Transforming Post-Secondary Education in British Columbia

A submission to the Review of Sector Sustainability, responding to all three core objectives with proven frameworks developed over 20 years of teaching at five Canadian universities.

Dr. Oleksandr (Sasha) Kondrashov

Founder, DROKACADEMY

Associate Professor in Social Work · Thompson Rivers University

January 2026

20+ Years of Teaching  ·  5 Canadian Universities  ·  7,000+ Students Taught  ·  321 Ready-Made Courses

Executive Summary

The Terms of Reference for this review are unambiguous: 20 of 25 public post-secondary institutions are forecasting deficits by 2028/29, “a large injection of permanent, net new funding for the sector is not expected,” and “the status quo cannot continue.”

This submission responds directly to the review’s three core objectives with proven frameworks developed over 20 years of teaching at five Canadian universities.

The Terms of Reference state the sector must “deliver the right programs, in the right places, at the right times to the people who need them as efficiently as possible.” My frameworks offer exactly this—tested, ready to implement, and designed for the fiscal reality BC institutions now face.

INTRODUCTION

The Crisis and the Opportunity

The Terms of Reference dated November 17, 2025 describe an unprecedented situation:

• “Abrupt, large-scale revenue losses from unilateral changes from the federal government”
• “Programs across the province running with low enrollment numbers”
• “Many buildings, especially satellite campuses, operating at very low capacity”
• Institutions “competing with one another—and their higher education counterparts across the country—for a shrinking pool of students”
• “Mismatches between the actual cost vs. available revenues to deliver programs”
• “20 of 25 PPSIs are forecasting at least one annual deficit between now and fiscal 2028/29”

Yet within this crisis lies opportunity. The review calls for “alternative program and service delivery models,” “opportunities to incentivize programs that align with government priorities and workforce needs,” and approaches that “preserve accessible and affordable education, regional access, support pathways for Indigenous and learners of other diverse backgrounds.”

I have spent 20 years developing frameworks that do precisely this.

My Qualifications

These are not theoretical proposals. They are frameworks tested in real classrooms with real students, refined over two decades, and ready for implementation.

OBJECTIVE 1

Governance and Operational Structure

The Terms of Reference call for recommendations on “the governance and operational structure of the public post-secondary education system,” specifically:

• “Opportunities for consolidation of institutions and/or functions”
• “Reducing duplication across the system”
• “Laying the groundwork for more efficient, effective program and service delivery”
• “Long-term financial resilience to ensure sector-wide financial sustainability”

Solution 1.1: The Six-Volume Shared Curriculum Framework

The most significant duplication in BC’s post-secondary system is curriculum development. Every institution creates its own courses, syllabi, and materials—often for identical content. My Six-Volume Specialized Curriculum Series eliminates this duplication.

How this reduces duplication:

• Instead of 25 institutions each developing their own Introduction to Social Work course, one high-quality version serves all
• Institutions can customize and contextualize without starting from scratch
• Updates and improvements benefit the entire system simultaneously
• Faculty time shifts from course creation to teaching excellence

Solution 1.2: Community Advisory Boards for Governance

The Terms of Reference note the need to balance efficiency with “community needs” and “the economic and social contributions of institutions to their local communities.” My Community Advisory Board model provides governance structures that achieve both:

• Composition: Local employers, practitioners, community members, former students, Indigenous representatives
• Function: Guide curriculum relevance, identify workforce gaps, connect students to employment
• Efficiency: Reduce costly curriculum revisions by maintaining ongoing community feedback
• Regional responsiveness: Each institution’s board reflects local priorities while using shared curriculum

Solution 1.3: Zero-Sum Budget Model for Financial Resilience

The Terms of Reference explicitly state that “a large injection of permanent, net new funding for the sector is not expected.” My Zero-Sum Budget model demonstrates how programs can achieve financial sustainability within this constraint.

