It’s Their Future:
A Pan-Canadian Study of Career Education
November 2013
Prepared by:
Gerry Connelly, Director, Policy and Knowledge Mobilization
Gareth Blair, Manager, Policy and Knowledge Mobilization
Albert Ko, School-to-Work Analyst
Copyright © 2013 The Learning Partnership. All rights reserved.
It’s Their Future
Table of Contents
1. Executive Summary ............................................................................................................................... 3
2. About The Learning Partnership ......................................................................................................... 5
3. Introduction and Rationale for Pan-Canadian Study of Career Education .................................. 8
4. Why Now? Canada’s Challenges .......................................................................................................... 8
5. What is Being Done? .............................................................................................................................. 9
6. Benefits of Career Education and Technical/Vocational Training Programs ............................ 11
7. Practice and Curriculum: Provinces and Territories ..................................................................... 13
8. Community and Business Partnerships............................................................................................. 17
9. International Comparisons ................................................................................................................. 19
10. Canadian Challenges ......................................................................................................................... 20
11. Conclusion and Recommendations ................................................................................................. 24
12. Appendix A: Definition of Key Terms ............................................................................................. 27
13. Appendix B: Provincial and Territorial Profiles ........................................................................... 29
14. Appendix C: Occupations Showing Signs of Labour Surplus/Shortage ..................................... 33
15. References .......................................................................................................................................... 34
16. Acknowledgements ........................................................................................................................... 40
17. Endnotes ............................................................................................................................................. 41
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Copyright © 2013 The Learning Partnership. All rights reserved.
It’s Their Future
1. Executive Summary
In November 2012, The Learning Partnership hosted the Summit on the Future of Education in
Canada with education and business leaders as well as senior government officials. While
summit attendees were left with the impression that Canada has one of the world’s best
education systems, there was consensus that Canadian society is changing rapidly while at the
same time Canadian educators are being asked to do more with less. Business leaders
expressed concerns over Canada’s looming “skills and labour shortage” and all participants
agreed that Canadian students faced unprecedented challenges due to rapidly evolving
technologies and ongoing shifts in Canada’s economy and demography. Consequently, Summit
attendees expressed an interest in understanding more about how Canadian schools prepare
students for the world of work.
Canadian schools have always played a vital role in ensuring students have the skills,
knowledge and competencies they will need throughout their working lives. For the past
several decades, the focus has been on raising post-secondary educational attainment, an
admirable and necessary goal in light of our increasingly complex society. Yet due to
Canadian society’s many challenges, this direction may no longer be sufficient.
Increasingly at the forefront of this dialogue about Canada’s future is a vigorous debate about
whether the skills our children need are being developed. Canadian students face an
uncertain future that is radically different from the world their parents and educators were
raised in.
Canadian educators are aware of the issues that Canadian students face and they are always
at the forefront of finding better and more innovative ways of improving students’ learning.
However, there has been little national analysis of education policy relating to the full range
of career education and workforce preparation programs (including career education courses,
experiential learning, and technical training programs) in Canada’s education systems.
As a result, there are two significant questions that this paper will raise:
1) What are the approaches to career education and technical training programs
across Canada?
2) What are the policy changes that would improve the effectiveness of career
education and students’ ability to plan for their future careers, and thereby
awareness of education pathways?
The Learning Partnership has undertaken a national scan of curriculum and a limited scan of
policy initiatives focusing on school-to-work transitions. This paper presents the various
approaches to developing the workforce preparedness of Canadian students through Canadian
public schools. While not necessarily comprehensive, we believe that this paper clearly
outlines how the Canadian education system seeks to prepare students for the world of work.
Our research has led us to several conclusions:
•
There is some outstanding and innovative work taking place in pockets of the
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It’s Their Future
•
•
•
country, and there is tremendous benefit to sharing successful practices across
provincial boundaries.
Students face significant challenges as they plan their transitions to the world of
work and their education pathways.
There is no consistent Canadian approach to educating students about their
future careers.
Educators may be undertrained and under resourced in the area of career
education.
As a result, The Learning Partnership has formulated a series of recommendations that may
prove helpful in developing new approaches in supporting school-to-work transitions, as well
as approaches to career exploration and development in Canadian secondary schools:
Recommendation #1: Strengthen school and business/community partnerships.
Recommendation #2: Federal and provincial/territorial governments should consider a more
consistent and robust approach to tracking students through the public education system,
including through post-secondary education, and into their careers.
Recommendation #3: Increase opportunities for students to engage in experiential learning ―
including job tasting, job shadowing, and career exploration ― outside the classroom and the
school year.
Recommendation #4: Canada needs to strengthen and increase the number of career
education opportunities available to parents. Parents have a tremendous influence on the
educational and career decisions of their children. They play a key role in student choice, so
it is important that they are well informed to assist their children in making good decisions.
Recommendation #5: More attention must be given to career education programs in faculties
of education, pre-service teacher training, and in professional development opportunities for
current teachers. They are a key source of information for students, yet they are not properly
trained or resourced to provide current information.
Preparing students for work and careers is not the sole responsibility of public education.
However, preparation for the workforce is an important outcome of education; career
planning and workforce preparedness are vital life-skills that give students the ability to
thrive and succeed. In recent years there has been a great deal of discussion about the types
of skills students will need, the labour market for Canadian youth, and if Canadian workers
currently possess those skills. As a result, we must be able to properly educate our students
to enable them to take pathways that lead to meaningful careers. The Learning Partnership
believes that there has not been sufficient analysis of the wide variety of Canadian
approaches to career education in Canadian public school systems ― this paper is an initial
attempt to fill the knowledge gaps in that area.
It is our opinion that this paper presents a compelling argument for a more consistent national
approach to workforce preparation; any successful strategy to help our youth must involve
the Canadian public education system.
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It’s Their Future
2. About The Learning Partnership
The Learning Partnership is a national, charitable organization (Charitable Registration
Number 140756107RR0001) founded in 1993 to support, promote and advance public
education in Canada. We do this by bringing together business, government, school boards,
schools, teachers, parents, labour, and community organizations across Canada in
collaborative partnerships. Through these partnerships, we deliver innovative programs for
students, executive leadership opportunities for educators, and policy initiatives and
knowledge exchange to engage the all Canadians. The Learning Partnership also regularly
recognizes those individuals who are making a significant difference in the lives of our young
people and to publicly funded education in Canada.
Our Vision
We believe in a strong, dynamic public education system valued by all Canadians and one that
is recognized as the cornerstone of a civil and prosperous society.
Our Mission
We collaborate with business and other stakeholders to support, promote and advance public
education in Canada. We are committed to five key deliverables - innovative student
programs, policy and knowledge mobilization, executive leadership for educators, tribute
celebrations of excellence and ongoing collaborations across Canada.
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It’s Their Future
Our Programs and Initiatives
The scope of our work, influence and operations is nationwide – our work touches every
province and territory in Canada.
Innovative programs and initiatives are the driving force behind the work of The Learning
Partnership. We focus on FIVE key areas:
1. Student Programs - To ensure that students develop healthy attitudes, relevant skills
and are empowered to compete successfully in a complex global economy and drive
Canada’s continued competitive edge.
2. Educator Programs and Executive Leadership – To strengthen leadership for
principals and senior education officials because great leaders create great schools.
3. Knowledge Mobilization – To connect ideas and credible research with stakeholders in
education, business and the community by moving knowledge across provincial
boundaries and shining light on successful practices in education.
4. Collaborations - To build meaningful partnerships with business, industry, education
and community stakeholders, so together we can drive thought leadership and make
things happen.
5. Tributes and Celebration Events – To recognize leaders for their outstanding
contributions to advancing publicly funded education in Canada, and together
celebrate the success of our students and teachers.
Programs for Students:
The focus of our student programs is to provide hands-on, experiential learning opportunities
that are integrated with school curricula across the country. They allow teachers to offer
enriched learning experiences in the classroom to enhance the academic achievement of
students.
These programs are:
•
•
•
•
•
Entrepreneurial Adventure: Teaches essential 21st century skills: communication,
collaboration, creative problem solving and critical thinking. The program also helps
develop basic business skills and the importance of social responsibility.
I3 – Invent! Investigate! Innovate!™: Helps to instill a passion for science,
mathematics and technology.
Take Our Kids to Work™: A national program that helps students explore career
options and begin planning their future career by staying in school.
Turning Points: A character development and literacy program that challenges
students to think about their fundamental values.
Welcome to Kindergarten™: Prepares preschoolers for a positive start to their school
journey.
Programs for Educators:
Transformative leadership is critical for organizational success in our competitive and
complex global economy. We believe that great leaders can also transform our publicly
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Copyright © 2013 The Learning Partnership. All rights reserved.
It’s Their Future
funded education system. To aid in the professional development of educational leaders, we
offer distinct and unique executive leadership programs. Executive leadership programs are
delivered in partnership with leading business schools – all other professional development
opportunities for leaders in education are delivered from a pedagogical and instructional
perspective.
These programs are:
CEO Level
• Ontario Directors of Education: Develops the knowledge, practical skills and
strategies required for successful education system leadership.
Middle Management Level
• Ontario Supervisory Officer Executive Program on Leadership and Management:
Focusses on leadership development and management issues common to all
supervisory officers.
Principal Level
• Canada’s Outstanding Principals™: The only leadership training program in Canada
specially designed to enhance the skills of senior educators.
• National Academy of Canada’s Outstanding Principals: Provides outstanding
principals mentoring and professional development so they can continue to enhance
their leadership skills.
Teachers and Managers
• Leading Learning Through Technology: Allows educators to discuss technology issues
and share solutions with other sectors and industries.
The Middle Management and Principal Level programs are offered in partnership with the
Rotman School of Management at the University of Toronto, while the CEO Level program is
offered in partnership with the Ivey Business School at Western University.
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Copyright © 2013 The Learning Partnership. All rights reserved.
