Benefits and Barriers to Dual Credit Programming in Alberta Schools

Abstract

The critical demand for the alignment of workplace skills among graduating youth places huge responsibility on educators and learning institutions to provide relevant career training and preparatory programs to high school students to enable them to transition effectively either into the workforce or into vocational or post-secondary education. At the moment, however, there are many barriers to developing such programs. This study explored the benefits and barriers for Dual Credit (DC) programming, and the direct and immediate opportunities DC programming can provide for students and teachers. In a review of the literature, the study critically analyzed past and current research and identified the following key needs: removing barriers, increasing communication, effectively allocating human and financial resources, and planning purposeful and strategic school improvement. Equitable DC programming could provide students with essential skills and credentials. Recommendations from the study include increasing the availability, communication and awareness of DC programs among all stakeholders; providing operational funding to and increasing the capacity of DC teachers; and creating sustainable DC programs. This study is critical and timely for stakeholders within the education system seeking to adopt and promote DC programming in high schools to positively impact and ensure the career and life successes of students.