The document provides recommendations from the College Student Alliance (CSA) regarding changes to the Ontario Student Assistance Program (OSAP). It contains 10 recommendations that focus on: 1) Supporting students' ability to plan for their education by providing OSAP aid upfront if income verification is delayed and increasing financial education for students. 2) Improving communications by combining OSAP and student loan websites and gathering student feedback on marketing. 3) Addressing special circumstances in OSAP applications and reviewing processes. 4) Increasing scholarship exemptions and supports for international students. The recommendations aim to help more low-income students access post-secondary education through a clearer and more supportive OSAP system.

1. COLLEGE STUDENT ALLIANCE
FEEDBACK: ONTARIO STUDENT
ASSISTANCE PROGRAM
CSA’s Submission to the OSAP Transformation Consultations

2. COLLEGE STUDENT ALLIANCE FEEDBACK: ONTARIO STUDENT ASSISTANCE PROGRAM
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INTRODUCTION
In Budget 2016, the Government of Ontario announced the introduction of the Ontario Student Grant
(OSG), a grant that will take many other Ontario Student Assistance Program (OSAP) grants and combine
them into one, in hopes to support low-income students in gaining a post-secondary education. With
approximately 68% (128, 991) of college students receiving OSAP in the 2014-2015 academic year1
,
continuous improvement and change to the OSAP program is something the College Student Alliance
(CSA) has long advocated for.
Throughout the summer, CSA has been involved in consultations with the Ministry of Advanced
Education and Skills Development (MAESD) OSAP reform. Since consultations wrapped in July, CSA
struck an OSAP working group with members and hosted an OSAP roundtable with student association
presidents from across Ontario to gather their feedback on the proposed OSAP changes. This document
advances recommendations from the CSA membership and reaffirms recommendations made
throughout the consultation process in relation to the issues brought forward by MAESD.
1 (Colleges Ontario, 2016, p. 11)

3. COLLEGE STUDENT ALLIANCE FEEDBACK: ONTARIO STUDENT ASSISTANCE PROGRAM
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SUMMARY OF RECOMMENDATIONS
SUPPORTING A STUDENT’S ABILITY TO PLAN FOR THEIR EDUCATION PG. 3
RECOMMENDATION 1: If there are delays in verifying a students’ income on their OSAP application it is best to
ere on the side of caution by providing students with their OSAP aid, in full, as a repayable loan.
RECOMMENDATION 2: Within the grade 9-10 Guidance and Careers curriculum, the Ministry of Education
should include compulsory courses that teach students about personal finances and funding regarding their post-
secondary education (PSE) options.
RECOMMENDATION 3: The government should invest in early outreach initiatives that reach low-income
communities to educate potential PSE students on the Ontario Student Grant and what it can mean for students in
the community. The government should also develop online tools to assist students in understanding the
possibilities of attending PSE.
EFFECTIVE, CLEAR AND SIMPLE COMMUNICATIONS PG. 4
RECOMMENDATION 4: MAESD should explore the possibilities of combining the OSAP and National Student
Loans Service Centre (NSLSC) websites to provide students a one stop shop in relation to their student loans.
RECOMMENDATION 5: The MAESD should hold focus groups to gather feedback from students, on the efficacy
of marketing campaigns and communications to ensure they are clear and concise. Focus groups should accurately
represent the vast differences in student groups including, but not limited to: high school, college, university,
mature, low-income, Indigenous and first generation students.
APPLICATION REVIEWS FOR SPECIAL CIRCUMSTANCES PG. 5
RECOMMENDATION 6: The MAESD should create alternative solutions for a parent or spouse that is unable to
contribute to their child(ren) and/or partners’ education due to their personal financial situation or health related
causes.
RECOMMENDATION 7: CSA recommends that MAESD create a sector-wide process for reviewing and
escalating a students’ OSAP application that encompasses special circumstances to help alleviate potential bias
from a singular reviewing officer.
SCHOLARSHIP EXEMPTIONS PG. 6
RECOMMENDATION 8: Scholarship money should be exempt from affecting the OSAP needs assessment at a
minimum of $3000 - equal to the flat rate student expected contribution amount.
SUPPORTING INTERNATIONAL STUDENTS PG. 6
RECOMMENDATION 9: It is recommended that the government assess the potential impact of the elimination
of education and textbook tax credits for International Students.
RECOMMENDATION 10: The government should explore supports to help ease the financial burden of study
and living costs for international students.