It’s Their Future
3. Introduction and Rationale for Pan-Canadian Study of Career
Education
In November 2012, The Learning Partnership hosted the Summit on the Future of Education in
Canada with leaders in government, education and business. Overwhelmingly, Summit
attendees were left with the impression that Canada has one of the world’s best education
systems. However, participants also expressed concerns about the future for Canada’s
students due to our looming “skills and labour shortages”. Additionally, there was consensus
that Canadian society is changing rapidly while at the same time Canadian educators are
being asked to do more with less. Business leaders, in particular, felt that Canadian students
faced unprecedented challenges due to new technologies and continuing changes in Canada’s
economy and demographics. Consequently, they expressed an interest in understanding more
about how the education system prepares students for the world of work across Canada as
education is a provincial responsibility as a result of the Constitution Act of 1867. 1 There is no
federal department of education and no integrated national system of education and there
are significant differences in curriculum, assessment, and accountability policies among the
jurisdictions that express the geography, history, language, culture, and corresponding
specialized needs of the populations served. 2
In recent years Canada has made huge gains in education quality gaining top marks in most
international assessments, such as the 2009 Programme for International Student Assessment
(PISA) 3. Furthermore, the story of post-secondary education (PSE) in Canada can be
characterized as a tremendous success, with the highest rate of PSE attainment of all
Organization for Economic Cooperation and Development (OECD) countries. 4 However, skills
today’s students will need are rapidly evolving and the workplace is growing increasingly
complex; skills development, knowledge building, and training of students to ensure career
success is consequently also changing at a rapid pace. Coupled with the current demographic
and socioeconomic trends faced by Canadian youth, there may be a need to critically examine
how we can maximize students’ understanding and readiness for the transition out of high
school.
The key function of education is to fully prepare students for life after schooling ―
preparation for the world of work is a necessary and vital part of that equation. As Canadian
society continues to evolve, it may be time to rethink how public education aids students in
choosing career and education pathways. Additionally, due to the present economic and
social changes Canada is dealing with, it is imperative we think more deeply about the future
of those students who will enter the workforce immediately after high school.
Canadian schools have always played a vital role in ensuring students have the skills,
knowledge and competencies they will need throughout their working lives. In recent years,
the focus has been on raising post-secondary education attainment, an admirable and
necessary approach which needs to continue. Yet, this direction alone may no longer be
sufficient.
4. Why Now? Canada’s Challenges
Canadian students face an uncertain future, one that is radically different from the one in
which most of their parents and educators were raised. The Canada these students will
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It’s Their Future
inhabit will be a nation with a rapidly evolving economy, changing demographics, and steeped
in technology. In recent years there has been a great deal of discussion about the types of
skills students will need, the labour market for Canadian youth, and if Canadian workers
currently possess those skills. This is sometimes referred to as Canada’s skills crisis.
Increasingly at the forefront of the dialogue about Canada’s skills shortage is a vigorous
debate of whether the students’ skills match the jobs that are available. In particular, there
is a great deal of discussion about the growing need for STEM (science, technology,
engineering, mathematics) skills and “21st century skills”. Recent economic data indicates
that there are significant shortages of workers with these skills. 5 This is also a trend, not
limited to Canada, as international studies have found that 72% of educators in nine countries
(Brazil, Germany, India, Mexico, Morocco, Turkey, Saudi Arabia, the United Kingdom, and the
United States) were confident that their graduates were adequately prepared for the
workforce, yet less than 50% of employers and graduates agreed with this statement. 6
A 2012 CIBC report indicated that 30% of Canadian employers face a skilled labour shortage 7,
especially in high growth employment sectors requiring STEM skills. Additionally, a Certified
General Accountants Association of Canada report in 2012 8 showed that there was a shortage
in certain skilled trades (e.g. motor vehicle mechanics and electric trades) between 20032011 across five Canadian provinces (Alberta, Saskatchewan, Ontario, Quebec, and
Newfoundland and Labrador).
Yet, paradoxically, a significant number of Canadian youth aged 15-24 are classified as either
“Not In Employment, Education or Training (NEET)”, are in school and looking for work, or are
under-employed, while the youth unemployment rate remains stubbornly high at 14.5% ―
twice the normative unemployment rate and growing. 9
Perhaps more troubling still is the picture painted in a recent report from Benjamin Tal of
CIBC’s World Markets. In this report Tal highlights the labour market challenges facing youth
in this country and emphasizes the “…the growing challenges for younger Canadians to find
lasting and meaningful work.” For Tal, the decreasing number of summer and part-time jobs
available for students is troubling, as the vast majority of students who enter the workforce
have had little or no exposure to the world of work prior to entering the labour market. 10 This
trend is exacerbated by the fact that there has been a 40% drop in training investment by
employers over the past decade. 11
The final compounding trend is that Canadian society is aging. According to Dr. Rick Miner,
President of Miner and Miner Ltd., a management consulting firm that specializes in issues
related to labour force demand, jobs of the future, and postsecondary education, in less than
25 years, two-thirds of Canada’s population will be either too old or too young to work. The
potential result is a less competitive Canada internationally, lagging productivity, and a
significantly reduced standard of living. Miner suggests we are faced with a disturbing future
of “people without jobs, jobs without people”. 12
5. What is Being Done?
Canadian educators are aware of the issues that face students and are always at the forefront
of finding better and more innovative ways of improving students’ learning. However, there
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It’s Their Future
has been little analysis of education policy relating to the full range of workforce preparation
programs (which for the purposes of this paper include career education courses, experiential
learning, sector specific post-secondary preparation programs and technical training
programs) delivered through Canada’s education systems.
As a result, there are two significant questions that this paper will raise:
1) What are the approaches to career education and technical training programs
across Canada?
2) What are the policy changes that would improve the effectiveness of career
education and students’ ability to plan for their future careers, and thereby
awareness of education pathways?
The Learning Partnership has undertaken a national scan of curriculum and a limited scan of
policy initiatives focusing on school-to-work transitions at the school board, provincial, and
federal levels. This paper presents the various approaches to developing the workforce
preparedness of Canadian students in Canadian public schools. While not necessarily
comprehensive, we believe that this paper clearly outlines how Canada’s education systems
seek to prepare students for the world of work.
This paper offers several potential ways to fill policy gaps that our research has identified and
offers new approaches that Canada might want to consider. It is our opinion that this paper
presents a compelling argument for a more consistent national approach to workforce
preparation; any successful strategy to help our youth must involve the Canadian public
education system. It is our belief that through careful self-reflection of current practices in
existing career education delivery models, there is opportunity to help students with this vital
transition to work.
We have examined education policy and career education resource documents as well as
interviewing ministry officials in all 13 jurisdictions. Included are references to third party
sources as well as provincial and federal government publications. Several illustrations from
international jurisdictions from which Canada could draw inspiration have been incorporated
into the discussion.
Chronologically this paper will:
•
examine the benefits of career education and technical/vocational training programs
•
provide an analysis of career curricula in each Canadian province and territory (with
profiles of each located in Appendix B)
•
present policy case studies from three provinces and one territory, which have been
selected for uniqueness/innovation and geographical location
•
examine career programs for youth through business and community partnerships
•
present some illustrative international comparisons
•
outline challenges in delivering career curriculum
•
offer some analysis of gaps, challenges, and opportunities for development based on
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It’s Their Future
The Learning Partnership’s research, as well
as some of our anecdotal findings
To be sure, labour-market outcomes are not the sole
responsibility of public education. However,
preparation for the workforce is an important
outcome of education; career planning and
workforce preparedness are vital life-skills that give
students the ability to thrive and succeed. The
Learning Partnership believes that there has not
been sufficient analysis of the wide variety of
Canadian approaches to career education in our
publicly funded schools ― this paper will make an
initial attempt to fill the knowledge gap in that area.
6. Benefits of Career Education and
Technical/Vocational Training Programs
There are many benefits that career education can
offer students. This has been recognized over the
last decade or so as various ministries of education
have introduced mandatory career education courses
and/or re-examined their approaches to technical
training programs. This is a welcome development.
However, in examining the role of career education
programs as a response to Canada’s skills shortage
and high youth unemployment, it is important to
understand the role public education can play in
informing students’ choices.
Alberta: Creating
Technology Hubs for
Student Success
The Career and Technology Centre (CTC)
at Lord Shaughnessy High School in
Calgary provides students with access to
academic and technical curriculum in
preparation for further education and
careers in high-skill, high-demand
occupations. These occupations are
represented in programs instructing
students in fields such as auto body,
culinary arts, cosmetology, and welding
and fabrication. This centre is part of
the vision of the Calgary Board of
Education’s Career and Technology
Strategy: which is to engage and inspire
students in career and technology
education opportunities that are
dynamic and seamless as they transition
into education, training and work
beyond Grades 5-9 and Grades 10-12.
Enrollment in the CTC also gives
students the opportunity to earn
industry and post-secondary credentials
and dual credit or pre-placement
opportunities, while being taught by
qualified teachers who possess the
appropriate qualifications. Perhaps one
of the most successful elements of this
centre is that it is not merely limited to
students attending Lord Shaughnessy
High School, and in fact, it is open to all
students within the Calgary Board of
Education (CBE) and even non-CBE
students.
First, from an economic perspective, countries with a
greater proportion of students in vocational
education at secondary school tend to have lower
youth unemployment. 13 While this connection should
not be overstated, it is important to note that
student engagement is an important aspect of
education. In order to facilitate engagement,
education programs must be accessible to students of
varying abilities and aptitudes, particularly for those
who do not see themselves attending university.
These programs must be supported by clear pathways to work.
In some provinces and school boards, technical programs, specifically those delivering
vocational education and training (VET), are closely aligned with labour market demands in
STEM (science, technology, engineering, mathematics) fields and high demand career paths.
This approach can create options for students that lead to entry-level jobs, higher education
degrees, and advanced career paths. 14 Yet, according to Statistics Canada, surprisingly few
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It’s Their Future
students choose this education pathway, as only 19% of all fields of study were in STEM
fields. 15 This is reflected in the fact that jobs in sectors such as clerical, education, and food
and beverages are facing a labour surplus, while opportunities in STEM related professions
such as engineering, resource extraction, and healthcare languish with unfilled positions. 16
Strengthening VET could be one effective solution to this STEM deficit.
