The impact of Quebec's Law 14 on English-language CEGEPs has sparked significant concern among professional staff and students. The Federation of Professional Staff of the Colleges (FPPC-CSQ) along with its eight affiliated unions have begun to voice their objections to how the law has disrupted both work environments and the academic journeys of students.
Since the law’s implementation, academic advisors and other professional staff have been burdened with excessive workloads, which have only increased over the past year. FPPC-CSQ president Éric Cyr stated, "Academic advisors, for example, must apply new rules whose applications vary according to the origin of each student. There are so many different cases now, advisors are dealing with 115 learning paths instead of the 19 they had before." This has significantly amplified the risk of errors and miscommunication.
Compounding these issues is the fact all communications at English-language CEGEPs must now be bilingual. Despite this requirement, the needed resources have not materialized, and CEGEPs are facing a hiring freeze. Cyr conveyed the serious emotional toll, saying, "Nobody has grown any extra arms since the act was passed. Many of our members are exhausted from the law's impact, and they need help."
From the students' perspective, the ramifications are similarly troubling. The FPPC-CSQ has reported seeing students who are confused and discouraged due to changes imposed by the law. "Professional staff at English-language CEGEPs are dealing with discouraged students who can't understand how minor program changes could require them to take extra courses. We believe those who began their studies before the law went live should be allowed to complete their programs without the threat of course redundancy," Cyr urged. He emphasized the necessity for some form of temporary grandfather clause to maintain motivation and graduation prospects.
The situation for adult learners is equally precarious. Cyr pointed out the obstacles facing adults wishing to enroll in continuing education programs. The new regulations impose exorbitant costs for prospective students, requiring them to supply proof of French language proficiency—a request some are unable to fulfill, even if they possess qualifications from French-language institutions. "Adult applicants must pay hundreds of dollars to take new tests to establish their French proficiency, which should be made more accessible," Cyr stated. Alternatively, the conditions for acceptable proof should be broadened.
Recent immigrants seeking college-level education are also falling victim to this regulatory quagmire. Cyr highlighted the predicament faced by these applicants, stating, "These college and continuing education applicants have no acquired right to attend CEGEP as anglophones and often do not speak French. This makes it extremely difficult for them to qualify under the new French language requirements, even if they wish to study in English." Many of these students will require extensive French courses before they can obtain their Attestation of College Studies (ACS), which complicates their aspirations of contributing to the workforce, particularly when there’s already a shortage of skilled labor arising from such barriers.
The FPPC-CSQ’s outcry is rooted not only in the immediate burdens being felt at the CEGEPs but also in the long-term repercussions the law may have on the educational pathways of future generations. Education stakeholders are urging the Quebec government to engage with them to find realistic solutions to alleviate these pressures.
With the current reality appearing increasingly challenging, the academic community is eager for the government to step up and enact measures to protect the integrity of education at English-language institutions. Stakeholders are hopeful for open discussions with officials to craft strategies to support both professional staff and students affected by Law 14. Without urgent reforms and resources, the already strained system risks deteriorative effects on academic progression and the overall quality of education offered.