Exploration Exploration of of

Vocational Vocational and and

Technical trainingTechnical trainingCourse Pilot Course Pilot Spring 2008Spring 2008

Instructor: Desmond Byrnedbyrne1@csnewfrontiers.qc.ca

Pilot Course Specifics• Howard S Billings H.S. operates:

– on a 9 day/4 period-75 min per period per day cycle. – For a total of 36 periods. – With the year divided into 4 academic terms.

• As an “option course” Explo -Voc occupies 4 periods in that 36 period grid.

• Offered as a 2 credit 50hr or a 4 credit 100hr course format.

• The pilot course was in the end operated under the 2 credit format.

• Class enrollment: 15 Secondary V students.• The pilot course began in mid-February two weeks

into Term 4, due to government accreditation issues (codes, course credits, etc)

Facilities

• Class and research sessions take place in a newly constructed POP – EXPLO - VOC computer lab/seminar facility. With 35 computer stations and conference tables.

Attitudes

Responsibility for the explorationOpen-mindednessIntrospection

Strategies

Exploration strategies- information-gathering- hands-on experimentation - observation

Metacognitive strategiesCareer-planning strategiesCommunication strategies

Concepts

Concepts related to vocational trainingConcepts related to the job marketConcepts related to the career-planning process

Tools

Experimentation toolsObservation tools and methodsInformation-gathering and documentary research tools and methodsReflective and follow-up toolsMethodological tools

Competency 1 Explores vocational training

Competency 2 Determines his/her suitability

for vocational training

Information-gathering

Web based researchTraining programs

Government information sites

Assessment surveysCareer

PersonalityAptitude

Hands-on experimentationObservation

NOVA – Student for a Day

Career Fairs

Industry Short term work placements

Competency 1 Explores vocational training

Competency 2 Determines his/her suitability

for vocational training

Strategies

Exploration strategies- information-gathering- hands-on experimentation - observation

Metacognitive strategiesCareer-planning strategiesCommunication strategies

Competency 1 Explores vocational training

Competency 2 Determines his/her suitability

for vocational training

Concepts related to:

vocational training

the job market

the career-planning process

Team Web-based research mini-projects

Group Discussions

Invited Guest speakers

Understanding the value of vocational training.

What is the “job market”?

How do you “plan a career”?

Concepts

Concepts related to vocational trainingConcepts related to the job marketConcepts related to the career-planning process

Tools

Experimentation toolsObservation tools and methodsInformation-gathering and documentary research tools and methodsReflective and follow-up toolsMethodological tools

Competency 1 Explores vocational training

Competency 2 Determines his/her suitability

for vocational training

Basic Computer skills

Document treatment

Understanding how to interpret government information sources

Student log

Keeping track of the information!

Formatting and collating the data.

Being able to record in a cohesive manner,

impressions and events

Attitudes

Responsibility for the explorationOpen-mindednessIntrospection

Competency 1 Explores vocational training

Competency 2 Determines his/her suitability

for vocational training

Understanding and experiencing a professional/work environment

Personal work / workplace integrity

Punctuality - Appearance

Understanding the value of a Vocational or Technical Career

Understanding how they fit into this “picture” that they are building.

Debunking the perception of “a university education being the

measure of life success”.

“The learning is in the doing.”

- Henry Ford

Student For-a-day NOVA• The Students as part of their course have the opportunity to spend the

day as a student in the numerous programs at The NOVA Career Centre.

• Since the beginning of May each student has begun a series of full day visits to specified programs:

WeldingAutomotive Maintenance DraftingAccounting,Interior Design Hair Dressing

• After each visit they report to the class as a group, report on their experiences; their impressions, activities, their perceptions of the vocation, etc …

• 01 Administration, Commerce and Computer Technology• 02 Agriculture and Fisheries• 03 Food Services and Tourism• 04 Arts• 05 Woodworking and Furniture Making• 06 Chemistry and Biology• 07 Buildings and Public Works• 08 Land Use Planning and the Environment• 09 Electro-technology• 10 Motorized Equipment Maintenance• 11 Mechanical Manufacturing• 12 Forestry and Pulp and Paper• 13 Communications and Documentation• 14 Maintenance Mechanics• 15 Mining and Site Operations• 16 Metallurgical Technology• 17 Transportation• 18 Fashion, Leather and Textiles• 19 Health Services• 20 Social, Educational and Legal Services• 21 Beauty Care

Vocational and technical education sectors in which Nova offers instruction

Pilot Course modeling overview

• In preparing this pilot course, numerous possible scenarios were contemplated.

• In the end, model 1 in Appendix 2 of the QEP document, was followed as a guideline for time management of the varied elements for the course.

• This model was the most logical choice based on;

- Time constraints.

Shortened lead time to organize “outs” to industry and other ECA events.

- End of year scholastic restraints.

- Availability of in school resources.

Pilot Course modeling

20%

20%50%

10%

Observation Reflection Information Experimentation

Informational

• Research– Exploring the 21 sectors

of Vocational and Technical Training

– Analysis of online resources

– Collecting and synthesis of information.

• Understanding– What is Vocational training vs

the CEGEP/University stream

Informational (cont’d)

• Career Planning– Mapping out

educational needs to enter into desired field

– Resume and Interview skills

• Job Market– Where and what is

needed.– Salary expectations– Job conditions

Experimentation

Reflection

• Presenting to peers– Impressions– Teaching to learn

• Class Discussion

• Self-assessment– What are their

aptitudes?– What interests?– Student Log.

Observation

Concerns and difficulties

• Time• Criteria for student participation.• Basic Skills• Policy of core course absenteeism.

– (Cycle 2 year 2 MELS courses).– Student and parental concerns.

WEBSITES

• Vocational and Technical training in Quebec• HeadingForSuccess - govt of Quebec• careercruising.com – commercial site• Job Futures – HRDC Canada• Job Futures - HRDC Canada• yo home – govt of Canada• CanLearn – govt of Canada• Essential Skills – HRDC Canada• workinfoNET – govt of Manitoba• Yes Montreal – Ville de Montreal

01 Administration, Commerce and Computer Technology DEP et ASP DEC AEC

02 Agriculture and Fisheries DEP et ASP DEC AEC

03 Food Services and Tourism DEP et ASP DEC AEC

04 Arts DEP et ASP DEC AEC

05 Woodworking and Furniture Making DEP et ASP DEC AEC

06 Chemistry and Biology DEP et ASP DEC AEC

07 Buildings and Public Works DEP et ASP DEC AEC

08 Land Use Planning and the Environment DEP et ASP DEC AEC

09 Electro-technology DEP et ASP DEC AEC

10 Motorized Equipment Maintenance DEP et ASP DEC AEC

11 Mechanical Manufacturing DEP et ASP DEC AEC

12 Forestry and Pulp and Paper DEP et ASP DEC AEC

13 Communications and Documentation DEP et ASP DEC AEC

14 Maintenance Mechanics DEP et ASP DEC AEC

15 Mining and Site Operations DEP et ASP DEC AEC

16 Metallurgical Technology DEP et ASP DEC AEC

17 Transportation DEP et ASP DEC AEC

18 Fashion, Leather and Textiles DEP et ASP DEC AEC

19 Health Services DEP et ASP DEC AEC

20 Social, Educational and Legal Services DEP et ASP DEC AEC

21 Beauty Care DEP et ASP DEC AEC

Sectors and Associated training programs

dbyrne1@csnewfrontiers.qc.ca