences in the timing and magnitude of the urban housing boom between the late 1990s and mid-2000s, across cities, to generate such variation. 2 This period saw an unprecedented growth in the value of housing as well as in the liquidity of housing wealth; it became much easier to extract equity from the home through home equity loans, lines of credit, and cash-out refinances. Home price increases varied considerably across cities, with some such as Las Vegas and Miami experiencing enormous increases over a short period of time, while others experienced relatively modest growth. The idea underlying my approach is to consider high school seniors in the same year whose parents own a home in cities that experienced different recent housing price growth. Families in high-increase cities received a financial windfall just before their children made college choices, while families in lower-increase cities experienced a much more modest change in resources. I therefore leverage the timing, magnitude, and geographic dispersion of the housing boom to generate variation in household resources that are unrelated to the underlying characteristics of students.

I found college enrollment was responsive to housing wealth during the housing boom. Figure 1 shows the results graphically for families with incomes below $70,000, families with incomes between $70,000 and $125,000, and families with incomes above $125,000. I present the effect of enrollment from a $10,000 home equity increase relative to the mean college enrollment rate for each group, as well as the effect of the mean home equity increase experienced by each group between 2001 and 2005, the heart of the housing boom. For all families, enrollment increases by a statistically significant 1.4 percent for each $10,000 of additional home equity. During the housing boom of the early 2000s, the average homeowner experienced an almost $58,000 increase in home equity, which my estimates indicate increased college enrollment by 7.9 percent relative to the baseline level.

Students in families with earnings under $70,000 per year are particularly responsive to home equity changes: $10,000 of additional home equity increases college enrollment by 13.7 percent relative to the mean level. When multiplied by the average home equity increase experienced by this group in the early 2000s, the effect is 21.4 percent. Among students from higher-income households, enrollment responds more modestly to housing wealth changes. For both higher income groups, the effect of housing wealth is much smaller and is not statistically significantly different from zero. However, the point estimates are positive and are sizable in magnitude when multiplied by the large increases in home equity experienced by these families during the housing boom. The fact that students from higher income households are less affected by housing wealth changes is likely because these students face fewer resource constraints in financing a college education than their less affluent counterparts. I also show that the housing wealth-enrollment relationship was not present prior to the housing boom, which suggests an important role for the increased liquidity of home equity in the early 2000s.

In a follow-up paper, C. Lockwood Reynolds and I use the same source of variation to examine how housing wealth impacts the type of schools students choose, and college completion. 3 We find that when families experience more home price growth when their child is in high school, their child is more likely to attend a state flagship university and is less likely to attend a community college. Interestingly, the flagship effect is driven by increased applications, which suggests that changes in family resources impact the types of schools students consider attending. Low-income students whose families experienced home price increases during the housing boom were more likely to complete a four-year degree as well.

Another way to test for household resource effects is to study variation in the amount of financial aid available to students. This has proved difficult. Because most financial aid is federal, there is little variation in aid eligibility across students that is not directly tied to their family finances and background. Emily Owens and I studied an unusual policy change enacted by the federal government in 2001 that excluded anyone with a drug conviction from receiving federal financial aid. 4 While a small group, students with drug convictions tend to be from more disadvantaged backgrounds, and there may be particularly large social returns to increasing their educational attainment. We compare the change in college enrollment among those with a drug conviction when the rule was implemented to the change among those with no conviction. Our findings indicate that college enrollment within one year of high school graduation dropped by 22 percent among those with a drug conviction relative to those without, which suggests financial resources are a relevant barrier to postsecondary investment for many families. We also present evidence that the reduction in financial aid leads to a reduction in the completion rate of bachelor of arts degrees, a longer time required by college completers to complete a B.A., and an increased likelihood of a subsequent criminal conviction. Excluding these students from financial aid eligibility negatively affects their life outcomes and produces substantial social costs.

Sarah Cohodes, Daniel Grossman, Samuel Kleiner, and I examine another source of household resource variation: access to Medicaid. This occurs earlier in life than the resources I examined in my other research. 5 Medicaid is the primary means through which lower-income children receive health insurance, which can improve their health and their parents' financial standing. This resource variation is different from those previously discussed because it does not just impact the ability to pay for college. Instead, it can affect the level and productivity of early childhood investments in education. We examine the large Medicaid eligibility expansions experienced by those born from 1980 through 1990. Using the fact that children born in different states and years had very different eligibility for Medicaid over the course of their childhood due to state and federal Medicaid law changes, we estimate how Medicaid eligibility translates into educational attainment later in life. We find that a 10 percentage point increase in average Medicaid eligibility during childhood decreases the high school dropout rate by 4 percent and increases the likelihood of B.A. completion by 2.5 percent. These results suggest that policies targeting resources to low-income families with young children can have sizable effects on their ultimate collegiate attainment.

Supply-Side Resource Effects

One reason studying postsecondary institutional resources is important is the high degree of resource stratification within the higher education sector. More selective institutions have higher per-student expenditures, higher-achieving student bodies, and higher-paid and more research-productive faculties. The result is that resources are increasingly being concentrated in a small set of "elite" institutions that serve students with high precollegiate achievement levels. A growing body of research in economics seeks to estimate the labor market return to enrolling in one of these highly selective schools, which is difficult because students with higher earning potential select into these higher quality institutions.

Rodney Andrews, Jing Li, and I contribute to this literature using administrative data on all public school students in the state. 6 We link educational records for all public K-12 students in Texas to postsecondary records for all public higher education students in the state, and merge these data with quarterly earnings records. Linked administrative data are becoming more prevalent in education economics research; they provide both a wealth of information about students over time as well as large sample sizes. We use pre-collegiate demographic and academic achievement information to account for student selection. Our findings indicate that graduating from the University of Texas at Austin or Texas A&M University, the flagship universities in Texas, increases earnings by 12 and 21 percent, respectively, relative to graduating from a non-flagship public university. Graduating from a community college is associated with lower earnings by 11 percent relative to obtaining a degree from a non-flagship public university.

We also examine how college quality affects the distribution of earnings. Going beyond mean earnings effects is important, because the average may mask a large amount of variability in labor market returns across the earnings distribution. We estimate quantile treatment effects of college sector on earnings; the results are presented in Figure 2, on the following page. These curves show the differences in earnings, adjusted for observed student characteristics, between graduates in the given sector and those in the non-flagship four-year sector at each percentile of the earnings distribution. For UT-Austin graduates, the mean effect of 12 percent does a poor job of characterizing the effect on the entire distribution. At the bot-tom of the distribution, earnings returns to UT-Austin are quite low, and then they grow to more than 30 percent at the top of the distribution. The effects are much more constant among Texas A&M graduates, however. We argue the differences across the two flagship universities are likely due to differences in field of study, as Texas A&M students are much more likely to major in high-earning, low-variance fields such as engineering. Finally, we examine community colleges and show that the earnings penalty to a community college relative to a non-flagship public university is driven by low earners. At the top of the earnings distribution, community college graduates earn the same as their non-flagship four-year counterparts. This is despite the fact that the community college degree requires two fewer years of study; for a portion of students, the payoff to community college enrollment is relatively high.

A second reason economists are interested in the effect of supply-side resources on collegiate attainment is that a large amount of money is spent by federal and state governments to subsidize higher education. For public institutions, state appropriations are a particularly important part of the budget, and they have declined substantially over time. John Bound, Sarah Turner, and I examine whether changes in supply-side resources contribute to declining completion rates over time. 7 Between the mid-1970s and mid-1990s, college completion rates conditional on ever having attended college dropped from 52 to 43 percent. The largest declines were experienced by students attending non-top-50 ranked public four-year schools and community colleges.

Supply-side forces can play two roles in explaining this decline. First, as more students enter college over time, an increasing proportion sort into less selective and less resourced schools because these are the institutions that expand their enrollment due to higher student demand. Second, per-student resources at the less selective institutions have declined due to reductions in state appropriations, as these schools are particularly reliant on state funding. We conduct a decomposition analysis that shows how college completion rates would have changed had institutional resources (proxied by student-faculty ratios) and the distribution of students across postsecondary sectors not changed over time. We find that the increase in student-faculty ratios can explain about a quarter of the completion rate decline, while the rest can be explained by students increasingly attending lower-quality colleges and universities. Thus, we argue that supply-side resource changes can explain all of the observed decline in college completion rates.

In a follow-up paper, we conduct a similar decomposition analysis with respect to lengthening time to degree among B.A. recipients over time. 8 While the supply-side effects are not as strong, we find reductions in per-student resources in the less selective public four-year sector to be a core contributor to the longer time it is taking students to complete B.A. degrees.

Comprehensive Interventions

Students from low-income backgrounds face several barriers to postsecondary success, including difficulty in financing postsecondary enrollment, lack of information about the postsecondary system that leads to less enrollment and enrollment in lower-quality colleges, and lower pre-collegiate academic achievement. There has been a policy trend toward attempting to address these multiple dimensions of disadvantage that low-income students face using comprehensive interventions. Examples of such programs are the Longhorn Opportunity Scholarship (LOS) in Texas, the Susan Thompson Buffett Foundation (STBF) scholarship in Nebraska, and the ASAP program at the City University of New York.

