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postsecondary

Definition of postsecondary

Examples of postsecondary in a sentence.

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1920, in the meaning defined above

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“Postsecondary.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/postsecondary. Accessed 7 Jun. 2024.

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Postsecondary Education

Postsecondary Education , also known as tertiary education, is the education level that follows the successful completion of secondary education, often referred to as high school. Postsecondary education includes universities and colleges, as well as trade and vocational schools. Postsecondary education usually culminates with a diploma, certification or academic degree.

Postsecondary education is decentralized from regulation by the federal government and is essentially independent from it. Postsecondary education is often diverse because there are private and public institutions. Some institutions are small and affiliated with religious organizations, while others could be secular, rural, urban, or suburban.

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Everything You Need to Know About Getting a Post-Secondary Education

• By Emily Summers
• December 10, 2019

Are you about to graduate high school or have already graduated but are considering further studies for better employment opportunities? If so, then you might have heard the term “post-secondary education” every now and then.

As the name goes, post-secondary education takes place after you finish high school. And while most people see it as a stepping stone towards better employment opportunities in the future, this isn’t always necessarily the case. Also, contrary to popular belief, post-secondary education isn’t limited to college, so if money is a hindering factor for taking post-secondary education, you might want to consider the other options aside from college.

In this article, we define post-secondary education, what it means, and the various options available for you after your graduate high school (or high school equivalent). And then we tackle whether or not taking a post-secondary education really is important in the career path you want to take.

What Is Post-Secondary Education?

Secondary vs. post-secondary education, vocational schools, non-degree students, community colleges, colleges & universities, do i need post-secondary education for work.

Post-secondary education is also known as “higher education,” “third-level education,” or “tertiary education,” which all roughly mean the same thing. Its subtypes that don’t result in degrees like certificate programs and community college are also called “continuing education.” These refer to the educational programs you can take after graduating high school, get your GED, or anything similar to these in your country.

Unlike primary and secondary school that are mandatory for children under the age of 18, post-secondary education is completely optional. It is the final stage of formal learning and leads towards an academic degree. Post-secondary education is defined in the International Standard Classification of Education as levels 6 through 8. Post-secondary education also includes both undergraduate and postgraduate studies.

In the United States, plenty of high school students opt to take post-secondary education , with over 21 million students attending after high school. This is because many people see this as a ticket to economic security as having a higher education degree can be the key to opening more job opportunities in the market. While college is a type of post-secondary education, it is not the only form of tertiary education, though. And just because someone has completed their post-secondary education does not necessarily mean there will be job offers lined up for their choosing. Nor does it mean that they automatically earn more than a person who chose not to attend post-secondary education.

Secondary education is more commonly known as high school, but it can also refer to people who have taken their GED (General Education Development) tests or any equivalent around the world. Unlike post-secondary education, students are required to attend secondary school (or at least they are, until they turn 18 and can opt to drop out).

There are a number of people who choose to drop out ( around 527,000 people from October 2017 to October 2018). While it is possible for them to find work (around 47.2 percent of them), they cannot attend post-secondary education unless they finish high school or earn a secondary education diploma.

And while there are jobs available for those who didn’t get to finish secondary school or finished high school but opted not to attend post-secondary education, this closes some doors for them. For example, if you want to become a medical doctor , you cannot enter medical school until you earn a Bachelor’s degree by attending four years of college under an appropriate pre-med program. So, even if you got high grades in high school biology, no medical school is going to accept a student without a bachelor’s degree.

Post-Secondary Institutions

Contrary to popular belief, the term “post-secondary education” and its other similar terms aren’t limited to just earning a bachelor’s degree in high school. Colleges and universities are the most popular choice, but they may not be the most financially possible choice for everyone, especially if you consider that plenty of college graduates in the US are struggling to pay off student loan payments years after they’ve graduated college.

If you’re open to the idea of further education after high school but want to consider other options, here are your possible choices.

Also known as trade or tech schools, vocational schools teach it students on the technical side of certain crafts or skills of a specific job. Unlike colleges where its students receive academic training for careers in certain professional disciplines, vocational school students do job-specific training where certain physical skills are needed more than academic learning.

These are available in almost every country, though they may go by different names. In some countries, there may be both vocational schools run privately or public vocational school that are either fully or partially subsidized by the government for people who want to learn skills for better employment opportunities.

Some vocational courses include:

• Health care for nursing (for people who want to work as caregivers)
• Computer network management
• Word processing application (secretarial positions)
• Food and beverage management
• Fashion designing
• Electrician
• Commercial pilot
• Catering and hotel management
• Daycare management
• Hairstyling, cosmetics, and beautification
• Paralegal studies
• Massage therapy
• Pharmacy technician
• Travel agent

Take note that there are a lot more vocational courses than the ones provided, but not all vocational schools provide all types of courses. Some vocational schools may also specialize in certain industries, so it’s best to do your research on vocational schools in your area .

Completion of any of these courses provide you with a certificate that shows you have completed and trained for the skill of your choice. This gives you a competitive advantage in the job market compared to other high school graduates who do not have the same training for the skillset you have.

It is also possible to have multiple certificates for different courses if you think this will give you a further advantage, such as getting certified for Electrician, Plumber, and Carpentry courses if you intend to work in the construction industry. This also applies to college graduates who think they can get a leg up with both a college degree and a vocational school certificate on their resume.

There are two definitions of non-degree students . The first is a student who attends a college or university and attends undergraduate, master, or doctorate classes but not for the sake of earning a degree. These are people who may be interested in learning for specific classes and want to pursue academic interests but do not see the need to earn the full degree. These can be simply because they want to learn a certain field or who want to add to their resume that they took classes for a specific subject.

Another type of non-degree student are online or classroom programs on specific topics that can be used for resume-building skills or personal enrichment. You won’t earn a diploma, but you earn a certificate of completion. It’s similar to what you earn from tech school, but more academic than in terms of skill.

Community colleges are also known as “junior colleges” or “two-year colleges.” As its name goes, instead of earning a Bachelor’s degree after four years, community college students earn associate degrees after just two years . Some community colleges also offer non-degree certificates and vocational courses, though not all colleges do. Aside from academic classes, community colleges offer other programs for the community.

The reason why community colleges take half the time to earn a diploma is because it only offers the general education requirements taken by all college students. In regular colleges and universities, you spend four years studying: the first two years are dedicated to general education requirements, while the next two are for your specialized classes depending on your major.

Community college can be a step towards employment, but it can also be a step towards entering university. With the classes you’ve taken in community college, you can proceed to a university and major for two more years to work towards a bachelor’s degree. But if you think you don’t need one and intend to enter the workforce after attending community college, you’ll be given an associate’s degree after completion.

The most popular choice for post-secondary education, colleges and universities not only provide bachelor’s degree for high school students, but also post-graduate degrees for college students. Some examples of post-graduate degrees that fall under this bracket include graduate school, law school, medical school, dental school, and business school.

Some people attend post-secondary education institutions like graduate school and business schools for a master’s degree that will give them a leg-up in the job market for higher-ranking positions. However, for other institutions like law school and medical school, you need to enter and finish your education if you want to achieve a certain job role. For example, paralegals may need certification or even a bachelor’s degree, depending on how competitive a paralegal position in a law firm is, but if you want to become a lawyer, you need to finish to law school and pass the bar exam in your jurisdiction.

It’s relatively the most expensive form of post-secondary education, but there are several options on how to get in. There are several scholarship and grant programs that can provide you with partial to full scholarships (some even provide stipends or allowances for expenses like food, books, and other necessities) without having to go into debt. However, a lot of scholarship programs are extremely competitive and are usually awarded to students who show a lot of academic or athletic promise or require the most financial aid.

Getting post-secondary education is not necessary to land a job in the future, nor is there any assurance that getting further education will get you a job right after completing your education. If you feel like none of the options mentioned above can help you towards the career you want or see yourself doing in the future, then you don’t have to take any of them. Unlike elementary and secondary school in your younger years, post-secondary education isn’t mandatory – whether you attend school after high school or after the age of 18 is still your choice.

According to the Bureau of Labor Statistics, almost 70% of high school graduates in 2018 between the ages of 16 to 24 enrolled to colleges or universities. And out of the 20 to 29-year-olds who received a college diploma, around 72% were employed. However, 74% of high school graduates were in the labor force (meaning they were working or actively looking for work), while 42% of high school drop outs were working.

This means that regardless of your educational attainment, there will be a position in the job market that will suit your educational attainment. However, depending on what that is, the job market could be competitive.

Also, take note of the salary difference. One of the possible reasons why over half of high school graduates opt to attend post-secondary education is because the average annual salary of a college graduate is over half the average annual salary of a high school graduate – and the gap between the two educational attainments is only growing wider.

However, some people don’t work for the paycheck alone and work because it’s something they want to do or they’re content with their job and the salary they earn. There is nothing wrong with this, especially if this means they choose a career path or job that allows them to do what they want.

Whether or not you should pursue post-secondary education is ultimately up to you. If you want a career that doesn’t necessarily fall under the available institutions or you feel like continuing education will do little to help your career, then it’s OK to skip this altogether and pursue a career or track that you want. But if you want to pursue continuing education but feel like you can’t afford to take four years of college, then you know that you have other options available that may help you.

About the Author

Emily summers.

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What Is Post-Secondary Education?

In this post, we outline the most common post-secondary education options available after high school. 

But first things first: What exactly is post-secondary education?

Written by Tilting Futures

Your education is a journey to prepare you for the life you want to lead, and there are many possible paths to explore after graduating high school. Post secondary education opportunities can allow you to dive deeper into your interests and discover your true passions. Many post secondary education programs offer more hands on learning experiences that provide clarity about what you want to do with your life. 

Post Secondary Education: Meaning and Definition

As one might expect, post-secondary education comes after secondary education (also known as high school, which is the final phase of basic education). Post-secondary education is also known as third-level education , higher education , or tertiary education , and is an optional educational path for those who have completed their high-school or GED requirements. The goal of a post-secondary education program is to further train students in specialized skills, preparing them for more advanced career and life opportunities. 