Effective transitions to STEM career paths also avoid expensive policy options to correct such
labour market imbalances. 17 From an education perspective, career education programs can
also provide students with comprehensive guidance, personalized career development, and
structured transitions from secondary to postsecondary education. 18 It is also proven, for
some groups of students, to increase student engagement and reduce the risk of students
leaving the education system with no qualifications. 19 For some students, vocational
education has long been recognized as providing a bridge between education and
employment, thereby providing a better match for their aptitudes and interests. 20
From a skills development perspective, career education programs are often built on one of
several frameworks which prepare students for the workforce. Some have emphasized the
acquisition of the “Employability Skills” (Conference Board of Canada) or “Essential Skills”
(Employment and Social Development Canada) as evidenced by Prince Edward Island’s career
education curriculum documents. A more recent focus has been to develop students’ 21st
century skills. Twenty-first century skills are generally conceptualized as: “an integrated
approach to skills, technology and learning that recognizes that computer-based devices are
a central and critical part of contemporary life and that knowledge of them is key to both
education and employment.” 21 One example can be seen in the use of Career Cruising
products in schools across Canada, which assists students in career exploration within a
technological and online environment. 22 A fourth skills model is put forward by Michael Fullan
who suggests that students need to develop six C’s (Table 1) in order to leave school with the
flexible skills set that modern life requires. Regardless of the skills paradigm one chooses to
emphasize, in preparing students for life after schooling, many of these skills sets are all most
effectively developed through application outside of school walls. To borrow again from
Fullan, to create the innovative and entrepreneurial workforce our economy requires,
learning must be “steeped in real-life problem solving projects.” 23
Table 1: Fullan’s 6 C’s for Student, Society Well-Being 24
Character education
Citizenship
Communication
Critical thinking and problem
solving
Collaboration
Creativity and imagination
Honesty, self-regulation and responsibility, perseverance, empathy
for contributing to the safety and benefit of others, selfconfidence, personal health and well-being, career and life skills.
Global knowledge, sensitivity to and respect for other cultures,
active involvement in addressing issues of human and environmental
sustainability.
Communicate effectively orally, in writing and with a variety of
digital tools; listening skills
Think critically to design and manage projects, solve problems,
make effective decisions using a variety of digital tools and
resources.
Work in teams, learn from and contribute to the learning of others,
social networking skills, empathy in working with diverse others.
Economic and social entrepreneurialism, considering and pursuing
novel ideas, and leadership for action.
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Another pertinent issue is students’ choice of their educational pathway. As we have seen,
fewer and fewer students leave high school with exposure to the world of work, yet we
expect them to choose a post-secondary education (PSE) educational pathway that will lead
to a career. As Table 2 below suggests, approximately 35% of Canadian students may
immediately enter the workforce after leaving public education. A number of these students
may return to upgrade their education, but for many others, high school education remains
their primary preparation for the world of work. As a nation, we owe it to the more than one
third of students who proceed directly into the workforce. More thought needs to be given to
their future.
Table 2: Highest level of educational participation at age 19,
Canada, 2004 25 (N=16713)
Percentage
Highest educational level
Less than high school
High school
College
University
8%
27%
28%
38%
And what about the completion rate of those who do enter PSE, whether it is university,
college, or apprenticeship? Approximately 20-25% of first-year students do not continue into
second year, while an additional 20-30% leaves in subsequent years. 26 Others may complete a
degree and find they need further training to be competitive in the labour market. This is not
to cast aspersions on students, educators in the public education system, or Canada’s many
fine post-secondary education institutions. At a policy level, we may not be giving students
the experiences and information they need to make more informed choices.
Finally, job experience and career education can also be an effective pathway out of poverty
and a tool of community integration. For example, Ontario’s Ministry of Children and Youth
Services works with community agencies and police to develop more services and programs
for youth in under-serviced areas. These programs help youth overcome their difficulties and
achieve their full potential. 27 One such program is the “Summer Jobs for Youth Program”
which provides youth aged 15-18 with summer job opportunities and also includes a career
education component that teaches students about resumes, interviews, and useful life
skills. 28 Another is the “Youth Outreach Worker Program” where outreach workers meet with
youth and provide education regarding relevant services available to them, as well as
encouraging youth to get involved in positive projects in their community. 29
7. Practice and Curriculum: Provinces and Territories
Perhaps not surprisingly due to our federated system of governance, Canadian school systems
have created a wide variety of approaches to career education. (For greater detail see
Appendix B: Provincial and Territorial Profiles). In the last 10 to 15 years, many provinces
have introduced mandatory career courses. Additionally, some provinces ― Alberta and
Manitoba in particular ― have invested heavily in new technical training programs focused on
established and emerging industries. Some provinces have created specialized programs that
focus on education in specific sectors of the economy rather than focused on specific
occupations. These specialized programs allow for students to explore career pathways while
completing a high school diploma. Dual credit programs have also been expanded or
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It’s Their Future
formalized in some jurisdictions leading to
enhanced opportunities for both at-risk and high
achieving students to gain post-secondary credit
and work experience.
Educators and policy makers have created a
broad array of options for students to explore
career pathways. However, a deeper
examination beneath the surface suggests the
reality is an uneven patchwork of programs that
may not be meeting students’ needs.
7.1 Mandatory Career Courses
The approaches to mandatory career courses
across Canada are varied. The focus on curricula
is
often
on
self-regulation,
soft-skills
development, self-reflection and job searching.
Opportunities
for
experiential
learning,
developing employability skills, job tasting
(sampling jobs such as on “Take Our Kids to
Work™” day), and job shadowing are left up to
students ― particularly in Ontario, which
requires students to complete volunteer hours to
receive a high school diploma, and British
Columbia, which requires students to have work
experiences (which may include volunteering).
Some provinces offer rigorous guidelines and
outcomes while others leave that to the
discretion of school boards and educators. At the
secondary level, only Alberta, British Columbia,
Newfoundland and Labrador, Ontario, and
Francophone schools in Prince Edward Island
have a mandatory career education course as a
requirement for graduation. The jurisdictions of
Manitoba, New Brunswick, Northwest Territories,
Nova Scotia, Nunavut, Prince Edward Island
(Anglophone schools), Quebec, Saskatchewan,
and Yukon do not yet have this requirement in
their curriculum.
Nunavut: Achieving
Results with Limited
Resources
Nunavut is an admirable case study in that
successful outcomes are achieved by the
territory despite limited resources and
opportunities available to administer specific
career-oriented programs. As a result, the
territory may not have career programs in
place that function in a similar fashion to
their provincial and territorial counterparts.
There are a number of locally developed and
run programs that have succeeded in
aligning career development with specific
cultural values and practices that are
relevant to the local population. For
instance, some schools offer courses in
traditional occupations such as tool making,
jewelry making, and carving. In some
instances via an “Elders in the School”
program, Master Elders instruct students in
the acquisition of these very skills,
functioning in a similar fashion to
journeymen. In addition, various chambers
of commerce, small businesses and mining
companies have been very supportive in
providing career development opportunities
when possible. Overall, through its resilience
and client-centric model of curriculum
delivery, Nunavut has shown itself to be an
interesting case study for career education,
especially in areas grappling with a limited
labour market, unique environmental
factors, and other socio-economic issues.
A
2009
Canada
Millennium
Scholarship
Foundation report indicates that 74% of surveyed
guidance counsellors reported that mandatory
courses for grades 9-12 were being offered at
their school. 30 This means the remaining 26% of surveyed counsellors reported that no
mandatory courses were being offered. 31 These statistics suggest two unfortunate
possibilities: 1) some schools and educators may be under resourced and having trouble
meeting their commitments to career course provisions, even in jurisdictions that require
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mandatory courses and 2) career education is either not a high priority or there is no
incentive for its delivery in many jurisdictions. As a vital life skill, mandatory career
education courses should be universally available across Canada.
An additional concern is students’ perceptions of mandatory career education courses. In
some provinces students have found these courses unappealing and of limited efficacy. A 2011
Ontario Student Trustees Association (OSTA) report found that only 46.3% of students would
take the career course if it was optional, while a 2009 survey of 7,000 students found that
74% of students considered the courses of low importance and a waste of time. 32
7.2 Technical/Vocational Training and Pre-Apprenticeship Programs
Vocational programs may be offered at the secondary level in separate, specialized schools or
as optional programs in schools offering both academic and technical streams. 33 In terms of
optional workforce oriented courses that offer students an opportunity for genuine “handson” experience, virtually all provinces and territories currently allow students to enroll in a
suite of pre-apprenticeship and technical/vocational specialist program courses in some shape
or form.
The Learning Partnership’s research and interviews with ministry officials also revealed that
while technical training programs are quite widespread, the outcomes of programs are not
widely tracked. The lack of a comprehensive and detailed tracking system may make it
difficult to truly gauge whether existing programs are having any impact on a student’s career
readiness and success. At the present time, few provinces and territories possess clear
mechanisms through which to know whether a student who completes a welding program in
school for instance, undertakes a future career as a welder.
7.3 Cooperative Education
Cooperative education courses are typically structured to involve a classroom component and
a work placement component. The intent is to integrate classroom theory and acquired skills
with work experience obtained in a placement. 34 Cooperative education and other similar
forms of experiential learning appear to be universally available across all educational
jurisdictions in Canada. It is the most widely used form of career focused experiential
learning in Canada. 35 However, when examining the enrollment numbers in these programs 36,
it appears that there is a wide variance in enrollment across the country. For example, in
Ontario the cooperative education enrollment figure is fairly high relative to the total number
of eligible students, while in British Columbia it is the opposite.
The Canada Millennium Scholarship Foundation’s report seems to corroborate this observation
of under enrollment as they also found that the majority of surveyed counsellors reported
that less than 20% of the student population in their jurisdictions was enrolled in cooperative
education opportunities. 37
7.4 Dual Credit
Dual credit programs allow secondary school students to take college or apprenticeship
courses that count towards a high school diploma and a postsecondary certificate, diploma,
degree, or apprenticeship certification. 38 Dual credit programs primarily target students who
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have the potential to succeed but are at risk of not
graduating from high school, who have left high
school before graduating and are now returning to
school and those enrolled in specialist diplomas or
pre-apprenticeship programs. 39
For jurisdictions within provinces and territories
that offer dual credit programs, participation can
benefit students by allowing them to complete
their high school education, obtain post-secondary
credits, make a successful transition to work or
post-secondary education, and provide greater
insight and awareness into the full range of
education and career pathways available.
