Since this is a new initiative that is currently in the pilot phase, results should be available in July 2016 following the first year of province-wide implementation.
furtHEr inforMAtion
http://www.saskcareers.ca
JULY 2016
Results to come
Industry, business, education and government have collaborated on the SaskCareers.ca project
MiniStrY
Ministries of Education (lead), Innovation and Advanced Education, Human Services and Jobs, Skills, Training and Labour, Government of Alberta
dEScriPtion
The Strategy was announced in May 2013 with the vision that high school students would have access to more dual credit opportunities.
Dual credit opportunities support learner pathways and student success by enabling high school students to earn credits for high school and postsecondary coursework at the same time, including preferred placement (postsecondary course exemption) and/or workplace certification. This approach offers learners a seamless, personalized pathway as they transition from high school to postsecondary training to future employment.
The program directly aligns education and labour market needs with the goals of the Strategy, which are to:
• Increase the learner retention and completion rates of high school programs;
• Increase the participation of young adults in postsecondary programs;
• Assist young adults in making meaningful connections to the current and emerging labour markets; and,
• Expand local partnerships to offer dual credit programming.
The Strategy is ongoing and spans three years (2013–16), with the Government of Alberta having committed more than $11 million to date, including $5.35 million that went directly to dual credit partners (school authorities, postsecondary institutions, and business or industry).
These partnerships allow for dual credit opportunities for Alberta’s students in the areas of agriculture, business and entrepreneurship, information technology, natural resources and environmental science, oil and gas, tourism and hospitality, health care, athletic development, health sciences, trades (e.g.
automotive carpentry, cosmetology, electrical, and welding) and more.
Key areas for funding allocations include: Comprehensive Community Institutions to support regional partnerships and high school to postsecondary pathways, the AlbertaDualCredit.ca website on
eCampus Alberta, maintenance of an arms-length Provincial Dual Credit Steering Committee and Dual Credit Coordinator (College of Alberta School Superintendents), education provincial dual credit pathways (including Career and Technology Studies Apprenticeship pathways), and student opportunities offered via system and community partnerships (largest source of funding).
63 Toolkit of Promising Practices
initiAtiVE: Provincial Dual Credit Strategy
PurPoSE:
To support secondary, postsecondary, and business/industry partnerships that expands and creates sustainable dual credit opportunitiesfor Alberta students. Alberta
Toolkit of Promising Practices 64 Partnerships competed in an application process, with successful applicants receiving grants to be used to set up or enhance sustainable dual credit opportunities for students in Alberta. Alignment with labour market needs was one of the required criteria for proposals/funding. To date, 51 partnerships are in the process of receiving grant funding to provide a wide range of courses in identified program areas to students, including business, health care, liberal arts, tourism, and many trades.
Dual credit partnerships led by secondary, postsecondary, and business/industry provide students with more opportunities to earn postsecondary credits or workplace certification while completing high school. These unique partnerships are vital in providing Alberta’s students greater learning opportunities while helping to build Alberta’s workforce. Data will be collected from all partnerships and about the Strategy, with evaluation and information regarding next steps for dual credit in Alberta estimated to follow in 2016–17.
Related to the Strategy, a system-led Alberta Council on Admissions and Transfer Dual Credit Articulation Committee has also been approved by Council, with its first formal meetings as a committee in January and March 2015. Committee work is led by postsecondary, secondary, and business/industry dual credit voting members, focusing on closer relationships, communication, information sharing, and facilitation of dual credit learner pathways and student mobility. The Alberta Council on Admissions and Transfer Secretariat supports this work, with other non-voting ministry representatives/guests advising as needed.
rESuLtS
A review of the implementation of the program is planned for year three. Meanwhile, planning and development for data collection tools and processes for all partnership grants and related stakeholders is in progress at this time. The Steering Committee is also contributing ongoing guidance. Results for the Strategy including recommendations and next steps are estimated to be available in 2016–17.
furtHEr inforMAtion
http://www.albertadualcredit.ca
Planning and development for data collection tools in progress
A review is planned for year 3
MiniStrY
Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche (Ministry of Education, Higher Education and Research), Government of Quebec
dEScriPtion
Recognition of Prior Learning and Competencies is a multi-stage approach conducted in educational institutions. This approach, which accounts for the person’s official prior learning in school, makes it possible to evaluate and officially recognize extracurricular prior learning, i.e. what the person learned through various life or work experiences related to the competencies of the programs of study. At the end of the process, the recognition is recorded in an official document (transcript, attestation, diploma, etc.) attesting to all or part of the competencies specific to a program of study.
This approach makes it possible to:
• facilitate the achievement of an employment objective of graduation, integration, maintenance or promotion in employment, by meeting the requirements to practice a trade or an occupation;
and,
• identify, if applicable, the training content to be acquired regarding this objective and thereby reduce its duration.