Post-secondary education programs generally (but not always) culminate in a degree or other form of certification, verifying that the student has completed all associated requirements and is ready to graduate from the program. Post-high school education options that do not award degrees are usually called continuing education  and may include workshops, seminars, and other supplemental opportunities. That said, both of the terms “continuing education” and “post-secondary education” may also be used to describe any form of education available after secondary education.

Types of Post Secondary Options 

While for many, “post-secondary education” is synonymous with college , the truth is that high school graduates have a number of different options to choose from for structured learning after high school. Consider these different types of post-secondary education programs: 

Vocational Schools

Vocational schools (also called trade schools or technical schools ) offer specialized education designed to prepare students for specific lines of work. Compared to a college education, which is usually more academic-focused, vocational programs tend to be more hands-on, experience-oriented, and tailored toward practical career knowledge. Additionally, by eliminating many of the general education and liberal arts requirements found in colleges, vocational schools may offer a more direct route into the job market. This is the result of job-specific training opportunities and shorter completion times.

Vocational schools typically funnel students directly into careers in skilled trades. Examples of vocational courses include: healthcare and home caregiving, plumbing, electrical services, hairstyling, carpentry, computer network management, paralegal studies, massage therapy, and more. 

Community Colleges

Community colleges are shorter-duration alternatives to the traditional four-year university experience. Most community colleges allow students to earn an associate degree over the course of two years, focusing primarily on the general education classes required by accredited universities. They sometimes also offer non-degree certification and vocational training.

Most community colleges are open admission , meaning that the admission process is non-exclusive, and not dependent on any academic factors other than a high school diploma or equivalent certification. After earning their associate degree through the community college, students may either enter the job market with increased training and certification, or choose to transfer to a four-year college or university to pursue a specific major and earn a bachelor’s degree.

Colleges and Universities

Colleges and universities are generally what first come to mind when people think of post-secondary education. These higher-education institutes offer bachelor degree (four-year) programs. Additionally, students may choose to continue their education past the BA/BS level; colleges and universities tend to offer post-graduate programs, allowing dedicated individuals to earn master’s degrees or doctorates.

Completing a four-year college program may make some graduates more appealing to job interviewers, and there are a number of companies that won’t even consider applicants unless they have at least a bachelor degree. On the other hand, colleges and universities are usually the most-expensive post-secondary education options — averaging approximately $28,000 in tuition annually. However, many different scholarship and grant programs exist to help offset some of these costs; prospective students should research these possibilities while considering post-secondary options. 

Gap Year and Immersive Learning Programs

Many post-secondary students want to take the time to travel, see the world, and enjoy the freedom that comes from having completed their high school education. At the same time, many feel the desire to use this time to better themselves, learn valuable leadership skills, and give something back. For these students, immersive learning programs abroad may be the answer they’re looking for.

Gap years and travel abroad programs offer experiential learning, hands-on training, and real-life opportunities to help and connect with individuals around the world. Students often pursue these opportunities during a ‘gap year’ (either after high school and before college, or between college years). Many gap year programs combine education and service, and are designed to produce well-rounded, socially conscious individuals who are ready to excel in whatever careers or life paths they choose.

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Get the Most out of Your Post-Secondary Opportunities 

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Post-Secondary Education: The Educational Beyond High School

Post-secondary education emerges as a transformative phase, beckoning individuals to explore a vast array of opportunities beyond the confines of high school. Understanding the intricacies of post-secondary education, delving into its varied applications, exploring concrete examples, and unraveling the terminologies associated with this educational realm can significantly empower individuals as they embark on this enriching journey.

Defining the Essence of Post-Secondary Education

It is also commonly referred to as tertiary or higher education and is a broad term encapsulating diverse learning experiences that follow the completion of secondary schooling. It signifies a pivotal shift from the generalized nature of high school education to a more specialized and in-depth exploration of academic and professional interests. This phase lays the foundation for advanced knowledge acquisition, skill development, and the pursuit of specialized qualifications that extend beyond the parameters of secondary education.

Examples Illuminating the Diversity of Post-Secondary Education:

1. universities and colleges.

The traditional pursuit of a bachelor’s degree remains one of the most prevalent paths in post-secondary education. Universities and colleges offer extensive programs spanning an array of disciplines, providing students with the opportunity to specialize in subjects aligned with their passions and career aspirations.

2. Community Colleges

Serving as accessible gateways to higher education, community colleges offer two-year associate degree programs. These programs often act as stepping stones for individuals intending to transition to a four-year university, providing a cost-effective and flexible alternative.

3. Vocational and Technical Schools

For those inclined towards hands-on learning and specific vocational training, vocational and technical schools present tailored programs in trades, technology, healthcare, and other specialized fields. These institutions prioritize practical skill development, preparing students for direct entry into the workforce.

4. Professional Certifications

Acknowledging the evolving landscape of professions, this education also includes avenues for acquiring professional certifications. These certifications validate expertise in specific areas, enhancing an individual’s employability and professional credibility.

5. Online Learning Platforms

The digital revolution has ushered in an era of flexibility and accessibility through online learning platforms. Massive Open Online Courses (MOOCs) and digital certifications provide learners worldwide with the opportunity to engage in post-secondary education without geographical constraints.

Applications:

1. career advancement.

One of the primary applications of this education lies in the realm of career advancement . Many professions demand specialized knowledge and skills that can be acquired through higher education, positioning individuals for advanced and fulfilling career opportunities.

2. Skill Development

Post-secondary education, whether through traditional degree programs or vocational training, places a strong emphasis on skill development. These acquired skills enhance an individual’s competitiveness in the dynamic job market, contributing to professional success.

3. Research and Innovation

Universities, as key players in post-secondary, contribute significantly to research and innovation. The pursuit of advanced degrees fosters an environment of inquiry, critical thinking, and discovery, resulting in advancements across diverse fields.

4. Personal Growth

Beyond the academic and professional realms, post-secondary education fosters personal growth. It encourages critical thinking, independence, and a broader understanding of the world, shaping individuals into well-rounded contributors to society.

Terminologies: Navigating the Lexicon of Higher Education:

• Undergraduate: Refers to students pursuing their first degree, typically a bachelor’s degree.

• Graduate: Encompasses students pursuing advanced degrees beyond the undergraduate level, such as master’s or doctoral degrees.
• Degree Programs: Structured courses of study leading to academic degrees. Common types include Associate, Bachelor’s, Master’s, and Doctorate.
• Semester/Quarter: Academic terms during which courses are offered, with varying lengths of duration.
• Major/Minor: The primary subject of study (major) and secondary area of focus (minor) within a degree program.
• Alumni: Individuals who have graduated from a particular institution, forming a network of former students.

The Decision-Making Process:

Embarking on the journey of post-secondary education necessitates thoughtful consideration of various factors:

• Career Goals: Identifying career paths aligned with personal interests and aspirations is crucial. Certain professions may require specific degrees or certifications.

• Learning Preferences: Considering the preferred learning environment—be it a traditional campus, online platform, or hands-on vocational training—helps match individual learning styles.
• Financial Planning: Evaluating the cost of education, potential financial aid options, and the return on investment in terms of future career opportunities aids in informed decision-making.
• Researching Institutions: Exploring institutions that offer programs aligned with career goals involves considerations such as faculty reputation, available resources, and industry connections.
• Personal Development: Reflecting on how post-secondary education can contribute not only to professional growth but also to personal development and fulfillment is paramount.

Post-secondary education unveils a dynamic and multifaceted landscape, offering diverse avenues for individuals to explore and excel. Whether pursuing a traditional degree, vocational training, or digital certifications, the journey beyond high school holds transformative potential. Informed decision-making, alignment with personal goals, and a commitment to lifelong learning are pivotal in navigating the intricate terrain of post-secondary education, ensuring a fulfilling and impactful educational journey.

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postsecondary

[ pohst - sek - uh n-der-ee ]

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Word history and origins.

Origin of postsecondary 1

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Between secondary and higher technical schools fall the advanced technicums, which function on a postsecondary level.

What is a Post-Secondary Degree, and Do I Need One?

Quick Degree Finder

Part of the American dream has always been to send your children to college so they could obtain their degree. Despite a struggling economy, the last decade has seen record numbers of people seeking higher education. In 2019 alone, nearly 20 million Americans enrolled in colleges and universities to receive their degree, and experts are expecting this number to increase over the coming years .

And it’s not just wealthy families that are sending their kids to college. Recent surveys have found more low- and middle-income families are making higher education a priority.

If you have been wondering about getting a post-secondary degree – what it was exactly and if it was something that could help you earn more – be sure to read this entire article , because I’m going to share absolutely everything you need to know about post-secondary degrees.

Let’s get started!

What is a Post-Secondary Degree?

To keep things simple, a post-secondary degree is one that a person can obtain once they’ve received their high school diploma or GED. Post-secondary degrees may come from a community college, vocational school, an undergraduate college or a university.

These degrees show prospective employers that you have taken the time to receive specialized skills and knowledge. Beyond helping you stand out from other candidates come hiring time, post-secondary degrees can help you earn more – and in some cases – quite a bit more!

Types of Post-Secondary Degrees

As I mentioned, a post-secondary degree lets prospective employers know you have obtained specialized skills and information. But there are different types – or levels – of post-secondary degrees, and each one connotes a different level of expertise.

Associates Degree

Associates degrees are typically obtained in two years at either a community college or vocational/technical school. These degrees offer students a higher understanding of different professional settings and prepares them for entry-level work.

An associates degree can also be counted as the first two years of a 4-year bachelor’s degree. Many students, particularly adult students, will obtain their associates degree in order to get their foot in the door of their chosen field. Later, they can use this degree to jumpstart their next leg of education and obtain their bachelor’s degree, which will provide further employment and earnings opportunities.

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Bachelor’s Degree

When we hear the term “college degree,” most people think of the classic 4-year bachelor’s degree. This is the most popular post-secondary degree people earn.

Bachelor’s programs provide a more holistic educational experience because they not only teach employable skills, but also academic subjects that help sharpen the students’ critical thinking skills.