Andrews, Scott Imberman, and I study the LOS program in Texas using the linked administrative data discussed previously. 9 The LOS program is run by the UT-Austin and consists of recruiting students at urban, low-income, and heavily minority high schools, offering grant aid if they enroll at UT-Austin, and providing a series of academic support services once they are enrolled. This program thus combines demand-side and supply-side resource supports. We find that among high-achieving students who were the targets of this program, the LOS intervention substantially increased the likelihood that students both enrolled at and graduated from UT-Austin. Among students from targeted high schools who attended UT-Austin, earnings increased by 82 percent 12 or more years after high school relative to similar students who were not exposed to this program. These results show that combining supply-side and demand-side resource increases for disadvantaged students can be particularly effective in supporting their postsecondary attainment and future earnings.

Researchers

More from nber.

M. J. Bailey and S. Dynarski, "Gains and Gaps: Changing Inequality in U.S. College Entry and Completion," NBER Working Paper 17633 , December 2011, and published as "Inequality in Postsecondary Education" in G. J. Duncan and R. J. Murnane, eds., Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances , New York, NY: Russell Sage, 2011, pp. 117-32.  

M. F. Lovenheim, "The Effect of Liquid Housing Wealth on College Enrollment," Journal of Labor Economics , 29(4), 2011, pp. 741-71.  

M. F. Lovenheim and C. L. Reynolds, "The Effect of Housing Wealth on College Choice: Evidence from the Housing Boom", NBER Working Paper 18075 , May 2012, and Journal of Human Resources , 48(1), 2013, pp. 1-35.  

M. F. Lovenheim and E. G. Owens, "Does Federal Financial Aid Affect College Enrollment? Evidence from Drug Offenders and the Higher Education Act of 1998," NBER Working Paper 18749 , February 2013, and Journal of Urban Economics , 81, 2014, pp. 1-13.  

S. Cohodes, D. Grossman, S. Kleiner, and M. F. Lovenheim, "The Effect of Child Health Insurance Access on Schooling: Evidence from Public Insurance Expansions," NBER Working Paper 20178 , May 2014, and Journal of Human Resources , 51(3), 2016, pp. 727-59.  

R. J. Andrews, J. Li, and M .F. Lovenheim, "Quantile Treatment Effects of College Quality on Earnings: Evidence from Administrative Data in Texas," NBER Working Paper 18068 , May 2012, and "Quantile Treatment Effects of College Quality on Earnings," Journal of Human Resources , 51(1), 2016, pp. 200-38.  

J. Bound, M. F. Lovenheim, and S. Turner, "Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources," NBER Working Paper 15566 , December 2009, and American Economic Journal: Applied Economics , 2(3), 2010, pp. 129-57.  

J. Bound, M. F. Lovenheim, and S. Turner, "Increasing Time to Baccalaureate Degree in the United States," NBER Working Paper 15892 , April 2010, and Education Finance and Policy , 7(4), 2012, pp. 375-424.  

R. J. Andrews, S. A. Imberman, and M. F. Lovenheim, "Recruiting and Supporting Low-Income, High-Achieving Students at Flagship Universities," NBER Working Paper 22260 , May 2016.

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Closing the Middle Skills Gap in Postsecondary Education

A staggering misalignment of postsecondary education and training programs in the United States is leaving millions of critical jobs unfilled and millions of Americans missing opportunities for meaningful economic mobility. What needs to change?

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By Roger Low Jun. 8, 2023

In 2023, what education and training do Americans need, beyond high school?

A four-year liberal arts program culminating in a bachelor's degree will likely continue to play a central role. At the same time, to salvage the American middle class, suck toxic resentment out of our politics, and build a more equitable economy, we must reimagine higher education, workforce training, and how taxpayers fund both. The current system saddles too many with debt, delivers good outcomes for too few, and skews opportunity away from people of color. It’s time to build a postsecondary and training system that delivers better outcomes, meets the demands of our economy, and keeps the American dream alive.

Understanding Our Ecosystem Challenges

Two converging crises bring us to this point.

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First, spiking student debt has become unsustainable, tripling over the past 20 years and swelling the ranks of Americans paying for college without earning a degree. This, along with the paradigm shifts of the pandemic, has triggered a broader reassessment of higher education. A new poll shows that, for the first time, a clear majority of Americans (56 percent) doubt the value of a college degree, with skepticism especially high among younger respondents.

Second, over half of all US jobs are now “middle skill” positions, requiring more than a high school diploma but less than a four-year college degree. This includes millions of jobs in IT , health , the manufacturing and skilled trade sectors , and the army of electricians needed to fully embrace renewables. These jobs often pay wages sufficient to support a family with a single earner. And yet, just  18 percent of working-age Americans have actually earned credentials beyond a high school diploma but less than a full bachelor’s degree. This astounding misalignment leaves millions of critical jobs unfilled and millions of Americans missing opportunities for meaningful economic mobility. With a huge majority of college freshmen  reporting they enrolled to secure a good job with good wages, our postsecondary system is failing at what its consumers have identified to be its most critical function.

In the face of these crises, how do we fill our gaping middle skills gap? Two-year associate degrees are one piece of this puzzle. But while some community colleges have pathways with a strong return on investment (ROI), barely 40 percent of Americans enrolled in a two-year associate program receive a degree in six years, and while more affordable than four-year institutions, community colleges are a significant driver of debt.

The other answer lies in what so many elected officials describe as “job training.” But the Workforce Innovation and Opportunity Act (WIOA), the flagship federal legislation governing job training, badly needs an update. A 2017 randomized evaluation across 28 sites found no detectable wage increases from WIOA-funded training programs. A new report released in March from Harvard’s Project on Workforce found median annual earnings of just $29,388 nine months after completing a WIOA-funded training program, implying America’s most consequential federal job-training apparatus leaves its median participant earning less than the majority of high school dropouts.

Some problems are glaring. Consider Job Corps, a network of 112 full-time vocational training residential centers serving teens and young adults, often disconnected from regional employers. Over six decades, the program has helped many, but the model is out of date. One participant described these 24-hour residential centers as “a little bit like prison.” A large randomized evaluation released in 2020 followed participants for 20 years and found that overall, the program did not improve wages, employment, or other outcomes. The Labor Department’s own inspector general recently concluded, “Job Corps could not demonstrate beneficial job training outcomes.” Yet at a cost of over $15,000 per student, WIOA devotes over $1.7 billion annually to Job Corps, four times what it spends nationally on training for adult and dislocated workers. 

WIOA’s challenges go deeper. For instance, medical assistants and nursing assistants, respectively WIOA’s most common and fourth most common career training pathways, can expect to earn less than $24,000 per year. The Harvard report finds commercial driver’s license programs, another common WIOA pathway, “pay above-average wages for workers without college degrees” but “have limited potential for upward mobility.”

The outcomes are bad, and the system also doesn’t function at scale. WIOA trains 221,000 adults and dislocated workers per year, less than one half of one percent of our approximately 55 million-worker middle skills gap. Based on two separate analyses from 2015 and 2023 , less than a quarter of WIOA adult and dislocated worker funding actually goes to training services , while over half goes to workforce center staff and overhead.

Finally, WIOA’s outcomes are markedly worse for women and people of color. Indeed, much of our current postsecondary system consistently perpetuates racial disparities. We award bachelor degrees disproportionately to white students while loading up more students of color with debt. Meanwhile, community colleges are more likely to serve students of color, where they are less likely to attain a degree.

Like many entrenched systems, this one resists meaningful change. Members of Congress from both parties have repeatedly thwarted efforts to redirect Job Corps funding, likely aware of the facilities in their districts. The myriad of workforce centers, incumbent providers, and big-budget incumbent colleges all have strong incentives to protect the existing structure. Reformers, by contrast, are less organized and have a less concentrated stake in change.

Signs of Progress and Reasons for Hope

And yet, we can and must do better. A growing number of job-training pathways in the United States  demonstrably do increase wages. Paid internships like Year Up , IT training programs like Per Scholas , vocational supports like Jewish Vocational Services , and skilled trade and health care pathways like Project Quest or the Wisconsin Regional Training Partnership have all been shown, through rigorous randomized evaluations, to significantly and sustainably increase earnings across races, ethnicities, and genders, all via affordable onramps to middle-skill jobs.

These programs differ, but they share common characteristics. Many are “sectoral,” focused on specific high-growth industries. They often combine “hard” skills with “softer” (or “ more durable ”) skills, like how to apply for a job, manage finances, and communicate well with colleagues. Most partner closely with regional employers and are usually far faster than college. Many sync with paid apprenticeships, so participants learn by doing and earn while they learn.

While many of these programs raise philanthropic capital to offer programming tuition-free, the true cost per learner ranges from about $8,000 to $20,000. This is less expensive than the cost of an associate’s degree, and dramatically less expensive than a four-year diploma, but also far more than the current average  of $1,854 per learner training through WIOA’s adult and dislocated worker funding streams.

All told, the federal government spends $14 billion annually across WIOA and other job-training programs. Federal and state governments, combined, spend far more, over $110 billion annually , for higher education. If just a fraction of this amount were redirected toward effective middle skill pathways, we could upskill several million workers each year. Matching philanthropic and employer capital could accelerate that. We could churn out a generation of IT and health professionals, electricians, skilled laborers, and emergency responders, who could in turn confront our pressing cybersecurity, health, affordable housing, public safety, and climate change challenges. We might even blunt some of the rage non-college-educated voters feel about the status quo, which has fueled much that is wrong with contemporary American politics.

