Artificial time constraints on CEGEP students add to their stress

Donna- Lynn Kovic describes going to a Cegep-orientation session at her son’s high school and being surprised to learn that a significant proportion of CEGEP students do not complete CEGEP within the normal two-year period of study (“Letters on anglo education,” Opinion, March 12). Quite a few, she says she was told, take three years.

Her point was that students who take more than 2½ years should somehow be required to reapply into CEGEP, with their re-applications going to the bottom of the list under the applications of incoming highschool students.

I am a graduating student this spring in the Honours Science program at John Abbott College, and I have followed the course calendar so as to finish my program in two years. Looking back on my experience, I remember being stressed out of my mind many times because of the number of projects, assignment deadlines, quizzes, essays and exams scheduled around the same time. This is true for many students who decide to finish their CEGEP diploma in the time specified by the course calendar.

Due to the workload, many students spend all of their time studying, worrying about studying, or being stressed out about studying.

This leaves less time for extracurricular and physical activity, which are essential components of a balanced life.

Trying to lead a balanced life is undoubtedly one of the most important challenges that students face at the CEGEP level, which is designed to be a transitional stage between high school and university. Every student moves at a different pace, and the beauty of CEGEP is that individual students are able to do so.

But think about it: if a program is designed for two years, but many students take more time to complete it, doesn’t that suggest that the program is (a) too difficult, or (b) that expectations of students are too high?

I know school isn’t supposed to be a vacation but students are not machines that can do homework 24/7.

What’s more, many CEGEP students need to work while they study, which cuts into study time, and so being able to extend their time in CEGEP significantly reduces pressure and stress.

I don’t believe that students should be allowed to prolong their education indefinitely, but it’s reasonable to provide choice and flexibility to reflect student realities.

If I were to redo CEGEP, I’d probably choose to take 2½ or three years to complete my program.

After all, the majority of CEGEP students are just entering adulthood, which comes with its own perks and challenges that require personal adjustments.

Uncertainty over the future is something that young adults have to live with. In CEGEP, though, students get to discover their likes and dislikes and choose classes accordingly – and, sometimes, even change programs. A change of program usually tacks on an extra semester.

Putting a time cap on how long students should be allowed to stay in CEGEP is not the right way to open up more access and opportunity for incoming high-school students.

If more spots in CEGEP are needed, then CEGEPS should be given the means to expand. It’s ironic that as large portion of the workforce is hitting retirement age and there are shortages of doctors and nurses and other workers, education is becoming less accessible due to competition and tuition hikes.

This is going to create societal problems in the future.

The time to act is now.