While it typically takes students four years to earn a bachelor’s degree, it can sometimes take six or even eight years to complete. This is usually due to financial reasons, however. If you’re interested in obtaining a bachelor’s degree, be sure to read this article all the way to the end because I’m going to share how you can earn your bachelor’s degree for less money and even cut your time in half!

Master’s Degree

Once you have obtained your bachelor’s degree you may choose to go on and pursue a master’s degree. These programs allow students to gain even more expertise around a particular field of study. Depending on the program, master’s degrees typically take an additional two to three years to complete. Once obtained, these degrees can help you advance your career into management roles and earn much higher salaries.

Obtaining a doctorate degree is the highest academic achievement a person can attain. Holders of Ph.Ds. are usually in top positions in their field and earn much more. How much? Keep reading, I’m about to let you in on some salary secrets !

The Benefits of a Post-Secondary Education

At this point you hopefully understand what a post-secondary degree is. But you may still be wondering if obtaining one of these degrees is worth the time and cost.

The following are just some of the benefits of earning a post-secondary degree.

Higher income

I have been alluding to the fact that obtaining a higher degree usually leads to greater earning potential. According to a  new report  from the Georgetown University Center on Education and the Workforce (CEW), those who have obtained their post-secondary degree can expect to earn quite a bit more than those with only a high school diploma.

Of course, when it comes to earning potential, other factors come into play, such as field of study, occupation and location of your employment. So for instance, someone with a master’s of fine art degree may not earn as much as an engineer with only a bachelor’s degree.

Having said that, surveys taken over the years, including this recent one, have found certain generalized statements, such as those with even an associates degree can expect to earn 20% more than those with a high school diploma or GED.

Those with bachelor’s degrees can expect to earn between 35% and 85% more than those with only a high school diploma, while those with master’s degrees and Ph.Ds. can earn between 85% and 100% more than those with only a high school diploma.

So, if you are someone who is looking to advance your career and start earning more, getting a post-secondary degree makes a lot of sense!

Better Employee Benefits

You may not know this, but jobs that require you to have a bachelor’s degree or higher typically offer better job benefits. For instance, you may find your employer offers healthcare coverage, retirement plans, paid time off and other awesome perks.

More Career Options

It’s simple really: the higher you go with your education, the more career opportunities are available to you. While someone with an associates degree will be able to seek entry-level employment, someone with a master’s degree or Ph. D. will fill the highest positions and earn the highest salary.

Having said that, I want to make it clear that master’s degrees and Ph. Ds. are not necessary to have a rewarding and lucrative career. Many people have the career of their dreams and earn a great salary by earning a bachelor’s degree.

Job Security

If you’ve been in the job market over the last decade, you know that when the economy struggles, employers need to make cuts. Without question, those employees who have the most skills and expertise offer the most value to their employers and therefor have greater job security.

Job Satisfaction

We spend eight hours a day (or more) five days a week (or more) at our jobs. That’s a lot of time dedicated to something you may not like doing. Life just feels better when we love our work. Often, the careers that bring those most meaning and purpose into our lives, such as those in healthcare, science or education, require a post-secondary degree.

This isn’t by any means an exhaustive list of benefits, but these give you an idea of why you may seriously want to consider obtaining your post-secondary degree.

Cons of a Post-Secondary Education

Of course, to decide if a post-secondary education is right for you, you’ll also want to take into consideration a couple of cons, namely:

• It’s Expensive!

Obtaining a college degree is a definite financial commitment. And when you hear about students graduating with a mountain of student loan debt, it can stop you from following your dreams.

There are other common ways to pay for college such as applying for grants and scholarships. Unfortunately, what many students don’t realize is, this endeavor often takes a lot of time with no real payoff. There are only so many grants and scholarships to go around, and so most people will waste hours applying and never see any financial help.

Fear not – there is a simple way to save money toward the cost of college tuition, and I’m about to share that with you in just a moment.

Traditional College Degrees are Hard to Obtain for Adult Students

If you’re a working adult with family responsibilities, it can be next to impossible for you to put your life on hold so that you can move to another state to attend college for four years! Even attempting to take evening classes at your local community college can be a challenge when you have a growing family.

Without question, these two cons are why so many adults give up their pursuit of higher education. And that’s too bad because as we’ve seen, earning a post-secondary degree can be life changing!

Well, the good news is, there is any easy fix for these two problems. Earn your post-secondary degree online!

Can I Really Earn My Post-Secondary Degree Online?

Yes, you really can. In fact, according to one recent article in US News, over 6 million students have found earning their college degree online to be the fastest and easiest way to do it!

Here are some of the main benefits of earning your post-secondary degree online:

It’s More Affordable

Traditional college tuition can cost tens of thousands of dollars. It’s getting harder and harder for the average person to be able to afford this.

An online education, on the other hand, costs just a fraction of a typical education. You see, a physical brick and mortar school has a lot of operating expenses, and those expenses get passed onto you, the student.

Online degrees don’t have these same operating expenses and so you can save a ton. In addition, OnlineDegree.com can help you find even better ways to save. We’ve partnered with accredited colleges and universities across the country that not only offer online courses, they also offer upfront tuition discounts.

And as if that isn’t incredible enough, OnlineDegrees.com offers our students FREE classes for credit. You read that right! Take as many FREE classes as you’d like, then apply those later toward your degree. We’ll connect you with those programs that will accept these credits, thereby saving you EVEN MORE money and helping you earn your degree in far less time!

Hey there win/win!

If you’re a working adult raising a young family, you’ll be happy to know that earning your degree online offers a lot of necessary flexibility. Real life can often get in the way of your evening or weekend classes. Your boss may ask you to stay late, or your kid may get sick.

When you earn your degree online, you study when and where is most convenient for YOU. Set your own schedule and never have to worry about missing work or an important family event ever again!

Adult Friendly

Many institutions that offer online degree programs go out of their way to be adult friendly . This means in addition to being more flexible and affordable, these programs also do things like waive the need to submit SAT or ACT scores and also have open admissions. With open admissions, you can sign up for a post-secondary degree 24/7 365. You DON’T have to try and get your application package in by a specific date like most traditional colleges require.

Are You Ready to Get Started with Your Post-Secondary Degree?

I hope this article has answered any questions you may have had about post-secondary degrees. Without question, earning a post-secondary degree can help you build a rewarding career that offers numerous opportunities and a great salary.

And now you know you can earn this degree online far faster and more affordably than you ever thought possible!

OnlineDegree.com is 100% free for you to use . We provide you the tools to meet your education goals so you can learn your way to a more satisfying and prosperous life. By using our Smartplan , you can easily find ways to save time and money in just a few mouse clicks.

Our Smartplan will help you find:

• FREE courses you can take for credit
• Available tuition discounts
• Schools that are “adult friendly” and offer flexible enrollments and course schedules
• Schools that don’t require SAT or ACT scores
• And much more!

It only takes two minutes to sign up and get started on your journey toward earning your post-secondary degree and a brighter future .

What are you waiting for? Get started today .

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Top 5 Best Alternatives to Community College for 2024

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The ISCED was designed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in the early 1970s to serve as an instrument suitable for assembling, compiling and presenting comparable indicators and statistics of education, both within countries and internationally. The original version of ISCED (ISCED-76) classified educational programmes by their content along two main axes: levels of education and fields of education. The cross-classification variables were maintained in the revised ISCED-97; however, the rules and criteria for allocating programmes to a level of education were clarified and tightened, and the fields of education were further elaborated. In 2011, a new classification ISCED 2011 was introduced; however, reporting according to ISCED-11 did not start until 2014.

Aggregate levels of education

Aggregate levels of education presented in ILOSTAT are based on the following concordances with ISCED-11 and ISCED-97.

X. No schooling 0. Early childhood education 1. Primary education 2. Lower secondary education 3. Upper secondary education 4. Post-secondary non-tertiary education 5. Short-cycle tertiary education 6. Bachelor’s or equivalent level 7. Master’s or equivalent level 8. Doctoral or equivalent level 9. Not elsewhere classified

X. No schooling 0. Pre-primary education 1. Primary education or first stage of basic education 2. Lower secondary or second stage of basic education 3. Upper secondary education 4. Post-secondary non-tertiary education 5. First stage of tertiary education (not leading directly to an advanced research qualification) 6. Second stage of tertiary education (leading to an advanced research qualification) ?. Level not stated

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Education in Canada: Post-secondary

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Types of post-secondary schools

In Canada, there are 3 different types of post-secondary schools

• universities

At most post-secondary schools, the school year is divided into 2 main terms and an optional summer term.

• Term 1: September to December
• Term 2: January to April
• Optional summer term: May to August

Each province and territory makes sure each school and its programs meet a certain set of standards. Schools aren’t officially recognized until they’re certified.

A recognized school can grant

• certificates
• other qualifications

If you’re not sure if a school is officially recognized, contact your ministry or department of post-secondary education.

The Canadian Information Centre for International Credentials (CICIC) also maintains a directory of recognized schools in Canada.

Study at a university

Universities offer programs on a wide range of topics at different levels of difficulty and complexity. When you successfully complete a university program, you’re awarded with a university degree that reflects the type of program you completed. There are 3 types of degrees.

• Bachelor’s degree : This is the simplest degree offered by Canadian universities. It typically takes 3 to 4 years to complete.
• Master’s degree : This is a more advanced degree that usually takes 1 to 3 extra years of study after you get a bachelor’s degree.
• Doctoral degree : This is the most advanced degree offered by Canadian universities. It can take another 3 to 4 more years of study and research following a master’s degree.

In regulated professions, students must complete an internship or pass a standardized test (or series of tests) after getting the degree. You can’t work in these professions until you get the degree and pass the tests. Regulated professions include

Get help choosing a program

Universitystudy.ca can help you plan for your education. Learn about

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Study at a college or institute

There are many types of colleges and institutes recognized by provinces and territories, including

• community colleges
• colleges of applied arts or applied technology
• institutes of technology or science
• collèges d’enseignement général et professionnel (CEGEPs) in Quebec
• career colleges

More about “career colleges”

These institutions are privately owned and run. They offer programs that focus on specific careers like

• personal support workers
• early childcare assistants
• estheticians

While they’re reviewed and recognized by the provinces and territories, they’re not publically funded. They’re entirely funded through tuition fees.