Imagine a modernized postsecondary sector in the United States. Every learner—from a high school senior sorting out their life plans, to an overstretched parent seeking flexible options, to a recently laid off employee—could access a user-friendly, easily navigable integrated system. A list of high-quality options, broken out by sector, could be ranked based on program cost, earnings, and a standardized ROI. Many would still pursue a liberal arts education, but greater transparency would mean more options. Some could opt for apprenticeships and short-term certificates at first to build up earnings, then “stack” these credentials to earn a college degree. Pell grants, WIOA, and many other public and private dollars could be commingled to support more seamless enrollment.

A Blueprint for Change

To realize this vision, we need dramatic action.

First, we must unlock wage-outcome data. We should empower learners to choose their own paths, but they cannot reasonably do that without apples-to-apples, user-friendly comparisons across postsecondary options. Our government knows how much Americans earn. Yet many colleges, most training providers, and virtually all learners are in the dark. Imagine, instead, a simple dashboard synced with W-2 wage data, clearly showing the ROI of different options. This is technologically straightforward, but governors, higher education officers, and agency heads must confront the tangle of bureaucratic and political challenges that stand in our way.

Second, as we obtain better data at scale on what works, we must redirect public dollars to follow results. Programs that show strong learner outcomes (while also meeting equity targets, proving they aren’t inflating their outcomes by selectively serving lower-risk clients) should be prioritized and generously funded.

We have templates at every level of government for what this might look like. In the last Congress, for example, Reps. Mikie Sherrill (D-N.J.) and David McKinley (R-W. Va.) introduced the bipartisan Expanding Pathways to Employment Act, legislation that would redirect hundreds of millions of dollars toward workforce programs shown to be effective based on rigorous evaluations while also helping smaller innovative approaches build evidence of effectiveness.

The Opportunity Now program, in my home state of Colorado, enabled by bipartisan state legislation, takes a similar state-level approach. An $85 million competitive grant program explicitly favors programs backed by strong evidence of learner impact, with strong employer partnerships and an equity focus, along with smaller seed grants to test innovation. Opportunity Now, however, is funded by one-time federal stimulus dollars. We need something permanent.

Congress should dramatically reform WIOA and other workforce development funding streams to move toward these goals. We should reallocate the $1.7 billion currently supporting Job Corps toward a new dedicated fund to scale training and postsecondary programs shown to work, along the lines of the above models. States should face consequential deadlines to move in this direction. WIOA training providers with strong externally validated learner outcomes should have fast-tracked funding processes, like a TSA precheck for evidence-based training.

Philanthropies, nonprofits, and businesses that share this vision should help build a strong, durable reform coalition. This means funding proven programs scaling to new communities, helping local models access wage outcomes data to prove their efficacy, and more boldly deploying dollars in support of advocacy and lobbying.

Meanwhile, local government need not wait. San Antonio voters recently approved a sales tax projected to raise over $150 million over four years to scale up evidence-based workforce training programs like Project Quest, a nationally renowned model incubated in that city with 11 years of wage impact data. Just last month , Denver City Council expanded a college affordability sales tax revenue stream to also include apprenticeships and shorter-term middle skills training programs supported by strong evidence. More state and local governments should follow. This in turn will help grow the coalition of local programs invested in a better federal approach.

Finally, we need new definitions for student success. America’s dysfunctional relationship to college and job training has become a driver of economic and racial inequality. A bachelor’s degree is not the promise it has long claimed to be for everyone. It’s time for the public sector to better underwrite a wider array of postsecondary models shown to lead to good jobs.

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Brief Postsecondary CTE: State Policy Landscape

Key takeaways.

Nationwide, there are more than 8,000 short-term postsecondary CTE programs across 26 fields of study.

The number of associate degrees issued increased 17% between 2010 and 2020.

Postsecondary career and technical education , commonly known as CTE, is a broad term that encompasses academics, technical skills and on-the-job training to prepare students to enter the workforce upon completion of a program. States support postsecondary CTE primarily through their local community and technical college systems, as well as workforce development programs such as apprenticeships and externships. States also provide students and families with information and resources related to career pathways in postsecondary CTE programs, which often build on similar programs at the high school level and can involve dual credit, dual enrollment or apprenticeships.

Postsecondary CTE Demographics

In 2020-21, 3.5 million students were enrolled in postsecondary CTE programs. More women were enrolled in postsecondary programs than men, a reverse from K-12 CTE programs, which skew toward male participants. Postsecondary CTE students also are more likely to be first-generation college students who have children and are working while enrolled in their education programs.

Postsecondary CTE programs are often important drivers for economic growth and are critical to meeting workforce shortages. The programs can offer stackable credentials for in-demand jobs in IT, skilled trades, manufacturing and customer service professions. These middle-skill jobs provide workers with wage gains and pathways to increasing lifetime earning potential.

Short-Term Postsecondary CTE

Postsecondary CTE programs include both short-term offerings, including certificates, certifications and other nondegree credentials , as well as longer programs that lead to an associate degree. The Urban Institute identified more than 8,000 short-term postsecondary CTE programs nationwide, with six main fields of study including health sciences, business and marketing, personal and culinary services, repair, protective services, and computer/information sciences. The same report shows that short-term postsecondary CTE programs produce median earnings of $32,000 two years after graduation, although earnings vary by program with health sciences and computer/information sciences providing the highest wages. The median debt for short-term postsecondary CTE credentials is $16,077.

Long-Term Postsecondary CTE

Longer-term postsecondary CTE includes associate degree programs. In the 2019-20 academic year , postsecondary institutions conferred over 1 million associate degrees, an increase of 17% compared to a decade prior. Of these degrees, just 17% were in health professions and 5% were in engineering or manufacturing technologies. A 2022 study from Lightcast found that associate degrees in technical fields such as engineering, health and computer/information sciences provide more upward mobility for adult learners than some bachelor’s degrees. Overall, learners with an associate degree earn an average of $8,000 more per year than students with only a high school diploma.

State Policy Action

Workforce readiness programs.

• Hawaii  HB 1561 (2020): Establishes within the department of education a workforce readiness program to provide opportunities for students to earn associate degrees, workforce development diplomas, pre-apprenticeship certificates and other industry-recognized certificates; requires the department to designate schools, including adult community schools, to participate in the program.
• Maryland SB 515 (2019): Establishes the Workforce Readiness Grant program to provide matching grants to community colleges to improve technology for workforce education programs.
• Oregon  SB 1545 (2022): Establishes grant programs in the Higher Education Coordinating Commission to increase access for priority populations to training opportunities in construction, health care and manufacturing and to workforce development services and benefits.
• Florida HB 1507 (2021): Provides grants to school districts’ postsecondary technical centers and Florida College System institutions to cover up to two-thirds of the cost of short-term, high-demand programs for eligible students upon successful completion and award of a credential of value. Funded with $15 million appropriation in 2022-23.
• Kansas HB 2510 (2022): Appropriates $8.5 million in grant funding to six technical and community colleges provided there is a dollar-for-dollar match in non-state funding or donated equipment from a private industry partner.
• New Jersey AB 4224 (2022): Appropriates $19.9 million to six county and community colleges to provide career and technical education grants.
• Wyoming SF 122 (2019): Creates the Wyoming Works Program to support community college technical programs to meet labor and economic development needs; includes a $2 million appropriation to support CTE program development for community colleges and $3 million for individual grants to students.

Alignment With K-12 CTE Programs

• Louisiana SB 216 (2022): Requires postsecondary institutions to work with the State Board of Elementary and Secondary Education and public schools to align curricula and create guaranteed transfer and articulation pathways for courses, including career and technical education programs.
• Mississippi  HB 1388  (2022): Requires the workforce development office, subject to appropriation by the Legislature, to pilot a career coaching program to connect middle school and high school students to career avenues within and beyond the classroom setting; requires the state department of education to work with the state community college board to ensure alignment of career and technical education courses across the public school and community college systems.

Financial Aid and Student Supports

• Delaware HB 480 (2020): Creates the Career-Based Scholarship Program provides a $5,000 annual award for eligible students enrolled in a degree program leading to a high-needs field, as identified by the Delaware Higher Education Office and the state Department of Labor. Current high-needs fields include accounting, business, computer engineering and science, finance, human resources, information technology, management, nursing, and operations management.
• South Carolina HB 3144 (2022): Creates the Workforce Industry Needs Scholarship, covering tuition, fees and course materials for students pursuing a professional certificate, credential or degree from a state technical college. Awards are limited to $5,000 per year, for up to three years, and must be applied after other federal and state scholarship aid.
• Michigan SB 268 (2020): Creates the Michigan Reconnect Grant, which provides financial aid for residents seeking associate degrees or industry-recognized credentials from certain educational jobs and training programs; defines a credential as a certificate or credential that is portable and is sought or accepted by multiple employers within an industry for purposes of recruitment, hiring or promotion.
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Post Diploma Human Resources Management

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Entry Requirements

Looking to further your post-secondary education? Pursue a Post Diploma in Human Resource Management. Upon completion of this two year diploma, you will be employable in many HR related positions.

The program is based upon the Charted Professional in Human Resources Management (CPHR) competency framework, and is ideal for working professionals wanting to pursue their CPHR designation, as well as students wanting to pursue a career in human resources management.

