The Specialist High Skills Major (SHSM) program is entering the 2025–2026 school year with several important updates that directly affect how schools assign and track co-operative education credits. Although the overall structure of SHSM remains the same, the Ministry has introduced operational changes that educators need to be aware of when planning student timetables, placements, and graduation pathways.
These changes don’t alter the purpose of SHSM or the number of co-op credits required—but they do influence how those credits can be earned and how they are recognized within the SHSM framework.
The Co-op Requirement Itself Isn’t Changing
Students are still required to complete two co-op credits that directly connect to their SHSM sector. This remains a core part of SHSM because it ensures every student gains authentic, sector-aligned experience—whether in health care, business, ICT, transportation, arts and culture, or any other recognized sector.
Schools may still offer students the opportunity to earn additional co-op credits—up to six in total—depending on scheduling and placement availability. The minimum requirement, however, continues to be two.
What Is Changing: More Flexibility in Co-op Delivery
The most significant update for 2025–2026 is the Ministry’s expanded recognition of courses delivered under the co-op delivery type (OnSIS code “4”). Any course carrying this delivery code may now be counted toward the SHSM co-op requirement, provided the placement remains sector-relevant.
For educators, this introduces meaningful flexibility. It allows newer or alternative co-op formats—such as community-based partnerships or innovative placement models—to be recognized more consistently. This can be especially helpful in schools that face placement shortages or run SHSM sectors with limited employer availability.
In practice, this means schools can diversify co-op opportunities without worrying about whether the specific delivery structure will be accepted within the SHSM framework.
New Priority Rules for Credit Allocation
Alongside the delivery-type update, the Ministry has implemented a new system for applying credits to SHSM requirements. The updated rules prioritize credits in the following order:
- Higher-grade credits are applied first.
- When credits come from the same grade level, the earliest earned credit is applied first.
This change is primarily administrative, but it does impact how credits appear when educators audit student progress. Guidance counsellors and SHSM leads may notice that credits populate differently in tracking tools and student information systems than they did in previous years.
Early review of student SHSM bundles is recommended to ensure that credits are being applied as expected.
Sector Relevance Remains Non-Negotiable
Although schools now have more flexibility in how co-op courses are delivered, sector alignment is still mandatory. A placement must clearly match the student’s SHSM sector for the credits to count.
This means learning plans, employer agreements, and documentation must continue to demonstrate a sector-specific connection. The expanded delivery type does not replace or reduce this requirement.
What Schools Should Do Moving Forward
Guidance Counsellors
- Review how your SIS handles the new SHSM 25 credit-allocation rules.
- Audit SHSM students’ credit progress early in the year.
- Confirm sector relevance before approving placements.
Co-op Teachers
- Ensure co-op courses are using the correct delivery code.
- Maintain strong documentation linking tasks to SHSM sectors.
- Use the added flexibility to explore new or non-traditional placements.
SHSM Leads / Administrators
- Update any internal tracking sheets or checklists used for SHSM audits.
- Share the new rules with staff involved in SHSM programming.
- Review partnership opportunities that may now fit more easily into SHSM co-op requirements.
A Clearer, More Flexible SHSM Landscape
The 2025–2026 updates don’t change the heart of SHSM—they strengthen it. By providing more flexibility in co-op delivery and simplifying how credits are recognized, the Ministry has made it easier for schools to support diverse learners and offer more sector-relevant, meaningful experiences.
For educators, the key shift is operational: the requirement stays the same, but the path toward fulfilling it is now more adaptable.
By Carmen Reis, CPA, MA
Carmen is the CEO of Flashpoint Training and Flashpoint Ignite. She can be reached by email at carmen@flashpointtraining.com