Learn more about regulated career colleges.

Colleges and institutes usually offer shorter programs than universities (1 to 3 years). Instead of degrees, they issue diplomas and certificates that qualify graduates to do specific jobs in different industries.

These industries can include

• computer and mechanical technologies
• health care
• social services
• agriculture
• trades (such as carpentry, electrical or plumbing)

Many colleges are also starting to offer bachelor’s degrees and master’s degrees in certain industries.

Find out more about the available degrees .

Get your educational credentials recognized

To study at post-secondary school in Canada, you need to have your existing level of education assessed. The assessment verifies your foreign degree, diploma or certificate (or other proof of your credential) is valid and equal to a Canadian one.

Contact the post-secondary schools you are interested in to find out what kind of educational assessment they accept.

The costs of post-secondary education

All post-secondary schools charge tuition fees for their programs. For Canadian citizens and permanent residents, tuition fees are between $2,500 and $11,400 a year, depending on the school and program you’ve chosen. Tuition fees can be much higher for international students.

Students will also have to pay for

• course materials, like textbooks and supplies
• transportation
• other expenses

Many students depend on financial support programs to help them cover these costs.

Get financial help

The federal and provincial/territorial governments all have programs that provide low-cost loans, grants and scholarships for students.

There are 2 main types of financial help for students:

• Student loans from a bank or the federal government: These need to be repaid according to the terms of the loan.
• Grants, scholarships or bursaries, which you don’t have to repay.

You can get information from

• National Student Loans Service Centre
• The university or college you plan to attend

Student financial help by province and territory

• British Columbia
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• Northwest Territories
• Nova Scotia
• Prince Edward Island
• Saskatchewan

A  Registered Education Savings Plan (RESP) is a tax-free education savings account that lets parents, family members and friends save money for a child’s post-secondary education.

When you open an RESP account, the Government of Canada will help you save by adding money to your RESP through special programs. This encourages people to save more money for their child’s education.

These programs include

• Canada Education Savings Grants (for children aged 17 or younger)
• Canada Learning Bonds  (for children aged 15 or younger)

Find out how to open an RESP account

Many post-secondary schools offer part-time programs and distance education . These programs can help you get an education if you have limited time or can’t attend the school in person.

Contact schools directly to learn about their part-time study and distance education options.

Ministries of post-secondary education

• Alberta Innovation and Advanced Education
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• Quebec – Ministère de l'Éducation et de l'Enseignement supérieur
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• Yukon Department of Education

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• Open access
• Published: 03 June 2024

Defining social innovation for post-secondary educational institutions: a concept analysis

• K. M. Benzies   ORCID: orcid.org/0000-0002-9090-2395 1 ,
• D. B. Nicholas 1 ,
• K. A. Hayden 1 ,
• T. Barnas 1 ,
• A. de Koning 1 ,
• A. Bharwani   ORCID: orcid.org/0000-0002-5981-3589 1 ,
• J. Armstrong 1 &

Humanities and Social Sciences Communications volume  11 , Article number:  719 ( 2024 ) Cite this article

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• Science, technology and society

Education, research, and contribution to society through innovation are the three missions of post-secondary educational institutions. There is a gap in understanding the concept of social innovation for post-second educational institutions. A clear definition would: (a) guide institutional strategic direction and supports, (b) recognize and reward academic research in social innovation, and (c) enable accurate measurement of outcomes and impact of social innovation activities. To redress the definitional imprecision, Walker and Avant’s method was used to conduct a concept analysis of social innovation. Four multi-disciplinary databases were searched to identify 1830 records. Antecedents, defining attributes, and consequences of social innovation were extracted from 272 of these articles. Defining attributes were reconstructed to develop a new definition. For post-secondary educational institutions, social innovation was defined as the intentional implementation of a transdisciplinary initiative to address a social challenge enabled through collaborative action leading to new or improved capabilities and relationships with community to generate evidence-informed solutions that are more effective, efficient, just, and sustainable. With greater clarity about the definition of social innovation, post-secondary educational institutions can create strategic plans and allocate resources to fulfil the Third Mission. With an evidence-informed definition, post-secondary educational institutions can develop a measurement framework to demonstrate outcomes and impacts of social innovation.

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Education reform and change driven by digital technology: a bibliometric study from a global perspective

Introduction.

Education and research are hallmarks of post-secondary educational institutions (PSEIs) (Johnson et al., 2023 ). More recently, contribution to society has been recognized as the Third Mission (Compagnucci and Spigarelli, 2020 ) because PSEIs are increasingly encouraged to undertake innovative initiatives with potential societal impact (Kohl et al., 2022 ). The Third Mission is generally interpreted as research and innovation to develop and commercialize tangible technical products that benefit to PSEIs (Benneworth et al., 2020 ). Typically, systems to commercialize innovation at PSEIs are competitive with well-developed technology transfer offices that may be organizationally and operationally disconnected from more collaborative, intangible, and complex social innovation (SI) activities (Johnson et al., 2023 ). This may result in SI initiatives becoming marginalized in favour of commercialization (Caroli et al., 2018 ). SI can be a product, process, or technology (Phills et al., 2008 ), or a principle, an idea, a piece of legislation, a social movement, an intervention, or some combination thereof (Phills et al., 2008 ). In alignment with Westley and Antadze ( 2010 ), others have focused their SI definition on values, inclusivity, and processes (Surman, 2018 ). SI has considerable conceptual alignment with social enterprise (SE), which has an interest in economic return accruing to one or more individuals or an organization to sustain growth or various non-profit activities (Lettice and Parekh, 2010 ; White et al., 2022 ). That is not to say that social good does not come from social enterprise; rather, the intent is different. In addition, SI may be undervalued for academic researchers because traditional research assessment, advancement, and remuneration structures at PSEIs privilege countable publications and research grants as currency rather than the more difficult-to-measure social impact (Aubert Bonn and Bouter, 2023 ). Such overt and covert differences in ideological perspectives and motivations may discourage researchers and their students from engaging in SI (Duval-Couetil et al., 2023 ). Nevertheless, PSEIs globally have embraced SI as part of their Third Mission (Compagnucci and Spigarelli, 2020 ; McDonnell-Naughton and Păunescu, 2022 ), and academic researchers are encouraged and, in some countries e.g., Research Excellence Framework ( 2022 ), supported in their efforts to achieve an impact on society (Penfield et al., 2013 ). Yet, the relationship between SI and PSEIs remains unclear, and there is an urgent need to explore the antecedents of social innovation in PSEIs (Wu et al., 2023 ). Similarly, there is limited guidance about impact measurement, resource allocations, infrastructure to accelerate SI, and frameworks for meaningful collaboration (Wu et al., 2023 ).

PSEIs are inherently multi-disciplinary. However, there is a disconnect between (a) enthusiastic PSEI leaders who support SI, (b) academic researchers who are looking to SI to sustain their research programs, and (c) existing institutional culture, structures, and processes to accommodate SI (Benneworth et al., 2022 ). Even with this disconnect, there may be considerable overlap in institutional structures and operational processes to support commercial innovation and SI (Benneworth et al., 2020 ). If PSEIs could clearly understand and capitalize on the synergistic effects of this overlap, SI holds great promise for the Third Mission to address the most pressing societal challenges (Bayuo et al., 2020 ). For this paper, we define a ‘societal challenge’ as a multi-level, multi-dimensional social need (situation) that requires determined effort (response) by various actors to address it successfully. The driver for global social change is the United Nations Sustainable Development Goals (SDGs), which include five pillars: People, Prosperity, Peace, Partnerships, and Planet with 17 specific goals (Beynaghi et al., 2016 ).

The concept of SI has various definitions across disciplines and sectors (Eichler and Schwarz, 2019 ; Benneworth and Cunha, 2015 ), which risks a lack of clarity relative to PSEI’s strategic approaches and measurement of outcomes and impact on society. In their systematic review of the concept, Eichler and Schwarz ( 2019 ) identified 222 definitions of SI with five key elements: (a) addresses a social need, (b) is innovative, (c) has implementation and execution, (d) identifies improvement, and (e) identifies relationships and collaborations. However, these elements are applied to definitions generally and are not specific to PSEI. This generality presupposes that the meaning and operationalisation of SI are agnostic to the setting. Furthermore, Eichler and Schwarz ( 2019 ) used a thematic approach to identify the elements of SI rather than a well-established concept analysis method. In their literature review, (Benneworth and Cunha, 2015 ) recommended four dimensions of SI: (a) developing novel solutions, (b) creating social value by promoting community development, (c) forming wider collaborative networks, and (d) challenging existing social institutions through collaborative action. Thus, there is concern that the concept needs greater definitional precision and meaningfulness in PSEI structure, culture, and praxis. Imprecise definitions prevent researchers from self-identifying as social innovators partly because they lack a common frame of reference of ‘what is social innovation’ to define themselves and their work for their peers and leaders (Benneworth et al., 2020 ). Aligned with Benneworth et al. ( 2020 ), we assumed that a clear understanding of SI among major actors (government, business, civil society, and academia; Carayannis et al., 2018 ) was required to frame how an organization interacts with external partners (institutional logics) to strengthen partnerships to improve quality of life, well-being, and prosperity for society. Finally, in his seminal work, Nunnally and Bernstein ( 1994 ) argued that a clear conceptual understanding of a construct is necessary for effective measurement. Thus, a concept analysis was needed to develop a clear definition to: (a) guide institutional strategic direction and supports, (b) recognize and reward academic research in SI, and (c) accurately measure outcomes and impact of SI. The purpose of this concept analysis was to redress the definitional imprecision of SI by creating clarity across academic disciplines and sectors with the intent of application to PSEI. The research question was: What is the underlying structure of the concept of SI for PSEI? We aimed to develop an empirically derived definition of SI that has application for PSEI. This definition was critical to facilitate a transdisciplinary understanding of the concept and provide a foundation for coherence in measuring outputs, outcomes, and impacts of efforts labeled as SI at PSEI.