Some potential careers in Human Resources include:

• Labour Relations Directors
• Payroll Managers
• Recruiting Managers
• Administrative Service Managers
• Compensation & Benefits Managers
• Human Resource Specialists
• Training & Development Managers
• Job Analysis Specialists

Examples of salaries for Human Resources Professionals.

For more information and requirements on the CPHR designation please see  cphr.ca

Post Diploma Human Resources Management Courses

Required courses, locations & dates.

Applicants require proof of successful completion of the following:

• Minimum successful completion of a two-year diploma from a recognized post-secondary institution, or equivalent .
• Students whose first language is not English must show proof of a IELTS score of 6.0 or 80 IBT TOEFL result. 

Limited admission

This program has a limited number of seats per intake and and students are accepted on a “first qualified, first admitted.

Criminal Record Check

Students who qualify for a practicum may need to show proof of a clear criminal record check to their practicum host organization before the practicum begins. If there are any expenses associated with obtaining this criminal record check, it will be the responsibility of the student. A search which identifies relevant criminal convictions may prevent students from entering into a practicum placement, and may also impact job prospects in the field of Human Resources Management upon completion of the program.

Graduation requirements

In order to receive the Diploma, students must pass each course with a minimum B- grade (68%) or higher. Students must complete all program requirements towards the PDHRM credential within six calendar years from the time of initial registration, including transfer credits.

Credentials

Students who meet all graduation requirements will receive a Post-Diploma in Human Resources Management. Note: This program is accredited by CPHR BC & Yukon, and graduates may be eligible to have the National Knowledge Exam (NKE) requirement waived. There may be different or additional requirements in terms of GPA and program completion timelines in order to qualify for a NKE Waiver. For more information about CPHR BC & Yukon's requirements for the NKE Waiver or the CPHR designation, please see Charted Professionals in Human Resources  website.

Program Tools

Many courses in this program use online learning tools. Students will need

• a reliable internet connection, and
• a device to access the internet.

Students are encouraged to review historical syllabi or discuss with a recruiter, an advisor, or a faculty member to identify their technological needs.

Invest in your future

Please check the  Fee Schedule  for up-to-date information.

These costs are an estimate and do not include books, which can be purchased from the bookstore . Costs may change without notice. Student fees vary by campus.

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Home / Programs  / Post-Secondary Certificate and Diploma Programs  / Human Resources Learning and Development Post-Graduate Diploma

Human Resources Learning and Development Post-Graduate Diploma

• Who it is for

Entrance requirements

• At a glance

Program Overview

The Human Resources Learning and Development (HRLD) Post-Graduate Diploma program provides you with the knowledge, skills, and practical experience for a successful career in the human resources learning and development field.

Throughout the program, you will gain an understanding of core HR functions in the workplace. These concepts are then expanded to include knowledge and skills specific to adult learning and development, preparing you for a broad array of careers in human resources, learning, training, and talent development.

For real-world application of learning, students also participate in a work integrated learning project during the program with a MITT industry partner.

After graduation, students can pursue two industry recognized professional designations to further their professional profiles with industry-specific competencies, access networking and professional development opportunities, and pathways to career advancement.

Course information Career information

Canadian Student

At a glance.

• Duration 2 years full time (16 months of study)
• Credential Post-Graduate Diploma
• work practicum No
• Tuition 1 Paid each year of a 2-year program: $6,721

1 Tuition is estimated and subject to change. Refer to the chart below for more detailed program costs.

International Student

• Tuition 1 Paid each year of a 2-year program: $12,500

Work Integrated Learning

HRLD pairs students with a MITT industry partner to propose, plan and execute a project that contributes to a learning and development need within the organization. Students will integrate their classroom learning with real-world experience and develop a meaningful and beneficial product to implement within the workplace.

Professional Designation Opportunities

MITT’s HRLD program is unique in that it offers two nationally recognized professional designation opportunities for graduates:

• Chartered Professional in Human Resources (CPHR) designation is the national industry standard of excellence for those working in the field of HR, requiring an individual to achieve and maintain demonstrated competency and experience relevant to the HR profession. Graduates who attain a 70% cumulative average are eligible to waive writing the CPHR’s National Knowledge Exam (NKE). Students will have five years to apply for the designation by completing the experience requirements, submitting NKE waiver forms and fees, and maintaining their CPHR membership. Refer here for more details.

• An undergraduate diploma or degree, preferably in the Humanities, Social Sciences, Business or Education (includes MITT’s Post-Graduate Certificate in Business Management*) from an accredited institution, with good academic standing. A minimum of 2 years of full-time relevant undergraduate level coursework from an accredited institution may also be considered.
• Demonstrated English Language Proficiency (if educated outside Canada)
• Current résumé or CV

Preferred Admission Criteria (There may be a competitive admissions process for entry to this program; meeting the minimum requirements does not guarantee admission)

• Minimum 2 years of prior relevant work experience as demonstrated on resumé or CV.

*The Business Management certificate can be used as a prerequisite for admission to MITT Post-Graduate Diploma programs. Students that complete this 12-month program will receive advanced standing for the first term of a diploma. That means you will already have the credits for the first four courses, and will earn a one-term scheduled academic break before continuing your studies.

Tap and drag table to view more

Estimated Program Costs

Students are required to bring a laptop or tablet for use during this program.

A complete supply list can be found in the program information section.

Details regarding additional technology requirements for online learning at MITT can be found here .

Continuous Program Improvement

MITT continuously reviews and improves programs to maintain relevance in the workplace and effective learning experiences for all students. Although the institution strives to have the website reflect the most current version of all programs, MITT reserves the right to change the program curriculum as necessary to meet industry and accreditation requirements. As a result, course information and learning outcomes may be adjusted prior to the scheduled course start date.

Similar Programs

• Applied Leadership Post-Graduate Diploma

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Article contents

Effective practices for helping students transition to post-secondary education.

• Jenn de Lugt Jenn de Lugt University of Regina
• https://doi.org/10.1093/acrefore/9780190264093.013.1212
• Published online: 30 June 2020

Globally, more and more students with disabilities are choosing to continue on to post-secondary education following high school. Nevertheless, in comparison to their non-disabled peers, young people with disabilities are persistently underrepresented in this area. As with students without disabilities, a post-secondary diploma or degree will enhance opportunities for employment, both in terms of options and income. Bridging the gap between high school and post-secondary education can be daunting for most students, but with the added complexities associated with disabilities, the challenges will be intensified. Hence, a supportive and efficacious transition between secondary and post-secondary settings is not only helpful, but essential.

For post-secondary education to be inclusive, it must be accessible. To be accessible, the transition must support the student by taking into account their strengths, challenges, interests, and goals, while considering the post-secondary environment. Successful transition plans must be student-centered, collaborative, begin early, and include measured and specific steps that are individually designed to help individual students bridge the gap. Key elements and considerations include: (a) assessing the environment and the fit; (b) developing the student’s self-advocacy skills; (c) tailoring accommodations based on the academic, social, and independent living skills of the student; and (d) supporting the student emotionally and mentally through the transition and beyond. Additional considerations include the use of assistive technology, mentoring programs, and familiarizing the student with the environment in advance of the change. Although often considered the panacea for the many academic and organizational challenges faced by students with disabilities, assistive technology is most beneficial if introduced early; this allows the student to experiment, select, and become familiar with it before leaving high school. Mentorship programs and supports, both formal and informal, should be given careful consideration as effective means of facilitating the transition. In addition to the academic and social challenges, the disruption of routines and the unfamiliar aspects of the post-secondary environment can be particularly daunting for students with disabilities. To negotiate and mitigate these aspects it might be beneficial to create opportunities for the student to become familiar with the post-secondary institution before going there. By easing and supporting the transition of students with disabilities in these and other ways, some of the barriers they face are ameliorated. Affording equal opportunity for students with disabilities to progress to post-secondary education and the subsequent workforce is not only just, it is a moral obligation and essential to an inclusive society.

• disabilities
• transitions
• high school
• post-secondary education
• effective practices
• student-centered

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Source:  Economic Council of Canada, Pulling Together Productivity, Innovation and Trade , 1992, p. 41.

An emerging consensus in recent studies is on the need for changing the attitudes of individuals and society toward education, science and technology. Although post-secondary education is of primary concern for Canada's future, it is widely acknowledged that any change must start at an earlier stage; that is, at the elementary and secondary levels whose students constitute our pool of future enrollees in post-secondary institutions. Recent reports strongly suggest an increase in the participation of parents and communities in the formal education system. The argument is that an informed population is more aware of the value of education and may make better choices from the options available. (27)

With respect to elementary and secondary education, there is also the feeling that we need a fundamental renovation of the school system. Accordingly, national standards are suggested, (28) as are improvements in the quality of teaching, especially of science and mathematics, (29) and in the quality of facilities and equipment in schools.

There is also a need to change perceptions of post-secondary education. For example, some contend that Canadian society places too high a value on university degrees at the expense of technical post-secondary programs, which are perceived as second best. For this reason, it is suggested that the mission of universities, community colleges and technical institutes (30) should be re-examined and the value of technical careers reinforced. (31) In addition, it is said that Canadian post-secondary institutions fail to offer highly specialized programs. For example, Porter describes two major barriers to specialization of human resources. (32) First, he believes that regulation of tuition fees at post-secondary institutions limits the capability of the institution to recover the extra costs of highly specialized programs. Second, he maintains that the funding patterns established for post-secondary institutions inhibit the possibility of coordinating educational programs among provinces as well as among establishments. As a result, he says, faculty specializations and capabilities are scattered throughout the country.