Dual credit programs tend to be offered in most
jurisdictions across Canada, but are largely a local
initiative (an exception is Ontario, where dual
credits are a Ministry of Education initiative)
dependent on the school board or the local
community college, and not universally available to
all students. Data regarding these programs for the
most recent school years shows that enrollment
numbers for many of these programs are low in
proportion to the number of secondary students
who are eligible to enroll. In addition, the data is
incomplete because there is often no enrollment
data available for these programs. Considering the
stated benefits of dual credit programs, it is
unfortunate that there are not more students
taking advantage of such opportunities.
7.5 Specialist Diplomas
Prince Edward Island:
Transitions ProgramAn Innovative Career
Education Opportunity
The Transitions Program in Prince Edward
Island began in 2002 as a pilot program
between Holland College, the PEI
Department of Education, and Service
Canada. In its first year, 16 students were
enrolled, and since then it has grown to
more than 80 students annually from
schools encompassing the western and
eastern regions of Prince Edward Island.
The purpose of the program is to give PEI
high school students the opportunity to
make informed decisions regarding postsecondary education, re-engage
disengaged students, and to build
confidence and prepare students
properly for a smooth transition to postsecondary life. Students attend Holland
College in half days for one semester and
earn two high school credits upon
graduation as well as preferred status
when applying to Holland College.
Through the program, students are
exposed to more than 25 college
programs, increase their self-awareness
and confidence, and become better
prepared for success in a post-secondary
environment.
Closely related to technical/vocational training
programs are specialist diplomas. In recent years,
provinces such as Ontario, Manitoba, and Alberta
have created enhanced technical training programs
that
are
delineating
between
technical
qualifications in the traditional craft trades (i.e.
carpentry, welding, pipefitting) and industry
specific programs (i.e. graphic arts, aviation and
aerospace, hospitality and tourism, mining). These
programs seek to provide on-the-job training with
employers, skills training centres and schools to
assist students in obtaining industry specific certifications. In Ontario, the 19 possible industry
sectors on offer for the Specialist High Skills Major (SHSM) program each have four pathways
geared towards students that will go to either to college, university, apprenticeship, or
directly into the workforce. Ontario Achievement data indicates that approximately 95% of all
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credits attempted by students enrolled in SHSM programs in 2011-12 were achieved,
compared to 93% by all non-SHSM students. 40
It appears this approach may be gaining momentum in other parts of the country. In Prince
Edward Island, their Academy Diploma Program (ADP) specifically focuses on providing robust
opportunities in certain occupational sectors and is actually modeled on Ontario’s SHSM
program. Currently however, it is only offered in one sector, aviation and aerospace, but
there are plans to implement ADP programs in business and innovation, and agriculture and
bioscience beginning in September 2013, with further plans for programs in skilled trades, and
hospitality and tourism for the 2014-15 school year. 41 This program will continue to co-exist
with their more traditional Career and Technical Education (CTE) program to allow greater
versatility and choice selection for students. While this program is not mandatory, the
province’s equivalent program for Francophone schools, the “Programme de spécialisation au
secondaire”, is mandatory for all Francophone secondary students. 42
7.6 Other Examples
Quebec’s secondary education consists of two streams, a general education stream, and a
vocational education stream. While the general stream is equivalent to other provincial
secondary school diplomas, the vocational education stream is intended to lead into postsecondary education or directly into the labour force. The vocational education stream leads
to involvement in specialized or semi-specialized trades, and is subdivided into three
certification categories: certificate of professional studies (AEP), diploma of vocational
studies (DEP), and certificate of professional specialization (ASP). 43 As a result, secondary
students enrolled in general education cannot integrate workplace experience or technical
training into their curriculum. 44
8. Community and Business Partnerships
Independent of the education system, government agencies, businesses, and nongovernmental organizations may play a role in facilitating career exploration for youth. There
are far too many programs and initiatives to present in a paper of this scope, however, of the
outstanding initiatives presented below it is important to note that they all focus on
enhancing the work of the education system and in part, on the experiential learning
experience and/or planning for the future.
8.1 Non-Governmental Organizations
In terms of non-governmental organizations, there are many agencies that deliver effective
career services to youth. One example is Pathways to Education, an organization operating in
12 communities across Canada with programs in Ontario, Quebec, Nova Scotia and Manitoba
that assists youth in low-income communities graduate from high school and successfully
transition into post-secondary education. 45 It provides academic, financial, and social support
for youth, and addresses systemic barriers to education by providing leadership, expertise,
and a community-based program proven to lower dropout rates. 46 Their results are
impressive. For example, in Pathway’s Regent Park Program, the dropout rate for youth has
declined by more than 70%, with 80% of program graduates going on to pursue studies at a
college or university. 47
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The Canada Millennium Scholarship Foundation’s
pilot project Future to Discover provides another
good example of career and post-secondary
planning activities provided to youth from nongovernmental agencies. This project tested the
effectiveness of two interventions designed to
help students in New Brunswick and Manitoba
overcome certain barriers to post-secondary
education. One of the interventions, Explore your
Horizons, offers students in early high school
years enhanced career planning and information
regarding
post-secondary
education.
This
approach was found to be very successful in
disseminating career information to students in
New Brunswick, as well as increasing postsecondary enrollment in New Brunswick’s
Francophone sector and raising high school
graduation rates in Manitoba and in New
Brunswick’s Anglophone sector. 48
In Saskatchewan, Students in Free Enterprise
(SIFE) Saskatchewan runs a program called the
Aboriginal Youth Idea Challenge that gives
Aboriginal youth across the province the tools to
explore their entrepreneurial interests and turn
their innovative ideas into reality. 49 The program
provides Aboriginal youth with opportunities to
compete in a business plan competition that
provides access to entrepreneurial learning
opportunities and mentorship in the development
of a self-sustaining business model. The aim is to
allow for the greater integration of Aboriginal
involvement in all business sectors, and allow
them to achieve prosperous and successful lives. 50
8.2 Business-Education Partnerships
Ontario: A Tradition of
Business-Education
Partnerships
In Ontario, the existence of the Provincial
Partnership Council (PPC) has played a
positive role in fostering school-employer
partnerships. The PPC is a volunteer advisory
committee of the Government of Ontario
that aims to ensure that every employer in
Ontario appreciates the value of engaging
high school students in meaningful
experiences that foster workplace skills
development and inform educational and
career-related decisions. One of their
noteworthy activities is recognizing
employers who have provided at least 50
experiential learning opportunities to
secondary school students in the previous
academic year via an “Ontario Employer”
designation. Past “Ontario Employer”
recipients have included organizations such
as the Toronto Police Service, George Brown
College, and Sick Kids Hospital.
Yet outstanding partnerships between
schools and employers are not only limited
to recipients of the “Ontario Employer”
designation. For instance, based on a survey
of Ontario cooperative education teachers
(n=51) conducted in May 2013 by The
Learning Partnership, 92% responded
positively to the question: “Does your
school’s cooperative education program
have business partners that participate in
your program on an ongoing basis?” Many
of them named partners that ranged from
small businesses to medium and large sized
enterprises that have been very receptive to
providing experiential learning opportunities
for secondary students.
Similar to the aforementioned technology hubs in
Calgary, a number of successful initiatives have
been deployed in certain Alberta school districts
that demonstrate the successes of businesseducation partnerships in delivering innovative
career education opportunities to students. One
example is the new welding fabrication facility in
M.E. LaZerte High School in Edmonton. This facility was developed through a funding
partnership between Edmonton Public Schools and the United Association of Journeymen and
Apprentices of the Plumbing and Pipe Fitting Industry of the United States and Canada - Local
Union 488, and the Alberta Pipe Trades College, the union’s training arm. 51 The facility aims
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It’s Their Future
to allow students to gain experience with welding equipment and techniques, as well as
provide an opportunity to evaluate whether such an occupation is a right fit for them.
The partnership between Yukon Education, Yukon College, and the business community of
Yukon Territory to create the Yukon WorkFutures website also demonstrates the positive
results that business-education partnerships can create. The Yukon WorkFutures website was
launched in April 2013 and functions as an in-depth guide to career opportunities in the
territory. The site contains 100 career profiles to help students understand what certain jobs
entail, whether there are opportunities in rural Yukon, and provides resources and support to
enable Yukon students make appropriate decisions for their future. 52 The central aim of this
website is to enable job planners and counsellors to receive the latest information on the 100
occupations in demand for the Yukon labour market to assist career planning, help learners
achieve success and provide an inclusive, adaptable, and productive workforce that meets the
needs of Yukon employers. 53
The Learning Partnership’s own Entrepreneurial Adventure program, co-founded with the
Bank of Montreal, is another example of a successful business-education partnership. The
program teaches young people essential business skills, such as marketing and business
planning, as well as the importance of social responsibility. Working under the guidance of
teachers and volunteer mentors from the local business community, students from
Kindergarten to Grade 12 develop working business ventures that raise money for local,
national, and international charities. Supported by a network of fellow Entrepreneurial
Adventure participants and The Learning Partnership’s resources across Canada, students are
able to “live” their curriculum while turning their ideas into reality. In the process, students
gain an appreciation for the world of work and are challenged to consider careers in business
and entrepreneurship.
9. International Comparisons
In any discussion regarding career education, an examination of international approaches to
career education is useful and illuminative. While international education systems are often
developed over decades and not reflective of Canadian culture or needs, there are important
lessons to be learned. In particular, it is the potential benefits of consulting with business
partners on developing curriculum and of offering ‘hands on’, practical community-based
learning opportunities outside the walls of the school.
One example often held up for emulation is Germany’s approach to skilled trades and
vocational training. Similar systems exist in Austria, Switzerland, and the Netherlands ― all of
which have consistently low youth unemployment. 54 But what accounts for the success of this
model of career education? Are there lessons that Canada can draw on and adapt to its own
changing needs?