We employed Walker and Avant’s ( 2019 ) concept analysis procedure, a systematic approach to develop a definition to align understanding and create opportunities for precise measurement. For this study, we identified (a) the uses of SI in PSEI, (b) its defining attributes, (c) model, borderline, and related cases, (d) antecedents and consequences, and (e) empirical referents (Walker and Avant, 2019 ). To reflect the diversity of disciplines at PSEI, we used a multi-disciplinary approach to review the literature for scientific and common uses of the concept. Since we could not identify reporting guidelines for a concept analysis, we used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher et al., 2015 ) to search, retrieve, and analyse the literature. With support of an academic librarian (KAH), we conducted a preliminary exploratory search to refine and pilot test the search strategy for each database. Initial search terms failed to result in broad representation from various disciplines, so we refined the search criteria and reviewed 100 articles, indicating that the revised search criteria were successful. With consensus on the final search strategy, KAH systematically searched five multi-disciplinary and education databases with no time limits: (a) Academic Search Complete (EBSCO), (b) SCOPUS (Elsevier), (c) Web of Science Core Collection (Clarivate), (d) ERIC (EBSCO) and (e) Education Research Complete (EBSCO) with three main concepts: social innovation, models/frameworks, and post-secondary institutions. Keywords were the same for all databases, and relevant subject headings were used when available in a database. Both proximity searching and truncation were used to expand the keyword possibilities. To enable replication, see supplementary files for complete search strategies.

We included records if they met the following criteria: (a) published in English, (b) literature review or conceptual paper, and (c) the title, abstract, or keywords included SI or SE, and (d) addressed higher education, university/college, or PSEI. We excluded records if they (a) were unavailable in English, (b) were editorials, letters, books, conference abstracts, or dissertations/theses, and (c) focused on SI or SE solely in communities or corporate entities and did not involve PSEI. See Table 1 .

We reviewed 100 sample records for inter-rater agreement to screen titles and abstracts. KB screened all sample records; two research assistants independently screened 50% each with an inter-rater agreement (Fleiss’ kappa) of 94%. We resolved disagreements by consensus. We used Covidence (Covidence systematic review software. Veritas Health Innovation) to manage retrieval and screening processes. Covidence de-duplicated most records automatically; however, we manually de-duplicated a small portion of records (34/1830; 1.8%) in Covidence because of differences in titles across databases.

Screening was a two-step process, starting with titles and abstracts, then full text. For both steps, KB independently screened 100% of the records; two research assistants independently screened 50% each. If there was insufficient information to determine inclusion, we included the record.

We used an investigator-designed database (Airtable Workflow Management System, 2023 ) software to extract author, year, country, type of record, research method, concept, definition of concept, use of concept, discipline, theory, antecedents, and consequences. Critical appraisal was irrelevant because the aim was to understand the concept rather than assess the scientific rigor of a study. For included records, we deconstructed each definition by color-coding terms according to the five elements identified by Eichler and Schwarz ( 2019 ). We then reconstructed the words to create a definition of SI for PSEI. In two workshops, the research team discussed and achieved consensus about coding terms that we could not categorize into one of the five elements.

We identified 2776 records, of which 946 were duplicates. We screened 1830 titles and abstracts, of which 1063 did not meet inclusion criteria. We identified 767 records for full-text review. We could not retrieve 10 of these, leaving 757 full-text reports to assess for eligibility. Of these, 272 articles met the inclusion criteria and were included in the concept analysis. Many investigators who identified SI as the basis of their research omitted a definition. Instead, they presupposed a definition, resulting in ambiguous understanding, measurement, and outcomes. See Fig. 1 .

Identification of studies flow diagram.

Characteristics of included articles

Of the included articles, nearly half (43.6%) were from Europe, followed by Asia (27.8%) and North America (16.5%). The remainder were from Africa (3.7%), Australia or New Zealand (2.9%), and South America (4.8%). Almost all (97.8%) were published since 2010. In the following sections, we describe the results of the concept analysis (Walker and Avant, 2019 ).

Identifying uses of SI

In several articles (Shu et al., 2020 ; Kaya Özbağ et al., 2019 ; Solis-Navarrete et al., 2021 ; Lewis and Henry, 2019 ), SI referred to organic, grassroots movements to move ideas into products and services to achieve sustainable outcomes or impact. In other articles, SI and SE were used interchangeably with the idea that the application of SE business principles was useful in developing, implementing, and sustaining SI(s) (Choi and Majumdar, 2015 ; Flynn, 2017 ; Smith, 2012 ). Some articles described organizations as hybrid entities with a SE developed alongside an SI to increase its sustainability (Almeida et al., 2012 ; Daub et al., 2020 ; Greblikaite et al., 2016 ; Matzembacher et al., 2019 ; Vuorio et al., 2018 ; Yasir et al. 2021 ). SE blurs the boundaries between SI and business, and the notion of non-profit organizations (Shu et al., 2020 ).

SI requires systems-based, multi-actor, i.e., government, business, academia, and civil society, also known as the Quadruple Helix; (Carayannis et al., 2018 ) approaches to match the complexity of societal challenges (Nicholls et al., 2015 ; Anheier et al., 2019 ). Although mention of PSEI was an inclusion criterion, only a few articles (Benneworth et al., 2020 ; Carayannis et al., 2018 ; Terstriep et al., 2022 ) addressed the specific structures of PSEI that contributed to SI.

SI has been used to describe the positive relational aspects, nuances, and spaces of interactions among engaged actors (Villar Olaeta, 2017 ; Thomas and Pugh, 2020 ; Milley and Szijarto, 2022 ). Most articles described SI as collaboratively conceptualized and operationalised by community and academic researchers (Cunha and Benneworth, 2020 ; Păunescu, 2014 ; Milley and Szijarto, 2022 ) and the processes used to turn new ideas incrementally into products and services for social good. Irrespective of SI detail in varying projects, processes that included engagement, reciprocity, relationality, and action emerged.

A few articles were critical of the rationale for SI and pointed to the 2008 financial crisis and shift from government- and business-supported social safety nets to an expectation that SI would fill the void and redress insufficiencies in current systems (Lindberg et al., 2019 ). Some articles reported an implicit or explicit expectation that SI offers an approach to modernizing welfare states (Kamaludin et al., 2021 ). Aligned with this focus was the implicit message that society needs to do more with less (Edwards-Schachter and Wallace, 2015 ). This variation in the intent of SI from a political device advancing insufficiency in the social welfare system to collaborative action within reconfigured hierarchical processes created confusion about accountability for SI and PSEI contributions to positive social change.

In many definitions, SI was referred to as an outcome (Eichler and Schwarz, 2019 ; Kumari et al., 2020 ; Aguirre-Bastos, 2017 ; Cunha and Benneworth, 2020 ). Most articles used SI with implicit or explicit expectations that new products and services result in more sustainable, cohesive, and inclusive societies (Grimm et al., 2013 ). Beneath this was a foundation valued by principles of equity and distributive and procedural justice. However, the crux of this orientation was action for demonstrable positive social change (McKelvey and Zaring, 2018 ). Implicit in the articles was that academic actors represent many disciplines, each with diverse research expertise and capabilities but often limited capacity to synthesize or generate evidence-informed solutions to societal needs.

Defining attributes

Defining attributes are characteristics of a concept that appear repeatedly to enable the most comprehensive understanding (Walker and Avant, 2019 ). Benneworth and Cunha ( 2015 ) have suggested that a working definition of SI should encompass three themes: (a) mass change in organization of a social function, (b) collective coordination by novel societal institutions, and (c) constructive change of social power relations. First, we deconstructed definitions using Eichler and Schwarz’s ( 2019 ) five elements to identify defining attributes of SI. In addition, for PSEI, we identified the following attributes: (a) intentionality, (b) transdisciplinarity, and (c) evidence-informed solutions. See Fig. 2 .

Antecedents, defining attributes, and consequences for a concept analysis of social innovation for post-secondary educational institutions.

Addresses a complex social need

Schumpeter’s 1934 definition, which was consistent with Eichler and Schwarz’s ( 2019 ) first element, states that a defining attribute of SI is that SI addresses a social need (van der Have and Rubalcaba, 2016 ; Păunescu, 2014 ) with its value accruing to society rather than an individual (van der Have and Rubalcaba, 2016 ). Indeed, some suggest that ‘pure’ SI should not generate financial benefit (van der Have and Rubalcaba, 2016 ; Cardella et al., 2021 ). The idea that SI addresses a social need that emerges with the failure of traditional approaches (Nicholls and Murdock, 2011 ) is deficit-focused. Others take a positive approach with the idea that SI might improve quality of life, well-being, and prosperity (Pol and Ville, 2009 ; De Bernardi et al., 2022 ).

Novel to population or setting

SI must be novel and was often related to an earlier state of uncertainty, ambiguity, or complexity associated with the identified social need (Kaya Özbağ et al., 2019 ; Jiménez Escobar and Morales Gutiérrez, 2011 ; García-González and Ramírez-Montoya, 2021 ; Göransson, 2017 ). In some definitions, an existing innovation was new to the population or setting (Marques et al., 2018 ), contributing to its novelty. This idea is consistent with Westley and Antadze’s ( 2010 ) definition of SI, suggesting it influences the social system in which it occurs.

Novel relationships and capabilities

In developing and implementing a SI, a defining attribute is the formation of new social relationships and capabilities that benefit civil society and enhance society’s capacity to act (Eichler and Schwarz, 2019 ; Aguirre-Bastos, 2017 ; Arocena and Sutz, 2021 ; Anheier et al., 2019 ). SI convenes previously unrelated actors, ideas, practices, programs, or products in new configurations to address a social need (Westley et al., 2017 ; Arocena and Sutz, 2021 ). This results in societal benefits through more horizontal, collaborative relationships (Arocena and Sutz, 2021 ; Eichler and Schwarz, 2019 ; Kaya Özbağ et al., 2019 ; Marques et al., 2018 ; van der Have and Rubalcaba, 2016 ; Avelino et al., 2017 ; Ayob et al., 2016 ; Anheier et al., 2019 ).