Furthermore, the business sector considers that post-secondary institutions should improve their curricula and provide their services more efficiently. (33) It suggests that stronger links between the business and the educational sectors would make education more responsive to the needs of the private sector and thus ensure a better preparation for the workplace.

Recent reports strongly recommend the creation of a national body with the mission of monitoring all these changes. (34) Such a new organization should not create another layer of bureaucracy but should rather coordinate all the actors participating in the improvement of the educational system.

Finally, governments also have a role to play in the "renovation" of the Canadian educational system. A recent Task Force recommends a review of post-secondary funding, (35) which should accompany any reform of the system. Those who believe that post-secondary education institutions require additional government support also believe that such support should not be provided as a right, but rather on the basis of accountability. (36) Others contend that, despite the evidence of financial need, solving the problems facing Canadian post-secondary establishments will require "more imagination and wise management" of all resources than simply more money. (37) In any case, in view of the amount already spent on education and the fiscal restraint now facing all levels of governments, it is doubtful that more funds could be provided. Although some favour alternative financing arrangements for post-secondary education, there has not yet been any detailed proposal for reform.

Overall, Canadians must clearly realize the importance of post-secondary education in securing our future prosperity. Higher education must be a priority and action must be taken now. Failure to renovate the whole educational system will threaten Canada's ability to compete in the globalizing marketplace. Efforts must be concerted: the task will not be possible without the support and cooperation of all - individuals, the educational system, industry and governments. This is the challenge of today.

SELECTED REFERENCES

Bathelt, Harald and Alfred Hecht. "Key Technology Industries in the Waterloo Region: Canada's Technology Triangle." The Canadian Geographer , Vol. 34, No. 3, Fall 1990, p. 225-234.

Centre for Educational Research and Innovation. Education at a Glance - OECD Indicators . OECD, Paris, 1992, 148 p.

Economic Council of Canada. "Education: More Than Ever a Priority." Au Courant , Vol. 12, No. 1, 1991, p. 6-7.

Economic Council of Canada. "Skill Composition of Employment." Au Courant , Vol. 12, No. 1, 1991, p. 5.

Economic Council of Canada. A Lot to Learn - Education and Training in Canada . 1992, 64 p.

Economic Council of Canada. Pulling Together Productivity, Innovation and Trade . Ottawa, 1992, 60 p.

Government of Canada. "Learning Well...Living Well - Consultation Paper: Issues for Discussion." Prosperity Initiative . Ottawa, 1991, 33 p.

Howe, W.J. "Education and Demographics: How Do They Affect Unemployment Rates?" Monthly Labour Review , January 1988, p. 3-9.

Kavanach, Robert J. "The Future Supply of Highly Qualified Engineers and Scientists and the Role of NSERC." Canada's Future Requirements for Highly Qualified Scientists and Engineers . Natural Sciences and Engineering Research Council of Canada, May 1989, p. 163-192.

Kenny-Wallace, Geraldine A. "The Challenge of Change for 2001: The Canadian University in a Knowledge-Intensive Society." Post-Secondary Education: Preparation for the World of Work . Proceedings of a Canada/UK Colloquium. The Institute for Research on Public Policy, 1990, p. 11-23.

Krashinsky, Michel. "The Returns to University Schooling in Canada: A Comment." Canadian Public Policy , No. 2, June 1987, p. 218-221.

Lemelin, Cl�ment and Jean Perrot. "Les d�penses publiques pour l'enseignement universitaire et le taux de rendement fiscal: le cas du Qu�bec." L'Actualit� �conomique , Vol. 66, No. 2, June 1990, p. 193-217.

National Advisory Board on Science and Technology. Science and Technology, Innovation and National Prosperity: The Need for Canada to Change Course . Report presented to the Prime Minister, April 1991, 38 p.

Newton, Keith. "Highly Qualified Personnel: A Key to Success in Global Competition." Canada's Future Requirements for Highly Qualified Scientists and Engineers . Natural Sciences and Engineering Research Council of Canada, May 1989, p. 1-41.

Porter, Michael E. Canada at the Crossroads - The Reality of a New Competitive Environment . 1991, 468 p.

Slack, Enid. "The Implications of Federalism for Post-secondary Education." Ontario Universities: Access, Operations and Funding . Conference Proceedings. Ontario Economic Council, 1985, p. 362-375.

Statistics Canada. Catalogue No. 71-201.

Steering Group on Prosperity. Inventing Our Future: An Action Plan for Canada's Prosperity . October 1992, 75 p.

Symons, Thomas H.B. "Ontario Universities in a Broader Context: The Need for a National Strategy in Canadian Higher Education and Research." Ontario Universities: Access, Operations and Funding . Conference Proceedings. Ontario Economic Council, 1985, p. 257-275.

Task Force on Business-Education Relations. Keeping Canada Competitive: The Importance of Post-Secondary Education . The Canadian Manufacturers' Association, April 1987.

Task Force on Challenges in Science, Technology and Related Skills. "Prosperity Through Innovation - Summary Report." Prosperity Initiative . 1992, 22 p.

Treff, Karin. "Education Financing in Canada." Canadian Tax Journal , Vol. 40, No. 2, 1992, p. 502-518.

Vaillancourt, Fran�ois. Private and Public Monetary Returns to Schooling in Canada, 1985 . Working Paper No. 35. Economic Council of Canada, 1992, 40 p.

Watts, Ronald L. "Introduction." Post-Secondary Education: Preparation for the World of Work . Proceedings of a Canada/UK Colloquium. The Institute for Research on Public Policy, 1990, p. 1-7.

(1) Government of Canada, "Learning Well...Living Well - Consultation Paper: Issues for Discussion," Prosperity Initiative , Ottawa, 1991, p. xi.

(2) See, for instance, Ronald L. Watts, "Introduction," Post-Secondary Education: Preparation for the World of Work , Proceedings of a Canada/UK Colloquium, The Institute for Research on Public Policy, 1990, p. 4.

(3) Thomas H.B. Symons, "Ontario Universities in a Broader Context: The Need for a National Strategy in Canadian Higher Education and Research," Ontario Universities: Access, Operations and Funding , Conference Proceedings, Ontario Economic Council, 1985, p. 265; Enid Slack, "The Implications of Federalism for Post-Secondary Education," Ontario Universities: Access, Operations and Funding , Conference Proceedings, Ontario Economic Council, 1985, p. 365-366; Government of Canada, "Learning Well...Living Well - Consultation Paper: Issues for Discussion," Prosperity Initiative , Ottawa, 1991, p. i.

(4) For a brief summary of Canadian studies of the private and public rates of return to education, see Fran�ois Vaillancourt, Private and Public Monetary Returns to Schooling in Canada, 1985 , Working Paper No. 35, Economic Council of Canada, 1992.

(5) It should be noted that the relationship between education and earnings remains controversial. A central aspect of the debate is the hypothesis that higher education may act as a filter, screening out the more able workers rather than enhancing productivity directly. The filter theory implicitly casts doubt over public investment in higher education. Empirical tests of the screening assumption have not been conclusive.

(6) Economic Council of Canada, "Education: More Than Ever a Priority," Au Courant , Vol. 12, No. 1, 1991, p. 6-7.

(7) Michael Krashinsky, "The Returns to University Schooling in Canada: A Comment," Canadian Public Policy , No. 2, June 1987, p. 218-221.

(8) W.J. Howe, "Education and Demographics: How Do They Affect Unemployment Rates?" Monthly Labour Review , January 1988, p. 3-9.

(9) Economic Council of Canada, "Education: More Than Ever a Priority" (1991), p. 6-7.

(10) Task Force on Business-Education Relations, Keeping Canada Competitive: The Importance of Post-Secondary Education , Part 2, The Canadian Manufacturers' Association, April 1987, p. 1.

(11) Cl�ment Lemelin and Jean Perrot, "Les d�penses publiques pour l'enseignement universitaire et le taux de rendement fiscal: le cas du Qu�bec," L'Actualit� �conomique , Vol. 66, No. 2, June 1990, p. 193-217.

(12) Michel Krashinsky (1987), p. 220-221.

(13) Harald Bathelt and Alfred Hecht, "Key Technology Industries in the Waterloo Region: Canada's Technology Triangle," The Canadian Geographer , Vol. 34, No. 3, Fall 1990, p. 225-234.

(14) Karin Treff, "Education Financing in Canada," Canadian Tax Journal , Vol. 40, No. 2, 1992, p. 502.

(15) Centre for Educational Research and Innovation, Education at a Glance - OECD Indicators , OECD, Paris, 1992, p. 40.

(16) Ibid .

(17) Keith Newton, "Highly Qualified Personnel: A Key to Success in Global Competition," Canada's Future Requirements for Highly Qualified Scientists and Engineers , Natural Sciences and Engineering Research Council of Canada, May 1989, p. 7.

(18) Economic Council of Canada, Pulling Together Productivity, Innovation and Trade , 1992, p. 41.

(19) Treff (1992), p. 503.