In the case of Germany, their “dual system” of vocational training combines practical
vocational training given at work with theoretical training and general education in vocational
training schools. 55 Perhaps the most distinguishing feature of Germany’s “dual system” is the
fact that knowledge and skills are linked to the acquisition of job experience. This approach
ensures that training will proceed under the same conditions that the trainee will encounter
when practicing their chosen occupation. 56 It is the fact that German employers control how
many young people are admitted into training that is most crucial. 57 This system ensures that
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trainees are not only attaining the right combination of skills and experiences but also that
they are being trained to fill available positions in their field. Additionally, employers are
regularly consulted on the creation of curriculum ensuring that skills meet needs. 58 This
partnership between schools and employers ensures that a scenario where there is an excess
supply of certain graduates in a particular sector of the labour market does not occur. While
this approach has received justifiable criticism for being too rigid and streaming students at a
very young age, Canada can still draw lessons from this approach.
Another example to consider is the American “Career Academies”. According to the social
policy research firm MDRC 59, career academies were developed 35 years ago with the aim of
restructuring large high schools into small learning communities and creating better pathways
between high school, higher education and the workplace. This approach has now taken root
in approximately 8,000 high schools in the U.S. 60 These schools typically enroll 30-60 students
per grade, and are organized around sectors such as health sciences, law, business and
finance, and pre-engineering. Academy students take classes together, remain with the same
group of teachers over time, follow a curriculum that includes rigorous academic courses as
well as career-oriented courses, and participate in work-based learning activities ― often in
partnership with local business. 61 The career academies have had success in improving local
labour market conditions and the job prospects of young men in low-income urban settings
although it is important to note that to date the career academies have not proven to be
scalable. 62
Singapore has traditionally had a close linkage between education and economic
development, studying where they want the economy to grow and then educating students to
be prepared accordingly. 63 In embracing technical education, Singapore has transformed their
vocational education system from being seen as a place of last resort into an integral part of
the country’s economic agenda. An example can be seen in their Institute for Technical
Education (ITE) that revamped the curriculum and workforce certification system; developed
courses in new industries; and consolidated existing technical campuses into three mega
campuses with a sophisticated technology base and close ties to international corporations. 64
They instituted an aggressive marketing and education campaign to parents, students and
teachers that rebranded technical education as a prestigious and worthwhile career option.
The consequence was that 90% of the bottom 25% of secondary students who would normally
drop out of school now graduate from the ITE and enter high paying fields. 65 In addition,
Singapore is able to track the results of such policies as they require all higher-education
institutions to collect information about graduate outcomes in indicators such as job status
and starting salary. 66
All three of these examples provide an insight into the career education approaches adopted
by other countries that have provided innovative and thoughtful solutions to addressing skills
shortages and youth unemployment in their jurisdictions. While the examples may not be
appropriate for local contexts, there are important lessons that can be drawn that may assist
in improving the range of career-oriented programs in Canadian schools.
10. Canadian Challenges
Notwithstanding the outstanding work done by career educators and the unique and
innovative programs and generally robust career curriculum across provincial and territorial
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jurisdictions, there remains a number of challenges and limitations in the current career
program delivery model that are worth examining:
10.1 Limitations in Existing Data Tracking Policies
Aside from British Columbia and Quebec, there are limitations to existing data tracking
policies in most provincial and territorial jurisdictions in Canada in terms of program
outcomes. In Quebec, the use of “recovery surveys” is utilized to document outcomes among
graduates of vocational training. 67 In British Columbia, The Personal Education Number (PEN)
is a nine digit number assigned to each student as they enter the British Columbia education
system. This identification number follows the student through their early learning, K-12 and
post-secondary education. It is used for multiple purposes including; the distribution of
funding to schools, transition analysis between schools, districts and post-secondary
education, exams and student reporting. 68 The PEN’s inclusion of a student’s post-secondary
progress makes it theoretically possible to obtain data that would provide a comprehensive
measurement of a student’s progress from kindergarten to the conclusion of post-secondary
education, and transition into the workforce. However, when examining similar provincial
counterparts such as Ontario’s Ontario Education Number (OEN), the general trend among
provinces is that such an identifier only follows a student up until the conclusion of secondary
schooling. 69 Consequently, it is difficult for respective ministries to determine whether
students who are enrolled in a specific range of courses have gone on to careers related to
their course selection. Interviews with various ministry and territorial officials have also
confirmed this observation.
This is especially true for students who exit public education and directly enter the
workforce. Policies surrounding data collection for technical training is also an area of
concern. According to Rodger Hargreaves: “It is apparent that current vocational education
and training programming at the high school level for apprenticeship pathways suffers from
a lack of research and data. A CPRN Pathways study on Canadian high school apprenticeship
programs pointed out that few provinces collect information about program outcomes;
enrolment information is not readily available or easily comparable across jurisdictions.” 70
The Learning Partnership’s research and correspondence with provincial education officials
corroborated this observation, indicating that there is indeed an insufficient process in
tracking, retaining, and publicizing statistics pertaining to certain career programs. While this
may not be the case in some provincial jurisdictions, in others, there is serious deficiency in
this category.
10.2 Geographic
Our examination of all provinces and territories revealed that in most cases, innovative
programs such as dual credit opportunities are offered and readily available to secondary
students within many jurisdictions. However, dual credit programs are typically local
initiatives and partnerships between schools and post-secondary institutions within close
geographic proximity. As such, there is great difficulty in gathering data, or to even
guarantee a widespread availability regarding such programs to other jurisdictions within a
province or territory. This is in spite of a number of arguments suggesting that dual-credit
programs offer significant positive benefits to at-risk students.
It is encouraging to note that Ontario is one exception to this geographic limitation. In fact,
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one of the primary reasons for the existence of Ontario’s dual credit program is to target
students who have the potential to succeed but are at risk of not graduating from high
school. 71 One of the guiding principles of Ontario’s dual credit program is that eligible
students anywhere in the province should be able to participate. To address this, the Ontario
government funds transportation costs to bring students to a given college in order to ensure
those that live some distance away can take a dual credit. 72 In addition, there is a delivery
model of dual credit program in which the college instructor delivers the course at the local
secondary school. The result: dual credits are available in all school boards in Ontario and
often cater to students in remote communities such as aboriginal communities in northern
Ontario. 73
Likewise, the examples of “technology centres” discussed earlier that are so successful in
urban areas would not be financially and logistically possible in rural areas. This is partially
due to the fact that rural schools are unable to attract and retain specialty teachers, which in
turn hinders their ability to regularly offer the same range of courses found in large urban
schools. 74 However, even in developed urban areas, technical training faces significant cost
barriers.
10.3 Parents and Teachers Aspirations for their Children and Students
In terms of career education and technical training, negative perceptions are a major
obstacle to the growth in importance of career education programs in Canadian public
schools. As reported earlier, a Canada Millennium Scholarship Foundation report found that
fewer than 20% of the student population enrolled in the cooperative education courses at
their school. 75 Neil Sandell, in his Atkinson fellowship series, reported that low enrollment
can be, in part, attributed to stigma, due to the perception from parents, students, and
teachers that cooperative education courses are an easy credit for low academic achievers. 76
Other career training programs, such pre-apprenticeships, likewise appear to suffer from a
similar bias. The Canadian Apprenticeship Forum even indicated in a 2004 report that one of
the main challenges in youth enrollment was the predominantly negative image of the
trades. 77 This negative stigma is further reinforced by the reoccurring expectation that highperforming students attend university whilst low-performing students attend college or go
directly into the workforce. 78 These negative biases may also manifest in a quantitative
manner, as illustrated in a 2007 Higher Education Quality Council of Ontario report that found
that only 6% of students and 7% of parents wanted an educational outcome that would lead to
a trade or vocational school. 79
Parents and guardians have a great deal of influence in the career decisions of their children 80
and as society places a high value on the professions and white collar jobs, parents will
naturally want their children to pursue careers that will maintain or increase their status. 81
This negative perception also extends to specific groups such as women and visible minorities,
where entrenched attitudes towards what constitutes the typical profile of someone in the
skilled trades discourages these groups from pursuing this career track. 82 Yet many of the
skills needed to compete in the 21st century global market are technical skills that fall into
the technical and vocational education stream. 83 Despite the skills shortage reported by
industry sectors relative to the number of potential employment opportunities available, it is
paradoxical then that career programs that can give students alternative career opportunities
continues to be underutilized or viewed as undesirable.
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10.4 Challenges Faced by Career Education Practitioners
Individual obstacles faced by educators of career curriculum are also an issue of concern
when discussing challenges in delivering career education to students. One issue is the
perception of quality, as Neil Sandell has noted is his interviews with teachers of career
development courses, in that the course is often delivered by teachers that are looking to fill
out their schedules, and may lack expertise or training in the subject matter. 84
The amount of time spent in promoting career education activities is also an area of concern.
A 2009 report by the Canada Millennium Scholarship Foundation reported that guidance
counsellors across the country spent too much time on non-guidance activities. 85 When
guidance counsellors are preoccupied with non-guidance activities such as administrative
tasks, that is time that is not spent promoting enrollment in career-oriented programs to
students. As a result, these challenges faced by career education practitioners (teachers and
guidance counsellors) are negatively impacting the quality and delivery of effective career
education programs to students.
Finally, a scan of faculty of education curricula at Canadian universities reveals few
opportunities for professional development or specialization in career development, in spite
of the importance of this issue for Canadian students.
10.5 The Need for Improved Career Education Programs for Aboriginals
The need for improved career education programs for Aboriginal students in Canada is also a
pressing challenge. Research has shown that there is a general mismatch between the
education required for specific careers and the educational intentions of Aboriginal students
in their efforts to obtain those careers. 86 In fact, the Council of Ministers of Education,
Canada (CMEC) presented the stunning observation that: “Many believe that secondary
schools do not adequately prepare Aboriginal students in general, and those living on
reserves in particular, for the reality of the workforce or advanced studies.” 87 This mismatch
and lack of career planning assistance is especially damaging to certain Aboriginal
communities, such as those in Atlantic Canada and Inuit students in Canada’s North. 88 As a
result, there is an urgent need to improve the current dissemination of career information to
Aboriginal students to one that is relevant and practical, as well as to tailor career curriculum
to the availability of realistic and locally available employment opportunities. Fortunately,
the aforementioned Nunavut case study has seemingly provided a positive sign that this
deficiency is being addressed, yet there is still sufficient room for a standardized, national
approach to this challenge.