Key principles:

• Right-size cohorts to match revenue with delivery costs
• Use high-enrollment courses to cross-subsidize specialized seminars
• Hybrid delivery reduces infrastructure requirements
• Shared curriculum eliminates redundant development costs

OBJECTIVE 2

Program Delivery Improvements

The Terms of Reference call for recommendations on “program delivery improvements,” specifically:

• “Reduce programmatic duplication across institutions”
• “Efficiently design and deliver programming that aligns with provincial economic and labour market priorities”
• “Incentivize collaboration (not competition) amongst institutions”
• “Improve the trades training system and credit transfer system”
• “Expand co-op, apprenticeship, and work-integrated learning opportunities”

Solution 2.1: The GRACE Cohort Model

The Terms of Reference state the sector must “deliver the right programs, in the right places, at the right times to the people who need them as efficiently as possible.” My On/Off-the-Ground (GRACE) model achieves exactly this through five delivery modes.

How this addresses satellite campus underutilization:

The Terms of Reference note “many buildings, especially satellite campuses, operating at very low capacity.” The On/Off-Ground (GRACE) model transforms these spaces: instead of trying to fill seats with full-time students who aren’t there, use them as community learning hubs where distributed cohorts gather for intensive weekends while completing most coursework online.

Solution 2.2: 60 Specializations Aligned to Labour Market Priorities

The Terms of Reference emphasize alignment with “provincial and regional economic priorities and associated labour market needs.” My 60 specializations map directly to BC workforce demands.

Graduate outcomes demonstrate labour market alignment:

• Starting salaries: $50,000+ across all specializations
• Salary premiums: $5,000–$27,000 annually over generalist practitioners
• Employment rates: High demand in all specialization areas
• Economic contribution: $250+ million annually from my graduates alone

Solution 2.3: Expanded Work-Integrated Learning

The Terms of Reference call for strategies to “expand co-op, apprenticeship, and work-integrated learning opportunities.” My field education framework does exactly this:

• Structured practica: 400–900 hours of supervised field placement integrated throughout programs
• Community Advisory Board connections: Direct pipelines to employers who participate in curriculum design
• Regional placements: Students complete practica in their home communities, building local workforce
• Employer partnerships: Many placements convert to employment upon graduation

Solution 2.4: From Competition to Collaboration

The Terms of Reference note institutions are “competing with one another” and call for ways to “incentivize collaboration (not competition).” My model transforms competition into collaboration.

Example: Instead of TRU, UNBC, and Douglas College each offering identical introductory social work courses, they share curriculum while each specializing in areas matching their regional workforce needs—TRU in rural/resource community practice, UNBC in Northern/Indigenous practice, Douglas College in urban/policy practice.

OBJECTIVE 3

Revenue Opportunities

The Terms of Reference call for identification of “opportunities to adjust and/or improve revenues,” specifically:

• “Opportunities to improve PPSIs’ revenue outlook in the short-term, with the goal of stabilizing operations”
• “How existing revenue and funding models may need to be adjusted over the long-term”
• “Review tuition policies in a way that is fair, transparent, and equitable”

Solution 3.1: High-Enrollment Course Innovation (Immediate Revenue)

The fastest path to revenue stabilization is high-enrollment courses. At the University of Manitoba, I developed Social Development courses that regularly enrolled 250–300 students.

Why this works:

• Interdisciplinary appeal: Students from engineering, business, nursing, arts all benefit
• Minimal marginal cost: Adding students to a 200-person course costs almost nothing
• Cross-subsidy potential: Revenue funds smaller specialized seminars
• Flexible delivery: Works in-person, hybrid, or fully online

Implementation timeline: These courses can be launched within one academic term. I have complete curriculum, assessments, and pedagogical frameworks ready to share.

Solution 3.2: Hybrid Delivery Reduces Infrastructure Costs

The Terms of Reference note “many buildings, especially satellite campuses, operating at very low capacity.” Hybrid delivery transforms this liability:

• Reduced space requirements: 50–80% of instruction delivered online means less classroom demand
• Intensive weekend models: Use satellite campuses for concentrated in-person experiences, not daily classes
• Shared spaces: Community centres, libraries, employer sites can supplement institutional facilities
• Technology investment: One-time technology costs replace ongoing facility maintenance

Solution 3.3: Demonstrating Tuition ROI

The Terms of Reference call for tuition review that is “fair, transparent, and equitable.” My graduate outcomes provide the evidence base for fair tuition.