4. COLLEGE STUDENT ALLIANCE FEEDBACK: ONTARIO STUDENT ASSISTANCE PROGRAM
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SUPPORTING A STUDENT’S ABILITY TO PLAN FOR THEIR EDUCATION
RECOMMENDATION 1: If there are delays in verifying a students’ income on their OSAP application it
is best to ere on the side of caution by providing students with their OSAP Aid, in full, as a repayable
loan.
While a majority of student OSAP applications are verified by the end of every academic year, 96% by
the end of 2014-20152
, there are instances where a student’s family income cannot be verified and
accurate grant amounts cannot be determined. With the implementation of the OSG heavily relying on a
family’s income level, how the Ministry deals with instances of non-verified income must be fair and
clear to the student.
Students would rather be pleasantly surprised with loans converting to grants than having grant money
clawed back into loans.
For this to work, communication of the processes needs to be clear, concise and upfront for all students.
By providing students with the understanding that there are responsibilities they need to fulfill before
they are eligible to receive the OSG, the Ministry will need to uphold the principles of program integrity,
fairness to students, and personal responsibility they outlined in the OSAP transformation
consultations.3
Clear, accessible and high quality communications outlining the students’ personal responsibility and the
consequences and benefits of fulfilling their duty will ensure the OSAP program upholds its integrity and
supports students. Giving students the tools and knowledge to plan appropriately for their education, as
early as possible, is vital to their success.
RECOMMENDATION 2: Within the grade 9-10 Guidance and Careers curriculum, the Ministry of
Education should include compulsory courses that teach students about personal finances and funding
regarding their post-secondary education (PSE) options.
Students felt they were not prepared enough to understand the magnitude of borrowing money from
the government or private lenders to fund their education. They felt unprepared to deal with the post-
graduation payments. They also felt that they did not really understand the workings of OSAP, all that
was needed for the application process or their responsibilities after they submitted their application.
The Colleges Ontario 2016 Environmental Scan showed that the Canada-Ontario Integrated students
loan default rate for college was the second highest in Ontario at 12%.4
It is imperative that we are preparing Ontario’s youth with the skills necessary to understand the
financial impact of a post-secondary education and the tools to manage it responsibly.
2 (Ministry of Advanced Education and Skills Development, 2016, p. 15)
3 (Ministry of Advanced Education and Skills Development, 2016, p. 4)
4 (Colleges Ontario, 2016, p. 12)

5. COLLEGE STUDENT ALLIANCE FEEDBACK: ONTARIO STUDENT ASSISTANCE PROGRAM
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In 2006, the Ontario government released a new curriculum for grade 9-10 Guidance and Career
Education. “The goals of the guidance and career education curriculum are to enable students to:
 understand concepts related to lifelong learning, interpersonal relationships, and career
planning;
 develop learning skills, social skills, a sense of social responsibility, and the ability to formulate
and pursue educational and career goals;
 apply this learning to their lives and work in the school and the community.”5
The second goal speaks to preparing students with the skills to “formulate and pursue educational and
career goals.”6
If the goal of the OSG is for more low-income students to access PSE, they need to be shown throughout
elementary and high school the many different ways to fund their education, as well as how to manage
their finances so they enter their careers in good financial states.
RECOMMENDATION 3: The government should invest in early outreach initiatives that reach low-
income communities to educate potential PSE students on the Ontario Student Grant and what it can
mean for students in the community. The government should also develop online tools that will assist
students in understanding the possibilities of attending PSE.
Conversations about a student’s future does not just happen within the walls of their elementary or
secondary school; key influencers outside of the classroom help determine a student’s educational
pathway. Most students have their mind made up before they enter grade 9 if they will be attending
post-secondary education7
. Studies continuously show that students from lower-income families have
lower PSE participation rates than those from middle- and high-income families.8
There are many reasons for a student deciding not to attend, but financial barriers and informational
barriers are a key factor in a student’s decision to attend PSE. Financial assistance programs, or
mentorship and academic support initiatives designed to facilitate the participation of students from
underrepresented groups in PSE, can be unsuccessful given that target populations are often unaware of
their existence.
EFFECTIVE, CLEAR AND SIMPLE COMMUNICATIONS
RECCOMENDATION 4: The MAESD should explore the possibilities of combining the OSAP and
National Student Loans Service Centre (NSLSC) website to provide students a one stop shop in relation
to their student loans.
5 (Minsitry of Education, 2006, p. 3)
6 (Minsitry of Education, 2006, p. 3)
7 (College Student Alliance, Ontario's Studet Teachers Association, Ontario Undergraduate Student Alliance, 2011, p. 25)
8 (Ministry of Advanced Education and Skills Development, 2016, p. 2)