10.6 Costs
Finally, cost considerations play a significant part in creating challenges delivering effective
VET programs for students. For instance, most of the equipment and shop facilities used for
vocational and technical training in high schools are too generalized, too limited, often out of
date, and are in small spaces to adequately teach large groups of students. 89 The reality of
technical and vocational training programs is ever-increasing costs due to technological
change. Modern auto shops require not only traditional tools and equipment ― such as
hammers, wrenches and hydraulic lifts ― but also complex equipment to diagnose problems
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with the latest in onboard computer technology.
In most provinces there are also strict standards to be met in a facility designed to educate
apprentices. Even with certified journeymen, a typical high school facility simply may not be
sufficient to meet these requirements. 90 This issue would be especially salient for rural
schools or impoverished districts that lack the shared resources to create the aforementioned
“technology centres”, a potential solution to the cost dilemma of adequate training facilities.
11. Conclusion and Recommendations
Constrained government spending, in combination with under-resourced and under-trained
career educators, ensures the goal of providing effective career education and support for
school-to-work transition for all of Canada’s youth seem unreachable. At The Learning
Partnership’s Summit on the Future of Education in Canada, participants expressed a
willingness to support educators and asked for guidance in the role they could play in
supporting Canada’s publicly funded education system. The consensus was that every
organization, business and community group in Canada needs to take a shared role in helping
students succeed. Consequently, the main questions that arise in response are: “what are we
doing presently”, “how can public education play a role in addressing this perceived skills
shortage”, and “what are the challenges we face”?
This brief scan of policy and curricula geared towards educating students about their careers
is one step in that process. Based on our research we have reached several conclusions:
•
There is some outstanding and innovative work taking place in pockets of the
country, and there is tremendous benefit to sharing these successful practices
across provincial boundaries: In certain regions educators and policy makers are
doing innovative work, especially in the areas of facilitating PSE transitions for at-risk
youth and re-examining technical training programs. Such successful practices have
the potential to provide models for replication in other areas of the country.
•
Students face significant challenges as they plan their transitions to the world of
work and their education pathways: The Learning Partnership’s research and
Canada’s economic and demographic data suggest that something in the system is not
properly aligned. Many young people are struggling with the transition from school to
working life. Though post-secondary attainment is high, so is youth unemployment,
and employers see students as being ill-prepared for employment.
•
There is no consistent Canadian approach to educating students about their
future careers: There are a host of options for career explorations, however, as the
data on where students go after school is limited, it is difficult to assess whether they
are effective. Some provinces offer few experiential learning opportunities outside of
the classroom walls and mandatory career courses may not offer students enough
information about planning their future and the soft skills (such as networking) that
are vital in gaining employment in today’s world.
•
Educators may be undertrained and under resourced in the area of career
education: Anecdotally our discussions with educators suggest that there are few
professional development opportunities for teachers in this area. We have also heard
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that there are few opportunities or avenues through which educators are able to
connect students with the world of work and employers.
The purpose of this paper is not to point blame at Canada’s public education system. Instead,
it is to suggest that Canada might benefit from a more consistent approach to career
education that involves provincial governments, school boards and districts, as well as
community and business partners. Such an approach could go a long way to providing students
with experiential learning opportunities beyond the classroom walls. As reported in the
Canadian Journal of Education, there remains “….a distinct lack of coordination between the
secondary and post-secondary educations systems, governments, unions, trades and business
organizations, and industry and businesses.” 91 To be sure, there must be a greater willingness
by employers to train new hires and create new opportunities for youth. However, to be truly
effective, all education stakeholders must work together to put a greater focus on facilitating
positive career and education outcomes for all students.
Based on the discussion presented in this paper, it is clear there are many factors that may be
limiting students’ ability to explore and plan their life after high school. These factors are
adversely affecting the role the Canadian education systems could be playing to mitigate
youth unemployment. On paper the approaches and the curricula of each respective province
and territory appear to adequately address these concerns, in practice this may not be the
case. As a result, The Learning Partnership has formulated a series of recommendations that
may prove helpful in enhancing supports to students’ future school-to-work transitions.
Recommendation #1
Strengthen school and business/community partnerships. In some jurisdictions, these
partnerships are excellent, but in others it could be improved. One suggestion is for the
various governments to create a database that can link school systems with employers.
This can potentially alleviate the problem of geographic limitations. Businesses could also
be consulted more frequently in the development of career and technical education
courses and programs.
Recommendation #2
For policy makers to make the most prudent evidence-based decisions with the strongest
data possible, it may be of interest to the federal and respective provincial/territorial
governments to consider a more consistent and robust approach to tracking students
through the public education system, post-secondary education, and into their careers
under a comprehensive identification system. One potentially cost-effective solution can
be to expand a student’s provincial education number to encompass post-secondary
studies. Another can be to require higher-education institutions to collect information
about graduate outcomes as is the case in Singapore and Australia. 92
Recommendation #3
Increase opportunities for students to engage in experiential learning experiences in career
education outside of the classroom and the school year. There are many ways this can be
achieved such as a summer, winter, or after-school jobs program; mandatory experiential
learning courses; linking community service learning with career development learning
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It’s Their Future
opportunities; or restructure existing mandatory career courses to have a relevant work
placement component. Experiential learning is increasingly an integral component of
career education programs, and expanding the opportunity for students to engage in
hands-on learning will be highly beneficial to developing skills to succeed in the workforce.
Recommendation #4
Strengthen and increase the number of career education workshops available for parents.
Parents have tremendous influence on the educational and career decisions of their
children. One solution is to have comprehensive workshops that help parents understand
the wide range of post-secondary options available. Parents who are well informed
regarding the full spectrum of these post-secondary options can have a positive impact on
educating their children in making the best post-secondary career choice possible.
Recommendation #5
Teachers also have significant influence on a student’s future career and educational
choices. However, teachers who have not participated in the world of work may have
difficulty convincing a student of a post-secondary destination other than university. They
are a key source of information for students, yet they are not properly trained or
resourced to provide current information. As a result, more attention must be given to
career education programs in pre-service teaching training as well as in professional
development opportunities for current teachers. It is recommended that policy makers
should also work closely with school principals to ensure that teachers who are assigned to
such courses are properly equipped with the right resources to instruct students on the full
range of post-secondary options available.
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12. Appendix A: Definition of Key Terms
In our document, several terms are used that may not have a standard meaning across
Canada. In the interest of consistency, the following terms will be used with the
acknowledgment of the existence of such limitations:
Secondary Student: While this paper utilized the term “secondary student” in our discussion
of career curriculum, there is no consistent standard for what is defined as a “secondary
student” across Canada. Terms such as secondary, senior high school, and high school are
used interchangeably by different provinces or territories. Secondary could encompass grades
9-12, 10-12, or even 9-11 depending on the jurisdiction. What remains consistent is generally
the age at which a student can begin enrollment in career-oriented programs such as coop,
pre-apprenticeship, and technical training, which is typically grade 10 and 16 years of age.
Career Programs: In our examination of career programs across Canada, we primarily focused
on programs using terminology such as cooperative education, pre-apprenticeship,
technical/vocational specialist programs, and dual credit programs. The definitions of the
programs utilized in this document are consistent with the Ontario Ministry of Education’s
2000 policy document entitled, Cooperative Education and Other Forms of Experiential
Learning: A policy and procedures document for secondary schools, the Ontario Ministry’s
more recent Specialist High Skills Major Program and Dual Credit Program, and the Council of
Ministers of Education, Canada (CMEC)’s Education in Canada: An Overview document. The
definitions are as follows:
1) Cooperative Education: Courses that involve a classroom component and a
placement component. The intent is to integrate classroom theory and acquired
skills with work experience obtained in a placement. The experience obtained in
the placement is meant to reflect current workplace practices and standards. Such
a program involves a partnership between education and business, industry,
agriculture, labour, or community organizations that include students, teachers,
parents, employers, and placement supervisors. 93
2) Pre-Apprenticeship: A specialized program that enables students who are 16 years
of age or older to meet diploma requirements while participating in an occupation
that requires apprenticeship. The student may or may not be formally registered
as an apprentice while attending secondary school. 94
3) Technical/Vocational and Specialist Program: A specialized program that allows
students to focus their learning on a specific economic sector while meeting the
requirements to graduate from secondary school. Such a program can lead a
student to transition to apprenticeship training, college, university, or the
workplace. 95 At the secondary level, vocational programs may be offered at
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separate, specialized schools or as optional programs in schools offering both
academic and vocational streams. 96
4) Dual Credit Programs: Students participate in apprenticeship training and/or postsecondary courses, earning dual credits that count towards both their high school
diploma, and their post-secondary diploma, degree or apprenticeship
certification. 97
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13. Appendix B: Provincial and Territorial Profiles
Province/Territory
Alberta
Career Education Program Statistics (Public Only)
Number of Secondary Students
• 147,158 (Grade 10-12) (2011-12) 98
Selection of Programs Available and Enrollment
Numbers
• Cooperative Education: numbers are inclusive in
Career and Technology Studies (CTS) total.
• In-school apprenticeship programs and the offcampus Registered Apprenticeship Program (RAP):
approximately 12,050 (2011-12) 99
• Career and Technology Studies (CTS):
Approximately 111,205 (2011-12) 100; The CTS
program centres around five clusters and more
than 1000 one-credit courses in 28 occupational
areas.
• Dual Credit Opportunities: Offered, but exact data
not yet available.
British Columbia
Number of Secondary Students
• 160,599 (Grade 10-12) (2012-13) 101
Selection of Programs Available and Enrollment
Numbers
• Cooperative Education: 842 (2012-13) 102
• Secondary School Apprenticeship Program: 608
(2012-13) 103
• Career Technical Education: 1,815 (2012-13) 104
• Dual Credit Opportunities: Offered with
approximately 2,500 students in 2012-13 105
Manitoba
Number of Secondary Students
• 60,992 (Grade 9-12) (2012-13) 106
Selection of Programs Available and Enrollment
Numbers
•
•
•
•
Cooperative Vocational Education: One School 107
High School Apprenticeship Program:
Approximately 1,000 (2012-13) 108
Technical Vocational Education: Data not tracked.