65 Toolkit of Promising Practices
initiAtiVE: Reconnaissance des acquis et des compétences (RAC) en formation professionnelle (Recognition of prior learning and competencies (RAC) in vocational training)
PurPoSE:
Recognize officially, based on vocational studies programs, the competencies acquired outside the school system to accelerate graduation.Quebec
Toolkit of Promising Practices 66
rESuLtS
After modest beginnings (650 people in 1994–1995), the Recognition of Prior Learning and
Competencies in vocational training saw substantial growth beginning 2006–2007, which accelerated between 2009 and 2012. In 2012–2013, nearly 6,500 people used the Recognition of Prior Learning and Competencies’s services. This approach, which is part-time, may be pursued over a few years.
Annually, nearly 50 per cent of the people who participated in the Recognition of Prior Learning and Competencies approach obtain a diploma for this service.
The deployment of Centres of Expertise for Recognition of Prior Learning and Competencies (school boards with expertise in the field), with a mandate to support all the school boards with a view to improving and increasing the Recognition of Prior Learning and Competencies service offering to the clientele and contributing to the harmonization of practices in the network, will undoubtedly have a faster positive impact on the number of graduates.
furtHEr inforMAtion
http://www.mels.gouv.qc.ca/rac
http://inforoutefpt.org/ministere_docs/dossiers/RAC_CadreGeneralTechnique.pdf http://inforoutefpt.org/ministere_docs/dossiers/ASTConseillerRAC.pdf
http://www.mels.gouv.qc.ca/references/publications/resultats-de-la-recherche/detail/article/
reconnaissance-des-acquis-et-des-competences-instrumentation Program growth
6,500
0 1500 3000 4500 6000 7500
1994–95 2012–13
650
MiniStrY
Department of Education, Early Learning and Culture, Government of Prince Edward Island
dEScriPtion
Career and Technical Education (CTE) Programs are designed to provide students with the opportunity to develop skills and knowledge in skilled trade and technical programs that will help them transition to the labour market and/or postsecondary training opportunity through Apprenticeship, College or University.
Students enrolled in CTE programs earn high school credits toward graduation and can accumulate apprenticeship hours within particular skilled trade programs.
The CTE Programs are designed to develop students’ skills, knowledge and competencies in skilled trade and technical environments while at the same time providing a context to enhance their literacy and numeracy skills.
67 Toolkit of Promising Practices
initiAtiVE: Career and Technical Education Programs
PurPoSE:
To provide students with rigorous and relevant technical programming designed to engage their hands and activate their mindsPrince Edward island
Toolkit of Promising Practices 68
rESuLtS
Since 2011, 23 new CTE Programs have been implemented in all senior high schools in PEI.
6 CTE- Automotive Technology (students completing this program have the opportunity to challenge the Block 1 Auto Service Technician Apprenticeship Exam)
6 CTE- Carpentry Technology (students completing this program have the opportunity to challenge the Block 1 Carpenter Apprenticeship Exam)
2 CTE - Culinary
1 CTE - Design Technology 1 CTE - Robotics Technology
6 CTE - Welding Technology (students completing this program have the opportunity to challenge the Block 1 Welder Apprenticeship Exam)
Curricula development in CTE has also been supported by significant investment in CTE facilities and equipment in all senior high schools.
furtHEr inforMAtion
http://www.gov.pe.ca/eecd/
23 new CTE Programs have
been implemented in all
senior high schools in PEI.
MiniStrY
Department of Education and Early Childhood Development, Government of Nova Scotia
dEScriPtion
Skilled trades courses are the starting point for Nova Scotia high school students who want to explore the skilled trades as a possible career option. These courses promote career exploration and skill development in the trades, and cater to a wide variety of learning styles. These courses are based on curricula that immerse students in the realities of skilled trades work. They were designed by high school teachers and experienced trades educators from the Nova Scotia Community College in consultation with industry representatives.
The first Skilled Trades Centres began to offer programming in 2009. Skilled trades courses provide a mixture of theoretical and practical workplace activities. Students spend approximately 80 per cent of their time completing actual tasks and projects in the skilled trades using the basic tools of industry professionals. Skilled trades courses currently comprise Skilled Trades 10, Construction Trades 11, Transportation Trades 11, Manufacturing Trades 11, and Skilled Trades 12 Co-op. Skilled Trades courses are designed to be taught by certified journeypersons. Students receive apprenticeship hours, upon registration, based on the actual time in class while under the supervision of a certified journeyperson teacher.
69 Toolkit of Promising Practices
initiAtiVE: Skilled Trades Centres
PurPoSE:
To provide students with programs and resources that will help them transition smoothly into the workforce and postsecondary education.nova Scotia
Toolkit of Promising Practices 70
rESuLtS
There are 13 Skilled Trade Centres across Nova Scotia high schools offering programming in 2014–15.
Students who participate in Skilled Trades education come away with new transferrable skills and better knowledge of workplace health and safety practices no matter what career choice they might make. Partnerships with industry are strengthened to expand opportunities for students to explore the skilled trades as a career option through in-class presentations, visits to the worksite,
and co-operative learning experiences.
furtHEr inforMAtion
http://www.ednet.ns.ca/skilledtrades