When graduates earn $50,000+ starting salaries with significant premiums over generalist practitioners, tuition represents a demonstrable investment with clear returns—the foundation for “fair, transparent, and equitable” pricing.

ALIGNMENT

Alignment with Guiding Principles

The Terms of Reference establish five guiding principles. My frameworks align with each:

Principle 1: Alignment with Provincial Priorities

The review references BC’s Industrial Strategy (Look West) and the need for programming “aligned to provincial and regional economic priorities.” My 60 specializations map directly to workforce needs identified in the strategy—from healthcare to community development to environmental practice.

Principle 2: Economic and Social Impact

The Terms of Reference acknowledge that “PPSIs play a role as provincial and regional anchors that contribute to local and provincial economic and workforce development, as well as community vitality.” My graduates contribute over $250 million annually to the Canadian economy. The On/Off-Ground model preserves regional institutional presence while extending reach efficiently.

Principle 3: Lasting and Meaningful Reconciliation

The Terms of Reference emphasize “supporting the success of Indigenous learners” and “advancing reconciliation.” My frameworks include:

• Indigenous Practice specialization with dedicated courses
• Indigenous knowledge integrated throughout all volumes
• On/Off-Ground (GRACE) delivery reaching remote Indigenous communities
• Community Advisory Boards with Indigenous representation
• Social G*R*A*C*E*S* framework addressing colonialism and Residential School legacy

Principle 4: Incentivize Collaboration

The Terms of Reference call for “a cohesive, connected, collaborative system, rather than structured to compete.” My shared curriculum framework transforms competition into collaboration—institutions specialize regionally while using common courses, eliminating duplication and enabling seamless transfer.

Principle 5: Excellence

The Terms of Reference call for building “on the strong foundation of BC’s respected post-secondary system.” My frameworks represent 20 years of refinement across five universities with 7,000+ students—not theoretical proposals, but proven approaches ready for broader implementation.

APPENDICES

Supporting Frameworks

Appendix A: The Social G*R*A*C*E*S* Framework

The Terms of Reference emphasize “support pathways for Indigenous and learners of other diverse backgrounds.” The Framework provides a systematic approach to equity that is integrated throughout all 321 courses. This framework ensures every course systematically addresses the complex intersections of identity that practitioners must understand to serve BC’s diverse population effectively.

Appendix B: The A+ Service Delivery Model

The Terms of Reference emphasize “accessible and affordable education.” My A+ Service Delivery Model defines 11 dimensions of quality that every program should achieve.

Ready to Implement

The Terms of Reference conclude with a clear mandate: produce “a clear, practical roadmap documenting key findings, outlining recommendations, and laying out proposed next steps” by March 15, 2026.

My frameworks offer practical components for that roadmap:

• Immediate revenue: High-enrollment courses can launch within one term, generating $125K–$175K per course
• Reduced duplication: 321 ready-made courses available for adoption across institutions
• Extended access: On/Off-Ground model serves rural, remote, and Indigenous communities
• Workforce alignment: 60 specializations mapped to labour market needs
• Governance innovation: Community Advisory Boards connect curriculum to practice
• Proven outcomes: $50K+ salaries, $250M+ annual economic contribution

I am prepared to present to Mr. Avison, ministry staff, or institutional leaders. I am prepared to pilot these frameworks at interested BC institutions. I am prepared to support the sector’s transformation.

The crisis is real, but the solutions exist. They have been tested over 20 years with 7,000+ students. They are ready for implementation.

Respectfully submitted,

Dr. Oleksandr (Sasha) Kondrashov (he/він)

Founder, DROKACADEMY

Tenured Associate Professor in Social Work | Thompson Rivers University

King Charles Coronation Medal Recipient | Vancouver 2010 Olympic Torchbearer

IFSW Life Friend Member | IASSW Life Member

sasha@drokacademy.ca | drokacademy.ca

I acknowledge my birthplace in Lviv, Ukraine, and my Canadian homes across Treaty 1 (Winnipeg), Mi’kma’ki (Halifax), and Secwepemcúlucw (Kamloops).

Reference: Terms of Reference — https://news.gov.bc.ca/files/ReviewofSectorSustainability_TermsofReference.pdf