Dual Credit Opportunities: Offered, but exact data
not yet available.
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New Brunswick
Number of Secondary Students
• 34,975 (Grade 9-12) (Anglophone and
Francophone) (2012-13) 109
Selection of Programs Available and Enrollment
Numbers
• Cooperative Education: Approximately 3,920
(Anglophone and Francophone) 110 (2012-13)
• Pre-Apprenticeship Program: Zero (Anglophone and
Francophone) (2012-13) 111
• Technology/Vocational Education Courses
(Anglophone Sector): 59,299 (2012-13) 112 Note:
Includes semester 1, 2, and students who take
more than one course per semester.
• Technology/Vocational Education Courses
(Francophone Sector): 9,685(2012-13) 113 Note:
Includes semester 1, 2, and students who take
more than one course per semester.
• Dual Credit Opportunities: Offered, but exact data
not yet available.
Newfoundland and Labrador
Number of Secondary Students
• 16,684 (Grade 10-12) (2012-13) 114
Selection of Programs Available and Enrollment
Numbers
• Cooperative Education: 69 (2012-13) 115
• Pre-Apprenticeship: 16 (2012-13) 116
• Future in Skilled Trades and Technology: 4,327
(2012-13) 117
• Dual Credit Opportunities: Offered, but exact data
not yet available.
Nova Scotia
Number of Secondary Students
• 32,106 (Grade 10-12) (2012-13) 118
Selection of Programs Available and Enrollment
Numbers
• Cooperative Education: 3,000 (2012-13) 119
• Pre-Apprenticeship: No Data
• High School Skilled Trades Education: 600 (201213) 120
• Dual Credit Opportunities: Not offered
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Ontario
Number of Secondary Students
• 699,502 (Grade 9-12) (2011-12) 121
Selection of Programs Available and Enrollment
Numbers
• Cooperative Education: 83,522 (2011-12) 122
• Ontario Youth Apprenticeship Program: 19,000
(2011-12) 123
• Specialist High Skills Major Program: 34,000 (201112) 124
• Dual Credit Opportunities: Offered with 15,961
students in 2011-12 125
Prince Edward Island
Number of Secondary Students
• 5,607 (Grade 10-12) (2012-13) 126
Selection of Programs Available and Enrollment
Numbers
• Cooperative Education: 465 (2012-13) (English
only) 127
• Accelerated Secondary Apprenticeship Program: 15
(2012-13) 128
• Career and Technical Education: 1,248 (2012-13)
(English only) 129
• High School Skilled Trades Education: No Data
• Academy Diploma Programs: No Data
• Dual Credit Opportunities: Not offered
Quebec
Number of Secondary Students
• 244,334 (Grade 9-11, Secondary Cycle 2) (2012-13)
Note: The above enrollment figure includes private
secondary school students as 95% of Quebec
secondary students attending the private network
are subsidized by the Ministry. 130
Selection of Programs Available and Enrollment
Numbers
Note: High school students in Quebec cannot get credit for
their Quebec High School Diploma (DES) through
experience in the workplace. 131 The following information
is a sample from their vocational education stream.
•
•
In 2011-2012, 10,794 students were enrolled in a
vocational training program in co-op. 132
Dual Credit Opportunities: Not offered
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Saskatchewan
Number of Secondary Students
• 43,781 (Grade 10-12) (2011-12) 133
Selection of Programs Available and Enrollment
Numbers
• Cooperative Education (via Career and Work
Exploration Courses): 5,535 (2011-12) 134
• Apprenticeship A and B: 231 (2011-12) 135
• Practical and Applied Arts (PAA): 56,276 (201112) 136
• Dual Credit Opportunities: Offered, but exact data
not yet available.
The Territories: Northwest
Territories, Nunavut, Yukon
Number of Secondary Students
• Northwest Territories - 2,656 (Grade 10-12) (201112) 137
• Nunavut - 2,254 (Grade 10-12) (2012-13) 138
• Yukon - 1,226 (Grade 10-12) (2012-13) 139
Selection of Programs Available and Enrollment
Numbers
• Selected program data is not available for all three
territories. However, all do offer dual credit
opportunities, but data for these programs are not
tracked.
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14. Appendix C: Occupations Showing Signs of Labour Surplus/Shortage
25 Occupations Showing Signs of Skills
Shortages
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
20 Occupations Showing Signs of Labour Surplus
Managers in engineering, architecture, science
& information systems
Managers in health, education, social and
community services
Managers in construction and transportation
Auditors, accountants and investment
professionals
Human resources and business service
professionals
Professional occupations in natural and applied
sciences
Physical science professionals
Life science professionals
Civil, mechanical, electrical and chemical
engineers
Other engineers
Professional occupations in health
Physicians, dentists and veterinarians
Optometrists, chiropractors and other health
diagnosing and treating professionals
Pharmacists, dietitians and nutritionists
Therapy and assessment professionals
Nurse supervisors and registered nurses
Technical and related occupations in health
Medical technologists and technicians (except
dental health)
Technical occupations in dental health care
Other technical occupations in health care
(Except dental)
Psychologists, social workers, counsellors,
clergy and probation Officers
Supervisors, mining, oil and gas
Underground miners, oil and gas drillers and
related workers
Supervisors in manufacturing
Supervisors, processing occupations
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Managers in manufacturing and utilities
Clerical supervisors
Clerical occupations
Clerical occupations, general office skills
Office equipment operators
Finance and insurance clerks
Mail and message distribution occupations
Secondary & elementary teachers and
counsellors
Sales and service supervisors
Cashiers
Occupations in food and beverage services
Tour & recreational guides and amusement
occupations
Other attendants in travel, accommodation
and recreation
Technical occupations in personal service
Other occupations in personal service
Butchers & bakers
Upholsterers, tailors, shoe repairers, jewelers
and related occupations
Fishing vessel masters and skippers and
fishermen/women
Machine operators & related workers in metal
and mineral products processing
Machine operators & related workers in pulp &
paper production and wood processing
Source: CIBC Economics, 2012 140
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15. References
General References
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http://mindsharelearning.ca/2012/06/06/book-review-stratospher-by-michael-fullan/
Hudson, J. (2011). Why Aspirations Aren’t Enough: Educational Aspirations and University Participation Among
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Ontario Ministry of Education. (2013). Dual Credit Programs. Retrieved from:
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21st Century Skills in College and Career Readiness.
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Curriculum Document References
Alberta Education. (2013). Programs of Study. Retrieved from:
http://education.alberta.ca/teachers/program.aspx
British Columbia Ministry of Education. (2013). Curriculum. Retrieved from:
http://www.bced.gov.bc.ca/irp/welcome.php#
Manitoba Department of Education. (2013). Curriculum. Retrieved from:
http://www.edu.gov.mb.ca/k12/cur/index.html
New Brunswick Department of Education and Early Childhood Development. (2013). K-12 Anglophone Sector.
Retrieved from: http://www.gnb.ca/0000/anglophone-e.asp#cd
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It’s Their Future
Newfoundland and Labrador Department of Education. (2013). English Program Curriculum Guides. Retrieved
from: http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/index.html
Northwest Territories Department of Education, Culture and Employment Education. (2013). Curriculum K-12.
Retrieved from: http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12
Nova Scotia Department of Education and Early Childhood Development. (2013). Nova Scotia Curriculum
Documents. Retrieved from: https://sapps.ednet.ns.ca/Cart/items.php?CA=15&UID=20031024095517142.227.51.61
Nunavut Department of Education. (2013). 2012-2013 Nunavut Approved Curriculum and Teaching Resources.
Retrieved from: http://www.edu.gov.nu.ca/apps/UPLOADS/fck/file/NU%20CUR%20GUIDE%202012-2013.pdf
Ontario Ministry of Education. (2013). The Ontario Curriculum – Secondary. Retrieved from:
http://www.edu.gov.on.ca/eng/curriculum/secondary/index.html
Prince Edward Island Department of Education and Early Childhood Development. (2013). Curriculum Guides by
Grade Level. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026202&lang=E
Ministère de l'Éducation, du Loisir et du Sport (Quebec). (2013). Curriculum Publications. Retrieved from:
http://www.mels.gouv.qc.ca/gr-pub/menu-curricu-a.htm
Ministère de l'Éducation, du Loisir et du Sport (Quebec). (2013). Système scolaire québécois. Retrieved from:
http://www.mels.gouv.qc.ca/eleves/etudier-au-quebec/systeme-scolaire-quebecois/
Saskatchewan Ministry of Education. (2013). Saskatchewan Curriculum. Retrieved from:
http://www.curriculum.gov.sk.ca/
Yukon Department of Education. (2013). Curriculum. Retrieved from:
http://www.education.gov.yk.ca/psb/curriculum.html
Case Study References
Alberta
Calgary Board of Education. (2013). Career and Technology Centre (CTC) at Lord Shaughnessy High School – About.
Retrieved from: http://schools.cbe.ab.ca/ct-centre/about.htm
Calgary Board of Education. (2013). Career and Technology Centre (CTC) at Lord Shaughnessy High School –
Register. Retrieved from: http://schools.cbe.ab.ca/ct-centre/registration.html
Calgary Board of Education. (2013). School Profiles. Retrieved from:
http://www.cbe.ab.ca/schools/view.asp?id=361
Nunavut
Ball, S., & Willard, L. (Personal communication with Nunavut Department of Education Officials, May 1, 2013).
Government of Nunavut. (2013). Nunavut Framework for Career Development Service Delivery.