(20) Economic Council of Canada, A Lot to Learn - Education and Training in Canada , 1992, p. 41.

(21) Task Force on Challenges in Science, Technology and Related Skills, "Prosperity Through Innovation - Summary Report," Prosperity Initiative , 1992, p. 6.

(22) Task Force on Business-Education Relations, Keeping Canada Competitive: The Importance of Post-Secondary Education , The Canadian Manufacturers' Association, April 1987.

(23) National Advisory Board on Science and Technology, Science and Technology, Innovation and National Prosperity: The Need for Canada to Change Course , Report presented to the Prime Minister, April 1991, p. 24.

(24) Robert J. Kavanach, "The Future Supply of Highly Qualified Engineers and Scientists and the Role of NSERC," Canada's Future Requirements for Highly Qualified Scientists and Engineers , Natural Sciences and Engineering Research Council of Canada, May 1989, p. 163-192.

(25) Economic Council of Canada, "Skill Composition of Employment," Au Courant , Vol. 12, No. 1, 1991, p. 5.

(26) Ibid .

(27) Task Force on Challenges in Science, Technology and Related Skills (1992), p. 16; Steering Group on Prosperity, Inventing Our Future: An Action Plan for Canada's Prosperity , October 1992, p. 50-51.

(28) Task Force on Challenges in Science, Technology and Related Skills (1992), p. 9; Michael E. Porter, Canada at the Crossroads - The Reality of a New Competitive Environment , 1991, p. 208-209.

(29) Steering Group on Prosperity (1992), p. 35.

(30) Task Force on Challenges in Science, Technology and Related Skills (1992), p. 14.

(31) Ibid ., p. 9-10.

(32) Porter (1991), p. 180-181.

(33) Task Force on Business-Education Relations (1987), Part 3, p. 1.

(34) Task Force on Challenges in Science, Technology and Related Skills (1992), p. 18; Steering Group on Prosperity (1992), p. 37.

(35) Task Force on Challenges in Science, Technology and Related Skills (1992), p. 17.

(36) Task Force on Business-Education Relations (1987), Part 1, p. 3.

(37) Geraldine A. Kenny-Wallace, "The Challenge of Change for 2001: The Canadian University in a Knowledge-Intensive Society," Post-Secondary Education: Preparation for the World of Work , Proceedings of a Canada/UK Colloquium, The Institute for Research on Public Policy, 1990, p. 13.

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Memo (2021): Hiring Authority for Post-Secondary Students

This memo serves to clarify implementation of the hiring authority referenced in Public Law 115-232, the National Defense Authorization Act (NDAA) for Fiscal Year 2019. Section 1108 of the NDAA established a new hiring authority, 5 USC 3316, for appointing certain post-secondary students to positions GS-11 and below in the competitive service and directs the Office of Personnel Management (OPM) to issue regulations to implement this authority. The new hiring authority 5 USC 3116 was amended by Public Law 116-92, the NDAA for Fiscal Year 2020.

• Open access
• Published: 12 April 2024

Effect of peer health education intervention on HIV/AIDS knowledge amongst in-school adolescents in secondary schools in Imo State, Nigeria

• Chinelo Judith Ezelote 1 ,
• Nkechi Joy Osuoji 1 ,
• Adaku Joy Mbachu 1 ,
• Chikadibia Kizito Odinaka 1 ,
• Ogochukwu Mildred Okwuosa 1 ,
• Chinaemelum Juliet Oli 1 &
• Chimburuoma Georgina Ignatius 1  

BMC Public Health volume  24 , Article number:  1029 ( 2024 ) Cite this article

284 Accesses

Metrics details

Peer education is an approach to health promotion in which community members are supported to promote health-enhancing change among their peers. The study assessed the effect of peer health education on HIV/AIDS knowledge amongst in-school adolescents in secondary schools in Imo State.

This was an intervention study carried out among 296 and 287 in-school adolescents aged 15 to 19 years attending Akwakuma Girls Secondary School and Federal Government Girls College Owerri Imo State respectively. The study was in three stages: before intervention, intervention, and after intervention. The impact of peer education was evaluated twelve weeks after intervention. Data were collected using semi-structured questionnaires. The study utilized a quasi-experimental study design. The chi-square test and McNemar’s test were used to test the hypothesis with a significance level of p  ≤ 0.05.

The result from the study revealed that the majority (73%) of the respondents at Akwakuma Girls Secondary School (test group) had poor knowledge of HIV/AIDS mode of transmission and prevention at baseline. The overall good knowledge of respondents in the test group improved from 27 to 81% after the intervention. 36% of the respondents in the control group had good knowledge at baseline, the knowledge of 64% of them with poor knowledge at baseline were compared post-test to those in the test group who also had poor knowledge at baseline. The knowledge of only 27.7% of those in the control group increased post-test while the remaining 72.3% still had poor knowledge. The result of the inter-school comparison using Chi-square revealed that the p -value was statistically significant. Intra-school comparison using McNemar’s test revealed a statistical significance for all questions in the test group, while none was positively significant in the control group.

Conclusions

Peer health education improved the knowledge of the students at Akwakuma Girls Secondary School which was very low at the baseline. The knowledge of the students in the control group with poor knowledge at baseline didn’t increase post-study. Peer health education should be strengthened and expanded as one of the tools for behavior change among adolescents. There should be more focus on adolescents for HIV-targeted prevention.

Peer Review reports

Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) are among the most complex health problems of the twenty-first century [ 1 ]. HIV/AIDS infection remains a historic public health issue globally, especially in low and middle-income countries like Nigeria where access to HIV/AIDS education and the use of Voluntary Counseling and Testing (VCT) is low [ 2 ]. The Human Immunodeficiency Virus (HIV) is a virus that targets the immune system and weakens people’s defense against many infections and some types of cancer that people with healthy immune systems can more easily fight [ 3 ]. HIV, the virus that causes acquired immunodeficiency syndrome (AIDS), is a slow-acting retrovirus. It is transmitted by unprotected sexual intercourse, contaminated blood used for blood transfusions, needles contaminated with HIV, prenatally/ perinatally, and by breastfeeding [ 4 ]. Peer health education has been shown from past studies to be an effective tool in improving knowledge, attitude, and some preventive practices towards HIV/AIDS among in-school adolescents [ 5 ].

Peer education is a health promotion approach in which community members are supported to promote healthy changes among their peers [ 6 ]. It is the teaching or sharing of health knowledge, values, and behaviors while educating others with similar social backgrounds or life experiences [ 7 , 8 ]. A peer is a person who has equal standing with another in age, background, social status, and interests [ 9 ]. It was noted that young people rarely talk to health personnel about sensitive issues because they often receive their information from peers and friends [ 10 ]. The use of peer educators for health improvement has been linked with the importance of peer influence in adolescence [ 11 ]. There is evidence that young people are more likely to seek help from informal sources of support such as friends in comparison to adults [ 12 ]. These findings showed that adolescents prefer to seek help for health-related concerns from their peers rather than adults or professionals. More often than not, they might receive the wrong information from their peers. This situation underscored the need for accurate sexual health information through a channel that will be welcoming and acceptable to them. Peer health education may help to bridge this gap. It will likely help to get young people to talk about their sexual activities and ensure that the right information is made available to them. The target population for this study was in-school adolescents who were presumed vulnerable to sexual health problems, partly due to inadequate sexual health knowledge and negative attitudes.

Adolescence is a transitional stage of physical and psychological development that generally occurs during the period from puberty to adulthood (typically corresponding to the age of majority) [ 13 ]. The World Health Organization definition officially designates an adolescent as someone between the ages of 10 and 19 [ 14 ]. Adolescents view themselves as being unique and as such immune to disease and death, with their thinking that something bad will happen to someone else, not me [ 15 ]. Young persons experience numerous physical and social changes, often making it difficult for them to know how to behave [ 16 ]. During adolescence, issues of emotional (if not physical) separation from parents arise 16 . More than a quarter (38.10%) of Nigeria's population belongs to the age group 15–24 years old [ 17 ]. UNICEF in 2015 noted that in Nigeria, only one in every four young women aged 15–24 years (24 percent) has comprehensive knowledge of HIV prevention [ 18 ]. This rate was found to be below the average for West and Central Africa (33 percent). According to UNICEF (2023), adolescents and young people represent a growing share of people living with HIV worldwide [ 19 ]. In 2022 alone, 480,000 (255,000–760,000) young people between the ages of 10 to 24 were newly infected with HIV, of whom 140,000 (35,000–250,000) were adolescents between the ages of 10 and 19 (UNICEF, 2023) 15 . The immediate school environment still serves as a fertile ground for high-risk sexual behavior [ 20 ]. The majority of the Institutions of Higher Education (IHE) in Nigeria are situated either in rural areas or on the perimeter of urban cities. The host communities in most rural areas are likely to exert an influence on the pattern and dynamics of HIV infection at IHE in Nigeria [ 21 ]. There is growing evidence from several countries where HIV prevalence is decreasing, it is the young people who are reversing the trends [ 22 ]. There is a need to ensure they are exposed more to positive behaviors at this stage of their life.

However, information on knowledge of HIV/AIDS mode of transmission and prevention among in-school adolescents in Imo State, Nigeria is scarce if not completely absent. Therefore, the objective of the study was to assess the effect of peer health education intervention on HIV/AIDS knowledge amongst in-school adolescents in secondary schools in Imo State, Nigeria.