Collaborative action

SI is rooted in collaborative action, frequently focusing on vulnerable groups (Castro-Spila, 2018 ; García-González and Ramírez-Montoya, 2021 ; Grinberga-Zalite and Mazure, 2017 ). Edwards-Schachter and Wallace ( 2017 ) refer to innovation as a collective learning process involving civil society that is aimed at addressing a social need with co-creation through experimentation, often explicitly drawing on “design thinking” (Bartoloni et al., 2022 ). Implicit in collaborative action is the concept of engagement with new partners and collaborations (Scott, 2020).

Intentional

The attribute of intentionality distinguishes SI from organic social change or even happenstance (Kaya Özbağ et al., 2019 ; Shu et al., 2020 ; Solis-Navarrete et al., 2021 ; Lewis and Henry, 2019 ). Accordingly, to align with strategic priorities, resource allocation, and accountabilities at PSEI, SI must be intentional (Grimm et al., 2013 ; Polbitsyn, 2021 ; Terstriep et al., 2022 ). Also, SI has a temporal dimension to satisfy changing social challenges (Caroli et al., 2018 ). Given the three missions of PSEI, the intentionality of SI seems integral to prioritizing and resourcing such efforts (Polbitsyn, 2021 ).

Transdisciplinary

PSEIs are inherently transdisciplinary, with a mandate for integration across research, teaching, and service (Milley and Szijarto, 2022 ). If the knowledge to respond to complex social needs lies at the boundaries of disciplines, then transdisciplinary collaboration must be a defining attribute of SI for PSEI.

Evidence-informed solutions

Aligned with the research mandate of PSEI (Compagnucci and Spigarelli, 2020 ), the attribute of evidence-informed solutions reinforces the expertise and contributions of academic researchers and students to develop evidence with the potential to address complex societal challenges. Solutions for some societal challenges may require synthesizing and mobilizing existing evidence; others require collaborative action to co-create new evidence. Evidence-informed solutions are more likely to improve societal impact with longer-term sustainability.

From these defining attributes, we propose that SI for PSEIs is the intentional implementation of a transdisciplinary initiative to respond to a social need enabled through collaborative action leading to new or improved capabilities and relationships with community to generate evidence-informed solutions that are more effective, efficient, just, and sustainable. Aligned with others (Centre for Social Innovation, 2023 ; Villar Olaeta, 2017 ; Foroudi et al., 2021 ), SI for PSEIs is an inclusive concept that includes community engagement, social entrepreneurship, care for the environment, and service learning. To demonstrate the defining attributes of SI at PSEI (Walker and Avant, 2019 ), we describe: (a) model case of SI at a PSEI (SI Initiative), (b) borderline case (Office of Sustainability), and (c) related case (Innovate Calgary, Social Innovation Hub). We used University of Calgary cases because we were most familiar with our own institution, could easily verify characteristics, and did not want to misrepresent entities from other PSEIs.

Model case—social innovation initiative

The model case, the SI Initiative at the University of Calgary (UCalgary), is an example of the concept and all its defining attributes (Walker and Avant, 2019 ). With strong community support, UCalgary was founded in 1966 (University of Calgary, 2023c ). UCalgary’s 2023 strategic plan, Ahead of Tomorrow, aims to: (a) increase access to impactful and future-oriented education; (b) harness the power of research and innovation to tackle society’s biggest challenges; (c) locate community at the center of all we do; and (d) make our processes to move ideas to action clearer, simpler, and better than any other university (University of Calgary, 2023a ). Thus, UCalgary has strategically positioned itself to advance education, research, and societal contribution (Third Mission). However, a need remains to understand how leadership and institutional logics create variability in approaches to achieve its goals. This understanding is critical to ensure profound and authentic movement beyond rhetoric in this ambitious goal.

In 2020, the Vice-President Research struck a multi-disciplinary SI Task Force that recommended: (a) understanding SI for PSEI, (b) building capacity for SI among faculty and students, and (c) rewarding SI (University of Calgary, 2021b ). In 2021, an academic director was appointed to lead the SI Initiative and develop a business plan. Aligned with Ahead of Tomorrow, the SI Initiative strategised how to mitigate the challenges of traditional PSEI institutional logics (Benneworth et al., 2022 ) and create clearer and simpler processes to move ideas into action in collaboration with the community.

Partnerships with community

Consultation with community leaders revealed an unevenness in meaningful and sustained community-university research partnerships. Community partners were no longer satisfied with researcher-initiated and -led projects, often perceived as transactional versus collaborative. Examples included requests to community partners for letters of support to help researchers secure funding/grants to explore a question that only identified the problem rather than a solution. The SI Initiative modified its approach to create novel cross-sectoral and transdisciplinary relationships and capabilities for mutual benefit to move the traditional university ‘push’ of research ideas to community ‘pull’ of collaborative research focused on solutions. Thus, the model case of SI at a PSEI embraces the concept of the ‘missing middle’ (Benneworth et al., 2020 ) among the major actors in SI. Academic researchers may have greater capacity than the other actors to form meaningful and sustained relationships to synthesize existing research or generate new evidence to support SI (Benneworth et al., 2020 ).

Students and student experiences

Given that undergraduate and graduate students want experiential learning, efforts are underway to design a model to increase student exposure to SI. Since most societal challenges are complex and take considerable time to achieve solutions, undergraduate student experiences will be implemented in four-month blocks with short-term outputs and outcomes designed within a larger SI Initiative. At the graduate level, a four-course certificate will expose students to SI theory and research with experiential learning in a capstone project for the master’s degree in Transdisciplinary Studies.

The SI Initiative adopted the role of the ‘missing middle’ (Benneworth et al., 2020 ) to engage in collaborative action among the Quadruple Helix actors in SI (Carayannis et al., 2018 ). To further strengthen academic researchers’ roles in engaging in novel collaborations, UCalgary invested $19MM in research and scholarship (University of Calgary, 2023d ) to transcend disciplinary boundaries. With its 2023–2030 strategic plan (University of Calgary, 2023a ), UCalgary will intentionally focus on improving its processes to enable collaborative action so researchers and community partners can move ideas to evidence and action more efficiently.

Mobilizing evidence-informed social innovation research

Often, researchers and students recognize that their research has societal value; in other cases, they need to learn how to mobilize it. The SI Initiative developed a coaching service for researchers to explore options for mobilizing knowledge, including co-creating solutions with community, creating an SE, and others. This service supports researchers to design an appropriate knowledge mobilization approach.

Borderline case—office of sustainability

A borderline case, UCalgary’s Office of Sustainability has most, but not all, of the defining attributes of SI (Walker and Avant, 2019 ). Since 2009, when the name was changed from Environmental Policy to Sustainability Policy, UCalgary has been committed to excellence and leadership in sustainability (University of Calgary, 2010 ). Within the portfolio of the Provost and Vice-President (Academic), the Office of Sustainability focuses on (a) social responsibility, (b) engagement, (c) experiential learning, (d) capacity building, (e) diversity, and (f) entrepreneurialism (University of Calgary, 2022b ). Through its Campus as a Learning Lab and Mobilizing Alberta projects, the Office of Sustainability brings together faculty, students, and staff for experiential learning and applied research projects focused on sustainability in UCalgary’s built and natural environment (University of Calgary, 2022a ). Given that experiential learning is the primary focus, not all projects generate evidence-informed solutions nor include community engagement. Thus, the Office of Sustainability is a borderline case.

Related Case—innovate calgary, social innovation hub

A related case, Innovate Calgary’s Social Innovation Hub (Innovate Calgary, 2023 ), demonstrates ideas like SI but differs when examined closely (Walker and Avant, 2019 ). Innovate Calgary has helped hundreds of companies and entrepreneurs bring their ideas to market with historical focus on technology commercialization and the creation of economic metrics (e.g., jobs created, revenue generated, capital raised). Resources include (a) invention disclosure, (b) protection of intellectual property, (c) company creation, (d) analysis of technologies for commercial potential, (e) marketing for scale, (f) innovation ecosystem connections, (g) mentorship, and (h) grant and venture navigation.

The Social Innovation Hub builds on technology commercialization pathways and expands the target audience to include researchers and innovators (i.e., social entrepreneurs) who have dual objectives of creating net positive societal impact in financially sustainable ways. Social entrepreneurs are typically active in markets and aim to generate economic profits, some or all of which are reinvested in pursuit of their social mission (Szijarto et al., 2018 ). Members of the Social Innovation Hub have access to: (a) space, (b) training to access early-stage investment funds, which are adjudicated from an SE lens, (c) mentorship in business practices to increase demand for their goods, services, or intervention, and (d) support to develop and access networks. SE is a term frequently associated with SI (Foroudi et al., 2021 ). However, unlike SI, it refers primarily to characteristics of an organization rather than innovation (Antadze and Westley, 2010 ; Benneworth and Cunha, 2015 ). SEs are distinguished from conventional business organization’s emphasis on profits to achieve social ends (Arena et al., 2015 ) without reliance on public funds (Luke et al., 2013 ). In contrast to Luke et al.’s emphasis on the exclusion of public funds, the Social Innovation Hub considers all types of capital (natural, human, and financial) to achieve durability and scalability in the intended outcomes of the social entrepreneur. Thus, Innovate Calgary’s, Social Innovation Hub is a related case because it lacks the defining attributes of novelty to a population or setting and transdisciplinarity. A SE may or may not advance evidence-informed solutions.

Antecedents

Walker and Avant ( 2019 ) have described antecedents as the conditions that must occur prior to the occurrence of the concept. Based on a precedent established by Fleiszer et al. ( 2015 ), we organized antecedents by (a) outer and inner contexts, (b) characteristics of SI at PSEI, (c) processes to implement SI, and (d) stakeholder characteristics (Damschroder et al., 2009 ). While the characteristics of SI initiatives will influence specific SI projects, in this article, we refer to SI as an initiative for PSEI with outcomes and impact for the institution.

Outer context

UCalgary is a prominent actor in a larger innovation ecosystem (Pel and Kemp, 2020 ). Government at multiple levels (federal, provincial, and municipal) creates legislation and policies to increase investment potential and prioritize SI approaches to address societal challenges. An engaged innovation ecosystem with meaningful and sustained relationships between UCalgary and its community is a critical antecedent for SI. PSEIs considered impenetrable ‘ivory towers’ focussed on researcher-driven SI are less likely to engage in their innovation ecosystem.