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RECOMMENDATION 5: The MAESD should hold focus groups to gather feedback from students, on
the efficacy of marketing campaigns and communications to ensure they are clear and concise. Focus
groups should accurately represent the vast differences in student groups including, but not limited to:
High School, College, University, Mature, Low-Income, Indigenous and First Generations Students.
With numerous changes being made to OSAP, including introducing the OSG, the communications and
marketing efforts are important to students. Marketing and communications campaigns need to be
clear and concise. Students have a hard time finding information they need regarding OSAP in one
singular location. They are often redirected between websites depending on what they are looking for,
or told they need to go speak to a Financial Aid office. We live in a world where convenience is key and
students are more likely to know, and fulfill, their responsibilities if the tasks and communications are
simple and in one spot.
When creating marketing and communications tools regarding changes to OSAP, it is crucial for the
government to get direct student feedback.
Communications Tools to Consider
 Online OSAP calculator tool
 Mock application system
 Infographics
 Informational videos
 OSAP checklist
 OSAP training programs for teachers and high school staff
 “Did You Know” materials
 Orientation week campaign
 Required information sessions
 Live Chat function
 Webinars
 Live social media conversations
APPLICATION REVIEWS FOR SPECIAL CIRCUMSTANCE
RECCOMENDATION 6: The MAESD should create alternative solutions for a parent or spouse that is
unable to contribute to their child(ren) and/or partners’ education due to their personal financial
situation or health related causes.
RECCOMENDATION 7: CSA recommends that MAESD create a sector-wide process for reviewing and
escalating a students’ OSAP application that encompasses special circumstances to help alleviate
potential bias from a singular reviewing officer.
Students feel it is very important to continue to have reviews of OSAP applications for special
circumstances. Currently, there are reviews available in cases of foreign income or income earned on
reserve or family breakdown where there is legal proof of such. It is important to students that reviews
for students with parents or spouses who will not, or cannot, contribute to their education are possible.

7. COLLEGE STUDENT ALLIANCE FEEDBACK: ONTARIO STUDENT ASSISTANCE PROGRAM
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SCHOLARSHIP EXEMPTIONS
RECCOMENDATION 8: Scholarship money should be exempt from affecting the OSAP needs
assessment at a minimum of $3000 - equal to the flat rate student expected contribution amount.
It is important that students are not penalized for doing well academically or being a leader in their
communities. Students feel current scholarship exemption rates penalize high-performing students by
taking away their ability to apply for OSAP the next year, or receiving less OSAP than prior years.
Currently, Ontario exempts $50 of award income per week from the OSAP needs assessment. This
means students can make up to $1500 without it effecting their OASP loan amount. For the 2015-2016
academic year MAESD lowered the exemption limit in Ontario as apart of the change to a flat rate
student expected contribution of $3000.9
Students tend to apply for scholarships to make up the $3000 they are required to contribute to their
education or to help with the additional living and study costs. If the government is expecting students
to contribute, they should not be penalized based on where the money comes from.
While the ideal situation would be to have scholarships completely exempt, students realize that it
would have to be done via a phased-in approach.
SUPPORTING INTERNATIONAL STUDENTS
RECOMMENDATION 9: It is recommended that the government assess the potential impact of the
elimination of education and textbook tax credits for International Students.
RECOMMENDATION 10: The government should explore supports to help ease the financial burden
of study and living costs for International Students.
The Ministry has made supporting international students a priority in their mandate. Thus far,
conversations around supporting international students have been focused around on campus supports
available and information provided to them prior to coming to Ontario.
With the elimination of tax credits, international students have shown worry that it will negatively
impact them as they pay higher tuition costs per year and tend to use the tax credits to help relieve
some of that burden.
Students suggested a number of options to help support international students with the costs of their
education and living such as OSAP grants for international students or opening up OSAP loans and grants
to international students.
9
(Ministry of Advanced Education and Skills Development , 2016, p. 13)

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Before the Ministry can find solutions to help ease the cost burden of education for international
students, they must collect accurate and sufficient data on the true costs for an international student to
study in Ontario.
CONCLUSION
Within the reform of the OSAP program, it is important that the MAESD focus on select principles to
ensure the program is truly meeting the needs of students. The principle of simplicity is crucial to ensure
the program will help clearly define the responsibilities of government, institutions and students.
Program integrity must also be maintained. Maintaining program integrity will help to act as a
measurement of success for the Ontario Student Grant. It will ensure those who need the support and
aid most will receive it, along with the chance at reaching their educational goals.
More important than simplicity, the principle of student fairness needs to be at the centre of all changes
made in the program. The process to review student applications should be easily navigable and
consistent from institution to institution. Their personal responsibilities must be clearly outlined and
easily accessible. The move to a simpler process should not be a burden on students or create additional
barriers to access.
CSA applauds and supports the student financial aid changes set out in Budget 2016. Having a program
that sets out to help those most in need attain a post-secondary education is something CSA has long
advocated for. With the many changes happening within the sector, it is encouraging that access and
affordability, while challenging to achieve, are at the top of the Ministry mandate; this gives hope for
more students accessing college while meaningfully contributing to building Ontario’s highly skilled
workforce.

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WORKS CITED
College Student Alliance, Ontario's Studet Teachers Association, Ontario Undergraduate Student
Alliance. (2011). Breaking Barriers- A Strategy for Equal Access to higher Education. Toronto.
Colleges Ontario. (2016). College Resources 16- Environmental Scan 2016. Toronto: Colleges Ontario.
Ministry of Advanced Education and Skills Development . (2016, June 24). OSAP Reform Consultations .
Toronto, ON.
Ministry of Advanced Education and Skills Development. (2016, June 13). OSAP Reform Consultations.
Toronto, ON.
Minsitry of Education. (2006). The Ontario Cirriculum Grade 9 and 10 : Guidance and Career Education.
Retrieved from Ministry of Education:
http://www.edu.gov.on.ca/eng/curriculum/secondary/guidance910currb.pdf