This will guide the design of tailor-made HIV intervention programmes for HIV/AIDS among adolescents in Southeast Nigeria. The results of this study will create awareness of the positive effects of peer health education on knowledge of HIV mode of transmission and prevention among in-school adolescents. It will also be of immense benefit to programme planners who are constantly in search of a more effective and efficient strategy for communicating sexual health information to youths.

The study had test and control groups which comprised Akwakumma Girls Secondary School (AGSS) and Federal Government Girls College Owerri (FGGC) respectively. The two schools were randomly selected through simple random sampling without replacement. All the secondary schools in Owerri metropolis were written on a piece of paper, squeezed, and put in a ballot bag after which two were randomly picked. A quasi-experimental research study design was used, where the schools were randomly assigned to test and control groups by simple balloting. The students in the two schools were matched by their age, gender, class of study, and location of schools. The age range included in the study were all those within the age range of 14 to 19 years of age, and in SS1 to SS3 class. The schools were all female schools, they were both located in Owerri Urban, and the students were all Christians. The mean ages of the students were 17.06 and 16.82 at AGSS and FGGC respectively. The respondents at baseline were 583 in total, 296 and 287 in the test and the control group respectively. They comprised all the students in the senior class (SS1 to SS3) in both schools. The level of knowledge of the respondents on HIV/AIDS was assessed using the Aids Clinical Trials Group-18 (ACTG-18). ACTG is a well-validated instrument and was adopted from the study conducted by Reynolds et al. [ 23 ]. The questionnaire which comprised eighteen questions (18) and answer keys was attached in the Appendix . The questionnaire assessed the respondents’ level of knowledge of HIV; its mode of transmission and prevention. It was administered through a face-to-face method. The peer health educators were trained using the United Nations Population Fund’s (2005) Training of Trainers manual, and the United Nations Children Fund’s (UNICEF) Reproductive Health and HIV/AIDS prevention project’s manual for peer educators, produced for the National Youth Service Corps (NYSC) in Nigeria [ 24 , 25 ]. They were adapted for this study as the training instrument for the peer educators. The knowledge of the students was assessed at baseline using the ACTG-18 questionnaire. The respondents who didn’t answer one-third (33%) of the questions correctly were classified as poor knowledge. Those with poor knowledge in the test group were selected for the intervention, while those who scored above 75% were recruited as peer health educators. Those in the control group did not receive the peer health education. They were only educated on personal hygiene and environmental sanitation three times but there was no mention of HIV during the whole interactions.

Inclusion criteria

All secondary school students at FGGC Owerri and AGSS Owerri within the age range of 15 to 19.

Those who signed the informed consent.

Exclusion criteria

Those students at FGGC Owerri and AGSS Owerri within the age range of 15 to 19 who did not consent to this study.

Those students at FGGC Owerri and AGSS Owerri within the age range of 15 to 19 whose parents did not consent for them to participate in this study.

Those students in SS1 to SS3 at FGGC Owerri and AGSS Owerri who were more than 19 years old.

Data collection

Data was obtained using an adapted questionnaire. Ethical clearance was obtained before proceeding further with the research. The first meeting was at the office State Ministry of Education but we met the representative. The research was explained to her, including all the processes involved. She requested for the research proposal and asked us to return after a fortnight. During the second visit after two weeks, the researchers were granted oral permission to proceed with the research. The first visit was made to the schools which equate to an introductory visit. The researcher met the principal of the various schools, and staff, and explained the study in detail to them. They both asked for the ethical approval and research proposal which were given to them. The date for the second visit was fixed by the principals of the two schools. The principal of FGGC asked the researchers to return the next semester because they started their exam the following week. The researcher met the students at AGSS after a week of visiting the principal. The research objectives were explained to them, and all that was required of them. Their confidentiality and anonymity were well assured. The students started exams the following week, hence the research was paused. The researchers met the students at the two schools in the second week of school resumption and explained the research objectives to them. It was done twice at AGSS because it was assured the students might have forgotten about it during the holidays. Their informed consent was obtained, and the researchers proceeded to share the baseline questionnaires to them during the fourth time of visiting the school. The questionnaires were shared, filled, and collected on the spot. Four research assistants were recruited for this study. They were undergraduate female students of the Federal University of Technology Owerri. They were between the age ranges of 20 to 22 and in their final year in school. They helped to administer the questionnaire to the respondents. The principal researcher trained them twice a week for two weeks and explained the questionnaire to them. They helped the students who had any problem with comprehending any question. The ones they couldn’t answer were referred to the principal researcher. The study was carried out in three stages, namely, pre-intervention, intervention, and post-intervention stages. At the intervention stage, for the students in the test group, the recruitment and training of 30 students as peer educators (ten from each level) were carried out for two weeks. Those selected as peer educators were those with scored above 75% after the baseline assessment. Topics covered included rudiments information on HIV/AIDS, its mode of transmission and prevention, and other sexually transmitted infections. The training was in the form of lectures, motivational talks, and demonstrations using audiovisuals, posters, role plays, and practical demonstrations. After the training, the trained peer educators were provided with educational materials (such as hand bills, leaflets, posters, etc.) Meetings were held weekly by the peer educators in each of the classes where they discussed their progress and challenges with the researchers. The researchers provided them with supportive supervision. The students in the test group who passed just 1/3rd (33.3%) of the eighteen questions in the questionnaire after the baseline assessment were regarded as having poor knowledge and were those included in the intervention stage. Two hundred and fifty-one (251) students out of two hundred and ninety-six students (296) scored 33% and below, and they were the only ones included in the test group. The students that scored between 33.4% and 74% were 13, while those that scored 75% and above were 32 students. The peer health educators educated them on the correct information on HIV/AIDS about its mode of transmission and prevention. The researchers were around throughout the peer health education. They supervised the whole process to ensure that the right information was passed to the students from the peer health educators. At the post-intervention stage, the same questionnaire used in the pre-intervention stage was re-administered to only the students in the test group 12 weeks after intervention which was 2 weeks before their exam. The Statistical Package for the Social Sciences (SPSS) was used in the analysis of the data obtained from the study. Results were expressed in percentages, frequencies, tables, and charts. The chi-square test tool ( p  ≤ 0.05) and McNemar’s test were used to test the hypothesis to assess any significant change in their level of knowledge. A p -value < 0.05 was considered as significant.

The students in the control group were 287 at baseline. The same questionnaire was given to them and their HIV knowledge at baseline was assessed. One hundred and eighty-four students (184) correctly answered just 1/3rd (33.3%) and below of the eighteen questions in the questionnaire, and were regarded as having poor knowledge. Those that scored above 33.4% were 103 students, amongst whom 47 scored above 74% whereas 56 scored between 33.4% and 74%. Those 184 students were the ones included in the post-test. They were educated on personal hygiene and environmental sanitation three times (once a month), and there was no mention of HIV during the whole interaction. After three months, the questionnaire was re-administered to them; their response was collated, computed, and analyzed using regression analysis to assess any difference in their knowledge. The second data was collected exactly one week before their term exams.

The analysis as depicted in Table  1 contained the knowledge of the respondents at Akwakuma Girls Secondary School Owerri (the test group) pre and post-intervention. It showed that their knowledge of HIV (concept, its modes of transmission, and prevention) at baseline was abysmally low in all the 18 questions in the questionnaire which increased after peer health education intervention. Only 38(12.8%) of the respondents correctly stated that coughing and sneezing did not spread HIV during the pre-test, this increased to 183(85.1%) during the post-test. A person can get HIV by sharing a glass of water with someone who has HIV was correctly indicated as not a way of contracting HIV by 52(17.6%) of the respondents during pre-intervention while the number increased to 174(80.9%) in post-intervention. Pulling out the penis before a male ejaculate keeps a woman from getting HIV was correctly answered as false by 101(34.1%) at pre-test and increased to 189(87.9%) at post-intervention. Anal sex as one of the modes of acquiring HIV/AIDs was correctly answered pre-intervention by only 56(18.9%) of the respondents which increased to 149(69.3%) after the intervention. Few numbers of students (24%) knew that showering, or washing one’s genitals/private parts after sex cannot keep someone from getting HIV, this increased to 123(57.2%) after the intervention. Only 21.6% of the respondents knew that people who have been infected with HIV do not quickly show serious signs of being infected, their knowledge of that increased to 57.7% after the intervention. Only 3.7% of the respondents knew there is currently no vaccine that can stop adults from getting HIV, the number increased to 63.3% after the intervention. At pre-intervention, only 29(9.8%) of the adolescents disagreed that people are likely to get HIV by deep kissing, or putting their tongue in their partner has mouth if their partner has HIV while their knowledge increased to 172(80.0%) after intervention. To determine if a person can get HIV by sitting in a hot tub or swimming pool with a person who has HIV, only 25(8.4%) of the respondents answered correctly while after intervention the number of knowledgeable students increased to 176(81.9%). Very few (4.4%) of the students knew that a person could get HIV from oral sex while the number increased to 83.7% after intervention. Finally, it was found that 32(10.8%) of the respondents knew that using Vaseline or baby oil with a condom cannot lower the chance of getting HIV while after intervention 140(65.1%) of the students became aware that using Vaseline or baby oil with a condom cannot lower the chance of getting HIV.