Inner context

Inner context antecedents necessary for SI at UCalgary include leadership, strategic priorities, innovation culture, infrastructure, education and training, resources, and incentives. For example, UCalgary’s leadership and strategic priorities generally align with innovation and SI (University of Calgary, 2023a ). A deep commitment to listening to stakeholders in cross-sectoral and transdisciplinary research, and a focus on education and training, resources, and incentives for SI will shape UCalgary’s institutional logics to support academic researchers and students to engage meaningfully in the SI ecosystem. Finally, the incentive structure for academics at UCalgary must shift to recognize and reward community-university partnerships like traditional rewards for teaching, research (grants and publications), and service (University of Calgary, 2021a ).

Characteristics of SI at PSEI

Antecedent characteristics of SI at UCalgary include education, infrastructure, and resources. Across faculties (e.g., nursing, medicine, social work, and business) and entities (e.g., Office of Sustainability, Innovate Calgary), UCalgary offers courses for many levels of learners, including certificates, workshops, and internships to increase exposure to SI theory and practice. With a focus on transdisciplinarity (University of Calgary, 2023d ), faculty and students work collaboratively across disciplines to synthesize or generate new knowledge with community to address social challenges. Finally, UCalgary recognizes that it must adopt an approach to the sustainable measurement of SI with data to inform impact and accountability (Cunha et al., 2022 ).

Process of SI at PSEI

Antecedent processes that enable SI must have common goals that bridge institutional logics (Benneworth et al., 2020 ). Clearly articulated in its 2023 strategic plan (University of Calgary, 2023a ), UCalgary aims to make its processes clearer and simpler, including more efficient structures and processes for community partners to engage with academic researchers. Aligned with the San Francisco Declaration on Research Assessment that challenged how traditional metrics of academic outputs are measured (DORA, 2023 ), determining the impact of SI at UCalgary requires attention to new measurement tools and processes like those proposed by Cunha et al. ( 2022 ).

Stakeholder characteristics

The final antecedent of SI is stakeholder characteristics. UCalgary is recognized at the forefront of entrepreneurial thinking with institutional leaders, faculty, and students who are competent in and committed to SI. Commitment to SI also requires intentional, meaningful, and sustained relationships with community partners to collaborate, conceptualize and progress on social challenges. Given that UCalgary intends to serve its community, the new strategic plan is to strengthen community engagement with high trust in partnerships for initiatives focussed on achieving social good.

Consequences of SI at PSEI

Walker and Avant ( 2019 ) have described consequences as the outcomes that occur because of the occurrence of the concept. From the literature, generic social change was the consequence identified in most definitions (Cardella et al., 2021 ; Choi and Majumdar, 2015 ; Edwards-Schachter and Wallace, 2017 ; García-González and Ramírez-Montoya, 2021 ; Kumari et al., 2020 ; McKelvey and Zaring, 2018 ; van der Have and Rubalcaba, 2016 ; Baptista et al., 2019 ; Shahverdi et al., 2018 ; Parthasarathy et al., 2021 ; Calvo Martinez et al., 2018 ). Generic social change referred to improved quality of life (Pol and Ville, 2009 ), social justice (Choi and Majumdar, 2015 ; Villar Olaeta, 2017 ), and quality of life, well-being, and prosperity that promoted inclusion of marginalized and vulnerable groups (Castro-Spila, 2018 ). However, there was limited specificity of either outputs, outcomes, or impact that resulted from SI initiatives generally, and none were specific to SI at PSEI. Thus, the consequences of SI are extrapolated from the literature and our knowledge of PSEI operations and outcomes.

Diffused/permeated culture of SI

PSEIs with strategic directions that include antecedents and attributes of SI, such as UCalgary, should expect a culture of innovation that contributes to its Third Mission by permeating disciplinary boundaries, research institutes, and other entities. This culture includes a general understanding of how faculty, students, and staff use SI to address societal challenges. Although not all will be interested in SI, nor abandon discovery research in favour of SI, at UCalgary the culture has shifted with greater emphasis on transdisciplinarity and meaningful and sustained community engagement for mutual benefit.

Reconfigured hierarchy in collaborations with civil society

UCalgary researchers increasingly engage in meaningful and sustained partnerships with individuals with lived experience. Aligned with concepts like integrated knowledge translation (Straus et al., 2013 ) and patient-oriented research (Zibrowski et al., 2021 ), these approaches erode traditional hierarchical relationships, and participants are guided and supported to co-create solutions as co-researchers. A better understanding of the lived experience of a social problem is more likely to result in workable and sustainable solutions.

Meaningful and sustained relationships with mutual benefit

Generally, one project, or even a single research program, has limited potential to address societal challenges. Thus, UCalgary is focussed on building meaningful and sustained relationships at multiple levels for large-scale initiatives (e.g., University of Calgary ( 2023b )). With the intent of meaningful and sustained relationships with government, business, and community agencies, UCalgary is building structures and processes to collaborate with researchers and students to co-create solutions. In addition, UCalgary faculties are increasing incentives for community engagement in annual performance assessments for academic researchers. Thus, UCalgary prioritizes strengthening relationships that benefit the community and faculty researchers.

PSEI growth

Success in grant competitions increases with evidence of meaningful and sustained community partners co-creating solutions to social challenges. Given that gaps in knowledge often lie at the boundaries of disciplines, the focus on transdisciplinarity is critical. A new master’s degree in Transdisciplinary Studies with an embedded certificate in SI increases graduate student exposure to theory and applied research in the field. In the context of the antecedents, UCalgary is well-positioned for growth among Canadian and international PSEIs.

Positive societal change

The final consequence of SI is a positive social impact on all citizen’s quality of life, well-being, and prosperity. Impact is achieved when the basic routines, resources, or beliefs change inside a social system (Westley, 2008 ) or when institutional changes occur (Pol and Ville, 2009 ; Carl, 2020 ). To capitalize on SI activities that improve quality of life, well-being, and prosperity, siloed governance structures in PSEIs need to be refined. Although offering bounded parameters, these governance structures and common means of independent engagement in scholarly activities and processes often constrain the potential for SI at PSEIs. One author proposed SI as an approach to Canada’s commitment to Truth and Reconciliation relative to Indigenous communities in Canada because of similar philosophical roots between SI education and Indigenous pedagogy (Kennedy et al., 2023 ). Through co-learning and meaningful consultation with Indigenous elders, SI may create opportunities for positive social change (Kennedy et al., 2023 ).

Empirical referents

Empirical referents are the indicators and measurement tools that provide evidence of the concept (Walker and Avant, 2019 ). With definitional clarity, the next step at UCalgary is to monitor implementation and measure the outcomes and impact of SI activities. Most articles in this analysis did not consider measurement or accountability for outcomes and impacts associated with SI projects, and each of the major actors will likely have different expectations for measurement. In their review of the literature from 2000 to 2015, Milley et al. ( 2018 ) reported themes in evaluation of SI generally, and noted differences in evaluation of SI and SE, where SI focussed on evaluation of learnings and SE focussed on summative return on investment, reflecting a balance between learning and accountability and building capacity for evaluation. To address the complexity of measuring SI initiatives, Cunha et al. ( 2022 ) proposed six dimensions (i.e., social, environmental, process, political, educational, and economic) with 38 indicators to measure the impact of SI. While these indicators suggest areas to demonstrate, document, and identify areas for investment, there is no consensus on indicators. Also needed are brief, reliable, and valid scales for measurement of outcomes and impact of SI at PSEI.

The purpose of this paper was to increase conceptual clarity between SI and other related phenomenon with application specific to PSEI. This review unearthed key attributes of SI for PSEI as we critically reflected on the literature and our experiences to advance SI. In addition to attributes of SI generally (Eichler and Schwarz, 2019 ), we exposed intentionality, transdisciplinarity, and evidence-informed solutions as critical attributes of SI for PSEI.

Our definition is similar to others (Benneworth and Cunha, 2015 ; Phills et al., 2008 ; Pol and Ville, 2009 ; Bragaglia, 2021 ) who defined SI as a novel solution to a social challenge that is more effective, efficient, sustainable, or just than current solutions, and for which the value created accrues primarily to society as a whole rather than private individuals. The defining attributes of intentionality, transdisciplinarity, and evidence-informed solutions were missing from previous definitions but are important to accountability for SI in PSEIs. Our definition uses a complex systems perspective in its reference to institutional logics and gives prominence to institutional theory (see, for example, Greenwood et al. ( 2011 ); (Moore and Westley, 2011 )). Processes include the interconnection of actors and activities in developing, diffusing, and utilizing innovation addressing societal challenges on an organizational or societal level (Fulgencio and Fever, 2016 ).

Aligned with others (Milley et al., 2018 ; Foroudi et al., 2021 ; Surman, 2018 ), we found that SI is an inclusive concept that permeates institutional culture at PSEI and encompasses research and practices such as experiential learning, community engagement, social entrepreneurship, and care of the environment, among others (Foroudi et al., 2021 ; Villar Olaeta, 2017 ). However, conceptual caution is required to differentiate SI from inclusive innovation (Patiño-Valencia et al., 2022 ). SI addresses general societal challenges, whether inclusive or not. Inclusive innovation requires reducing exclusionary structural social problems, such as poverty and inequity (Patiño-Valencia et al., 2022 ).

Our concept analysis corroborates findings that SI is social in its ends and means (Murray et al., 2010 ), where ‘ends’ refers to the goals and results, and ‘means’ refers to the tools that make these results happen (Aleksandrova et al. 2020 ). Like many others (Kaya Özbağ et al., 2019 ; Voorberg et al., 2015 ; von Schomberg, 2013 ), our definition reflects three important features: (a) focus on the production of sustainable outcomes; (b) innovation that changes relationships among major SI actors; and (c) SI outcomes that are not necessarily related to technology-driven innovations. Indeed, SI aims to develop novel relationships and capabilities that challenge, alter, or replace the dominant institutions or rules to address a social challenge (Avelino et al., 2017 ; Haxeltine et al., 2016 ). Thus, the normative ends of activities and outcomes of SI processes need to be agreed on through intentional, collaborative action based on contextual barriers and facilitators (Bolz and de Bruin, 2019 ). The ongoing challenge is evaluation with the correct balance between processes and outcomes.