Ontario
Provincial Partnership Council. (2013). 2011 Provincial Partnership Council Ontario Employer Recipients. Retrieved
from: http://www.ontarioemployer.ca/ontarioemployers.php
Provincial Partnership Council. (2013). Frequently Asked Questions. Retrieved from:
http://www.ontarioemployer.ca/faq.php
The Learning Partnership. (2013). TLP Career Survey-Ontario-OCEA. Retrieved from:
http://www.surveymonkey.com/s/YD97DJ9
Prince Edward Island
Holland College. (2013). Transitions Program. Retrieved from:
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It’s Their Future
http://www.hollandcollege.com/future_students/transitions/
Appendix B References
Alberta Education. (2012). Student Population by Grade, School, and Authority, Alberta – 2011/2012 School Year.
Retrieved from: http://education.alberta.ca/apps/eireports/pdf_files/iar1004_2012/iar1004_2012.pdf
Barron, J. (Personal communication with Newfoundland and Labrador Department of Education Official, May 2,
2013).
Boleyn, J. (Personal communication with New Brunswick Department of Education and Early Childhood
Development Official, May 21, 2013).
Boleyn, J. (Personal communication with New Brunswick Department of Education and Early Childhood
Development Official, September 11, 2013).
British Columbia Ministry of Education. (2013). Student Statistics – 2012/13. Retrieved from:
http://www.bced.gov.bc.ca/reports/pdfs/student_stats/prov.pdf
Cartile, A. (Personal communication with Ontario Ministry of Education Official, September 9, 2013).
Cartile, A., & Sasman, A. (Personal communication with Ontario Ministry of Education Officials, May 31, 2013).
Heidel, G. (Personal communication with Saskatchewan Ministry of Education Official, May 1, 2013).
Heidel, G. (Personal communication with Saskatchewan Ministry of Education Official, May 9, 2013).
Lemieux, D. (Personal communication with Manitoba Department of Education Official, May 16, 2013).
Lomax, B. (Personal communication with Alberta Education Official, April 19, 2013).
Lomax, B. (Personal communication with Alberta Education Official, May 15, 2013).
Maclean-Ellis, S. (Personal communication with Prince Edward Island Department of Education and Early Childhood
Development Official, May 24, 2013).
Maclean-Ellis, S. (Personal communication with Prince Edward Island Department of Education and Early Childhood
Development Official, September 4, 2013).
Manitoba Department of Education. (2012). Enrollment Report – September 30, 2012. Retrieved from:
http://www.edu.gov.mb.ca/k12/finance/sch_enrol/enrolment_2012.pdf
Ministère de l'Éducation, du Loisir et du Sport, Quebec. (2011). La Relance au secondaire en formation
professionnelle. La situation d'emploi de personnes diplômées - Enquête 2011. Retrieved from:
http://www.mels.gouv.qc.ca/references/publications/resultats-de-la-recherche/detail/article/la-relance-ausecondaire-en-formation-professionnelle-la-situation-demploi-de-personnes-diplomee/
Newfoundland and Labrador Department of Education. (2013). Enrollment Information – 2012-2013. Retrieved
from: http://www.ed.gov.nl.ca/edu/publications/k12/stats/1213/ENR_12_3.pdf
Nova Scotia Department of Education and Early Childhood Development. (2013). 2012-13 Enrolments by Grade &
Gender. Retrieved from: http://stats-summary.ednet.ns.ca/by-grade-gender
Nunavut Bureau of Statistics. (2013). Nunavut Public School Enrolment by Grade, 2003 to 2012. Retrieved from:
http://www.stats.gov.nu.ca/en/Social%20education.aspx
NWT Bureau of Statistics. (2012). School Enrollment and Graduates. Retrieved from:
http://www.statsnwt.ca/education/school-enrollment-graduates/
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Copyright © 2013 The Learning Partnership. All rights reserved.
It’s Their Future
N'Zué, K. (Personal communication with Ministère de l'Éducation, du Loisir et du Sport Official, September 6,
2013).
Rowan, G. (Personal communication with British Columbia Ministry of Education Official, April 26, 2013).
Saskatchewan Ministry of Education. (2012). Provincial School/Program Statistics 2011-12. Retrieved from:
http://www.education.gov.sk.ca/IEF/provincial-school-stats-2011-12
Smith, J. (Personal communication with Nova Scotia Department of Education and Early Childhood Development
Official, April 30, 2013).
Yukon Department of Education. (2012). Enrolment Report 2012/2013 – Sep 30, 2012. Retrieved from:
http://www.education.gov.yk.ca/psb/pdf/enrolment_report_2012_13_no01_30sep2012.pdf
Page 39
Copyright © 2013 The Learning Partnership. All rights reserved.
It’s Their Future
16. Acknowledgements
The Learning Partnership would like to recognize the cooperation of the various Ministries of
Education in all provinces and territories across Canada, in particular the numerous ministry
officials and educators that assisted us in obtaining statistics and relevant information
pertaining to particular career education programs. We would like to put on record our
gratitude to: Gordon Balbar (Edmonton Public School Board), John Barron (Newfoundland
and Labrador Department of Education), Sue Ball (Nunavut Department of Education),Joanne
Boleyn (New Brunswick Department of Education and Early Childhood Development), Audrey
Cartile (Ontario Ministry of Education), Cathy Faber (Calgary Board of Education), Gord
Heidel (Saskatchewan Ministry of Education), Jacquie Latham (Ontario School Counsellors’
Association), Dan Lemieux (Manitoba Department of Education), Bill Lomax (Alberta
Education), Shelley MacLean-Ellis (Prince Edward Island Department of Education and Early
Childhood Development), Kouadio-Antoine N'Zué (Ministère de l'Éducation, du Loisir et du
Sport, Quebec), Anne Paradis (Ministère de l'Éducation, du Loisir et du Sport, Quebec), Glenn
Rowan (British Columbia Ministry of Education), Heidi Rumscheidt (Yukon Department of
Education), Anne Sasman (Ontario Ministry of Education), Peter Smith (Nova Scotia
Department of Education and Early Childhood Development), Elaine Stewart (Northwest
Territories Department of Education, Culture and Employment), Donna Thomson (Ontario
Cooperative Education Association), and Leigh Anne Willard (Nunavut Department of
Education), with whom we discussed the topics presented in this document.
In addition, The Learning Partnership would like to thank the following individuals for their
suggestions, insights, and comments on the earlier drafts of this report: Vasiliki Bednar
(Ontario Ministry of Education), Donnalee Bell (Canadian Career Development Foundation),
Charmaine Bryan (The Learning Partnership), Fiona Blaikie (Brock University), Michael
Cooper (The Learning Partnership), Lorraine Godden (Queen’s University), Moira Potter (The
Learning Partnership), Heli Vail (The Learning Partnership), and Robert Wager (York
University). Any errors and/or omissions in the paper are the authors’ own.
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Copyright © 2013 The Learning Partnership. All rights reserved.
It’s Their Future
17. Endnotes
1
Council of Ministers of Education, Canada (CMEC). (2008). Education in Canada: An Overview. Retrieved from: http://www.cmec.ca/299/Education-inCanada-An-Overview/index.html#02
2
Council of Ministers of Education, Canada (CMEC). (2008). Education in Canada: An Overview. Retrieved from: http://www.cmec.ca/299/Education-inCanada-An-Overview/index.html#02
3
OECD. (2010). What students know and can do: student performance in reading, mathematics, and science. Retrieved from:
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Buchanan, F. (2013, June 25). OECD Education Report: Canada ranks first for higher education but falls behind for public funding. Canada.Com.
Retrieved from: http://o.canada.com/2013/06/25/oecd-education-report-canada-ranks-first-for-higher-education-but-falls-behind-for-public-funding/
5
Tal, B. (2012, December 3). The Haves and Have Nots of Canada’s Labour Market. CIBC Economics. Retrieved from:
http://research.cibcwm.com/economic_public/download/if_2012-1203.pdf, p.1
6
Farrell, D. (2013). Education to Employment: What Can Government Do About the Skills Gap? Retrieved from:
http://www.linkedin.com/today/post/article/20130718183920-258795020-education-to-employment-what-can-government-do-about-the-skills-gap
7
Tal, B. (2012, December 3). The Haves and Have Nots of Canada’s Labour Market. CIBC Economics. Retrieved from:
http://research.cibcwm.com/economic_public/download/if_2012-1203.pdf, p.1
8
Lefebvre, R., Simonova, E., & Wang, L. (2012). Labour Shortages in Skilled Trades – The Best Guestimate? Retrieved from: http://ppm.cgacanada.org/en-ca/Documents/ca_rep_2012-07_labour-shortage.pdf, p.18
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CBC News. (2013, May 10). Canada adds 12,500 jobs in modest April rebound. CBC News. Retrieved from:
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Tal, B. (2013, June 30). Dimensions of Youth Employment in Canada. CIBC Economics. Retrieved from:
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11
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Miner, R. (2010). People without jobs, jobs without people: Ontario’s labour market future. P.2
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Cook, W. (2013). Vocational Education in English Schools: Protecting Options for Pre-16 Pupils. Institute for Public Policy Research, (May 2013). P.2
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Partnership for 21st Century Skills. (2010). Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career
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Statistics Canada. (2013). Education in Canada: Attainment, Field of Study, and Location Study. Retrieved from: http://www12.statcan.gc.ca/nhsenm/2011/as-sa/99-012-x/99-012-x2011001-eng.cfm
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See Appendix C.
17
Cook, W. (2013). Vocational Education in English Schools: Protecting Options for Pre-16 Pupils. Institute for Public Policy Research, (May 2013). P.7
Partnership for 21st Century Skills. (2010). Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career
Readiness. P.18
18
19
Cook, W. (2013). Vocational Education in English Schools: Protecting Options for Pre-16 Pupils. Institute for Public Policy Research, (May 2013). P.7
20
Cook, W. (2013). Vocational Education in English Schools: Protecting Options for Pre-16 Pupils. Institute for Public Policy Research, (May 2013). P.7
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23
Gard, T. (2012). Book Review: Stratosphere by Michael Fullan. Retrieved from: http://mindsharelearning.ca/2012/06/06/book-review-stratospher-bymichael-fullan/
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33
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34
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See Appendix B.
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46
Pathways to Education. (2013). About Us. Retrieved from: http://www.pathwaystoeducation.ca/en/about-us
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Pathways to Education. (2013). Program Results. Retrieved from: http://www.pathwaystoeducation.ca/en/results/program-results
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