Table 2 below indicates that the P -value is less than 0.05. This showed that there is a significant difference in the knowledge of the respondents before and after the test. The knowledge of the respondents increased after receiving peer-health education. This indicates that peer health education had a positive impact on the HIV/AIDS knowledge of respondents in the test group.

Knowledge of the students on HIV/AIDS at FGGC Owerri (Control Group)

The study evaluated the knowledge of students in the control group (FGGC Owerri) before and after an intervention. The findings are presented in Table  3 below. At the start of the study, the students had a fair understanding of HIV transmission and prevention. However, 184 students who scored 33.3% or less were assessed in a post-test, and the results showed that their knowledge had not improved.

Intra school comparison of the knowledge of the students on HIV/AIDS at FGGC Owerri using Regression analysis

At the post-test, respondents with poor knowledge at the beginning (≤ 33.3%) were re-assessed without any intervention to determine if their knowledge increased. The results, as presented in Table  4 , showed that only 27.7% of the respondents had increased knowledge, while the remaining 73.3% still had poor knowledge at the post-test. The P -value was 0.05, indicating a significant difference in the knowledge levels between the pre and post-test. The good knowledge level at baseline was higher compared to the post-test.

Overall knowledge of the respondents at pre and post test

Table 5 below shows the overall knowledge level of the respondents before and after the test. At the beginning of the study, 85% of the respondents at AGSS had poor knowledge (less than 33.3%). However, by the end of the study, this percentage decreased to 30.6. In the control group, 64.1% of the respondents had poor knowledge at baseline. Among those who had poor knowledge (< 33.3%) in the control group at the beginning of the study, 72.3% still had poor knowledge of HIV at the end of the study, while 27.7% showed an increase in knowledge (from < 33.3% to ≥ 33.4 and above).

Comparison of the respondents in the control group’s knowledge pre and post-intervention

An intra-school comparison was conducted to determine if there was a significant difference in students' knowledge of HIV/AIDS between two secondary schools before and after an intervention. A chi-square test of association was performed, and the results are presented in Table  6 . The p -value was less than 0.05 (95% confidence level) for all variables except X13 and X16. This indicates that there was a significant difference in knowledge levels between the test group (who received the intervention) and the control group at both the pre-test and post-test stages.

Chi square for the overall knowledge test of association

The overall knowledge of the respondents in the two schools was compared using the Chi-square test and presented in Table  7 below. They were grouped into three categories; those that scored ≥ 33.3%, those that scored between 33.4% – 74.9%, and those that scored ≥ 75%. The test results showed the values for all the groups were less than 0.05. There is a statistical difference in the knowledge of the respondents pre and post-test for all the categories.

Summary of the tables

Table 8 below depicts the summary of all the tables. The Chi-square analysis showed that the knowledge of the respondents was statistically significant pre and post-test.

Knowledge of HIV/AIDS among in-school adolescents at baseline

The result of this study as shown in Table  1 revealed that the knowledge of HIV/AIDS (concept, mode of transmission, and prevention) among in-school adolescents in Akwakuma Girls Secondary School Imo State was abysmally low at baseline, with only 27% of the students knowing about HIV/AIDS at baseline. They had low knowledge of all the eighteen questions in the questionnaire, while students in the control group had better knowledge of HIV compared to those in the test group at baseline. This is consistent with the study on HIV comprehensive knowledge and prevalence among 1818 young adolescents in Akwa Ibom State Nigeria using the AIDS indicator survey, 2017 [ 26 ]. The result of the study showed low levels of comprehensive HIV knowledge (9.4%) among young adolescents, and the majority (93%) of young adolescents perceived themselves not to be at risk of HIV. Another study on peer education as an effective behavior change strategy among in-school adolescents attending mixed secondary school in Osun State using a pretested semi-structured questionnaire, revealed that although the level of awareness about AIDS at the pre-intervention stage was very high with more than 9 out of 10 respondents in both the study and control groups being aware of the disease called AIDS, the comprehensive knowledge about HIV/AIDS was rather poor [ 27 ].

Knowledge of HIV/AIDS among in-school adolescents after Intervention

The findings showed that the knowledge of HIV/AIDS among the respondents in the test group rapidly increased after the peer-based health education intervention was conducted. From the result presented in Table  1 , the knowledge of the respondents in the test group increased for all the questions after the study intervention. Their knowledge increased from 27 to 81%. The result of the Chi-square test analysis comparing the students’ knowledge of HIV at baseline and after study intervention showed that the test was statistically significant for all the eighteen questions ( P  < 0.05) except questions 13 and 16. This means that the knowledge of the students in the test group increased for almost all the questions after the study intervention. The knowledge of the majority (73.3%) of the respondents in the control group which scored 33.3% at baseline didn’t increase for any of the questions at the post-test. This result was in line with an Intervention study conducted by Adeomi et al. which was conducted in three stages; before intervention, intervention, and after intervention 23 . The impact of peer education was evaluated 12 weeks after intervention. After the peer education intervention, those with good knowledge and positive attitudes towards HIV/AIDS increased significantly from 50.0% to 86.7% and from 49.0% to 85.6% respectively ( P  < 0.05). This finding is also consistent with the findings of Chizoba A.F et al. on the effects of peer and provider-based education interventions on HIV/AIDS knowledge and behaviour risk among in-school adolescents in Nigeria [ 28 ]. The researchers noted very significant differences between intervention groups and control groups after intervention. The study conducted in the Dominican Republic reported that respondents who received sex education (intervention group) were 1.72 times more likely to have high HIV/AIDS knowledge than respondents who reported not receiving sex education (control group) [ 29 ]. A program evaluation study of developing countries similarly demonstrated that participants who received HIV prevention education intervention reported superior knowledge when compared with the control group. The study conducted to assess the effects of peer education on AIDS knowledge and sexual behavior among youths on national service and secondary school students in Nigeria further showed that both youths and students who received HIV (prevention intervention) HPI reported superior knowledge of HIV/AIDS than their counterparts who did not. The result showed that the peer health education intervention had positive effects on both youths and students who received the intervention [ 30 ]. A study conducted on the Impact of a Peer Public Health Education Programme on Adolescent Students’ Knowledge of HIV/AIDS and Attitude Towards People Living with HIV/AIDS in Abia State, South East Nigeria revealed that the adolescent students who were given peer education training attained higher knowledge of HIV/AIDS and also showed a greater positive attitude towards people living with HIV/AIDS. The researchers noted that the result of the research proved that peer education training is evidenced in attaining higher knowledge of HIV/AIDS and in showing a greater positive attitude towards people living with HIV/AIDS [ 31 ]. Also, the study conducted in Khartoum, Suda on the effect of AIDS peer health education on knowledge, attitudes, and practices of secondary school students showed that the intervention program improved participants’ knowledge from 75.5% to 83.2%. The study concluded that school peer education is an effective approach to inform students of unsafe sexual behavior about HIV/AIDS [ 32 ].

Peer-health education is encouraged to be used as a means of improving HIV/AIDS knowledge/awareness among adolescents and young adults to achieve HIV pandemic control especially as adolescents/young adults are contributing to more than half of new infections.

This study showed that the knowledge of in-school adolescents in the Akwakumma Girls Secondary School Owerri in Imo State was low at the baseline. Baseline HIV knowledge among the adolescents was unimpressive, and this calls for urgent concern. Peer-based health education resulted in better knowledge of the students in the test group on information on HIV/AIDS; its mode of transmission and prevention. The knowledge of the students in the control group did not improve during the post-test. Adolescents are the leaders of the next generation hence they need to be adequately equipped with the right information on HIV/AIDS for targeted prevention.

Recommendation

It is recommended that this same study should be replicated in many areas, and peer-based health education should be inculcated in the curricula of secondary schools. This will ensure they are getting the right information. They are at the stage where they have access to much information, hence the need to ensure they are getting the right ones.

Availability of data and materials

All data generated or analyzed during this study are included in this published article.

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Chinelo Judith Ezelote, Nkechi Joy Osuoji, Adaku Joy Mbachu, Chikadibia Kizito Odinaka, Ogochukwu Mildred Okwuosa, Chinaemelum Juliet Oli & Chimburuoma Georgina Ignatius

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Ezelote Judith Chinelo conceptualized the idea, and was part of the study design initiation, study implementation, and drafting of the manuscript. MJA was part of the study design initiation. IGC was part of the study design initiation and implementation. OMO assisted with the implementation. OKC assisted with statistical expertise in conducting the primary statistical analysis. OJC assisted with statistical expertise in conducting the primary statistical analysis. OJN assisted to draft the manuscript.

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Correspondence to Chinelo Judith Ezelote .

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The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Health Research Ethics Committee of Federal Medical Centre (FMC), Owerri Imo State, Nigeria (Under the Chairmanship of Dr. I.I. Ike, MBBS, FMCPAED) dated 9th May, 2023. Informed consent was obtained from all the respondents involved in the study. And for minors informed consent was also obtained from their parents.

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Ezelote, C.J., Osuoji, N.J., Mbachu, A.J. et al. Effect of peer health education intervention on HIV/AIDS knowledge amongst in-school adolescents in secondary schools in Imo State, Nigeria. BMC Public Health 24 , 1029 (2024). https://doi.org/10.1186/s12889-024-18536-4

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DOI : https://doi.org/10.1186/s12889-024-18536-4

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