Limitations

Although we undertook this concept analysis using a rigorous process with many articles reviewed, we noted limitations. We included only articles published in English; relevant information published in other languages may have furthered this work. We are cognisant that in seeking to understand the elements of a definition of SI, we did not attend to any weighting of elements that may have a bearing on SI activities and impact in different contexts, such as cross-cultural settings and ways of being and thinking. Future research warrants a more granular approach to understanding the importance of the key elements in individual contexts, and additional elements should be considered. Notwithstanding these challenges, this concept analysis is an essential first step in understanding SI in the context of PSEI. While the purpose of this concept analysis was to explore the definition of SI for application to PSEI, the model, borderline, and related cases are limited to one Canadian PSEI. This work invites future hypothesis-testing research and case applications of SI capacity in multiple, diverse PSEIs. Moreover, it remains unclear whether SI is a mature concept transcending context or whether the defining attributes identified here are specific to PSEI. The concept of SI must be contextualized to multiple levels in the ecosystem, inviting further research. Given the relatively slow adoption of the Third Mission in PSEI, many important insights about the conceptualization of SI may exist in the gray literature, which was out of scope for this study. Finally, Indigenous ways of knowing through oral traditions (Kennedy et al., 2023 ) may offer critical insights into SI that may be absent in this review.

Implications for PSEI

As part of organizational ‘social innovativeness’, PSEI are well positioned to connect major actors to co-create solutions that serve functional (efficiency and effectiveness) and transformational (justice and sustainability) endpoints (Anheier et al., 2019 ). Society will benefit from many new and unconventional partnerships with a deep purpose to improve quality of life, well-being, and prosperity. Together, these partners will (a) gain a deeper appreciation for the power of data, (b) advance applications using that data to generate evidence-informed solutions, and (c) invest in their data capacity and orient their organizational culture towards SI. Society will benefit from a better understanding of SI and the social challenges being addressed. To accomplish this, PSEIs need to orient students, staff, and faculty to SI and increase exposure through experiential learning that is systems-focused, transdisciplinary, collaborative, contextual, and reflective (McGowan, 2019 ).

We have advanced a conceptual and theoretical understanding of SI in PSEI, which informs future work of applying its defining attributes and invites exploratory work to evaluate the concept in PSEI. We conclude that SI is an inclusive concept that includes SE and technological innovation. Indeed, if social were removed from the concept, it may situate all innovation as having the potential to impact society positively (Schubert CEEP, 2021 ). A focus on innovation may also eliminate the blurriness in boundaries between SI and SE that use technology to advance their work. Central to this conclusion is recognizing multiple dimensions of value and differentiating the purpose of innovation as a tool to create forward progress in a society, not only as a means to economic development (Henderson and Teasdale, 2023 ). Only further examination will determine the extent to which we have captured the essence of SI generally and, more specifically, a contextually imbued meaning specific to PSEI. While we conclude that SI as a concept may not yet be sufficiently mature to offer a nuanced understanding in particular contexts, this concept analysis offers profound resonance, importance, and promise for the contribution of PSEIs within contemporary society.

Data availability

Search terms for each database are provided supplementary information to facilitate replication.

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K. M. Benzies, D. B. Nicholas, K. A. Hayden, T. Barnas, A. de Koning, A. Bharwani, J. Armstrong & J. Day

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Benzies, K.M., Nicholas, D.B., Hayden, K.A. et al. Defining social innovation for post-secondary educational institutions: a concept analysis. Humanit Soc Sci Commun 11 , 719 (2024). https://doi.org/10.1057/s41599-024-03236-6

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• School Education /

Post Secondary Education: Meaning Explained in Terms of India and Abroad

• Updated on  
• Apr 5, 2024

Post-secondary education refers to the academic period after secondary education. It includes colleges, universities and vocational schools. Post-secondary education is becoming increasingly important in both India and abroad, as countries strive to stay competitive in the global economy. To Know more about Post-secondary education meaning in India and Abroad, and much more, Keep Reading!

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Table of Contents

• 1 Post Secondary Education in India 
• 2 Post Secondary Education Abroad 
• 3 India vs Abroad: Basic Comparison
• 4 Secondary vs Post-Secondary Education
• 5 FAQs 

Quick Read: Speech on AI in Education

Post Secondary Education in India 

In India, post-secondary education is seen as a vital part of the educational system. Students who complete secondary school are expected to pursue higher education to increase their chances of finding well-paying jobs.

Many countries offer generous scholarships and grants to students who wish to pursue post-secondary education. This has made it easier for students from around the world to study in foreign countries and gain valuable experience.

Post-secondary education meaning in India is a level of education that follows the completion of secondary education, usually of a college or university level. It is an important step towards a successful career and can open doors to a wide range of opportunities.

Here are some reasons why post-secondary education is considered so important in India:

• Post-secondary education in India is highly valued and offers students a chance to gain professional and academic qualifications.
• It also provides students with the necessary skills and knowledge they need to succeed in the job market.
• Post-secondary education in India is often a requirement for entry into certain jobs, and it is also essential for students who wish to pursue higher education.
• It is an important part of India’s education system and is highly regarded by employers.

Also Read: Importance of Education in India

Post Secondary Education Abroad 

Post-secondary education meaning abroad is slightly different from India. Abroad, it is an increasingly popular option for students who wish to pursue their academic goals in a new and exciting environment. This type of education allows students to gain international experience while also completing their studies.

Post-secondary education abroad can take many forms, including studying at a university, college, or technical school in a foreign country. Students who choose to pursue post-secondary education abroad have the opportunity to learn about different cultures, explore new ways of thinking, and gain an understanding of global perspectives.

The benefits of pursuing post-secondary education abroad are numerous. Some of them are listed below:

• From gaining a new language to developing strong relationships with peers from other countries, students benefit from the cultural immersion that comes with living in a foreign country.
• In addition, post-secondary education abroad allows students to broaden their academic horizons. With a variety of courses and programs available, students can learn about different fields and disciplines, as well as gain skills applicable to their areas of study.
• Furthermore, studying abroad often results in a unique and eye-opening experience, which can serve as a valuable asset in the future.
• Post-secondary education abroad can also provide students with the opportunity to gain valuable work experience. Working abroad allows students to gain an understanding of how different countries operate and gain invaluable work experience.
• Additionally, students may find that working abroad provides them with a greater appreciation of their home country and the cultural differences between countries.

Post-secondary education abroad can also be an extremely rewarding experience. Students who choose to study abroad have the opportunity to gain international experience, learn about different cultures, and gain an understanding of global perspectives. In addition, students can also benefit from networking and connecting with peers from different countries, which can open up job opportunities in the future.

Also Read: How to Plan Your Tertiary Education

India vs Abroad: Basic Comparison

Post-secondary education is a crucial stepping stone for a successful career. It is the stage after high school and before a professional career. It encompasses a wide range of educational opportunities, including traditional college and university options, as well as more specialized programs such as trade and technical schools, vocational colleges, and community colleges .

In India, post-secondary education is mainly provided by universities and colleges.

The main types of post-secondary education in India include undergraduate and postgraduate degrees, diplomas, and certificates.

• At the undergraduate level, students can pursue a bachelor’s degree, which typically takes three or four years to complete.
• Postgraduate degrees involve advanced study and research and typically take two or more years to complete.
• Diploma courses are shorter and involve specialized training in a particular field.
• Certificate courses are even shorter and involve basic training in a particular field.

In addition to traditional post-secondary education, India also offers a range of vocational and technical programs. These include courses in engineering, technology, and business, as well as courses in specialized fields such as film and television , hotel management , and animation .

The post-secondary education system in India is highly competitive. Admission is based on merit and is usually determined by entrance tests and/or interviews. Many universities also offer scholarships and other financial aid to students.

Post-secondary education abroad is even more varied. Depending on the country, students can pursue a wide range of degree, diploma, and certificate programs. The most popular destinations for post-secondary education abroad include

• United States,
• United Kingdom,
• Australia , and
• New Zealand .

Each of these countries offers its unique educational system and opportunities.

No matter where you choose to pursue post-secondary education, it is important to research and understand the different types of programs and requirements. Doing so will help you make an informed decision about which program best suits your needs and goals.

Also Read: Modern Education: A Significant Leap Forward

Secondary vs Post-Secondary Education

Secondary education is more generally referred to as high school, but it can also apply to individuals who have completed their GED (General Education Development) tests or any similar around the world. Unlike post-secondary education, pupils are forced to attend secondary school (at least until the age of 18 when they can opt-out).

Many people choose to drop out (approximately 527,000 from October 2017 to October 2018). While they can find work (approximately 47.2 percent of them), they cannot attend post-secondary education unless they complete high school or earn a secondary education diploma.

While there are jobs available for those who did not complete secondary school or who completed high school but did not pursue post-secondary education, this closes some doors for them. For example, if you want to be a doctor, you cannot join medical school until you have earned a Bachelor’s degree by enrolling in a four-year college pre-med program . So, even if you excelled in high school biology, no medical school will admit a student without a bachelor’s degree.

Ans: Post-secondary education is any educational program beyond the secondary level of education, such as a college, university, or trade school. It can also include certifications and other specialized training programs.

Ans: Post-secondary education in India is typically more focused on academic and theoretical learning, while post-secondary education abroad often offers more practical and hands-on experiences. Additionally, the cost of post-secondary education in India is typically much lower than it is in other countries.

Ans: Post-secondary education can provide students with the opportunity to gain specialized knowledge and skills that are useful in the workplace. It can also provide a pathway to higher-level jobs and greater earning potential. Additionally, post-secondary education can provide students with a greater understanding of the world around them, as well as the opportunity to develop important life skills such as communication, collaboration and problem-solving.

Related Reads

We hope this blog helped you understand post-secondary education’s meaning in India and Abroad and draw a comparison between the two. For more information on such interesting topics, visit our School Education page and follow Leverage Edu.

Team Leverage Edu

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